1. gain an understanding of the major issues and controversies in the field of second language (L2) pedagogy along with implications for classroom teaching.
2. extend their abilities as decision makers and problem solvers concerning settings of L2 instruction.
3. identify, compare, and contrast characteristics of global L2 teaching methods based on differing models of language teaching and apply such knowledge to increased understanding of personal teaching practices.
4. have opportunities to discuss their impressions of a wide range of L2 techniques and principles with others.
5. examine personal learning processes, assumptions, values, and attitudes towards teaching, learning and language.
6. acquire increased ability to assess the appropriateness of different approaches, methods, and techniques for different situational contexts and varying learners' needs.
7. have opportunities to develop one's own principled approach toward L2 instruction.
8. review pedagogical literature on the teaching of component language facets such as listening, speaking, reading, and writing for both non-academic and academic purposes.
9. recognize the importance of learning to "live with complexity and to appreciate ambiguity" in order to explore and discover one's own solutions to "the messy reality of day-to-day life" in L2 classrooms (Clarke & Silberstein, 1988, p. 697).
10. have opportunity to design a curriculum statement for a specific L2 (or foreign language) course, addressing the needs of a specific student population.