Goals | Texts | Objectives | Requirements | TESOL Membership | Assignments | Technology | Methods Acting | Microteaching | Download Syllabus | Download Assignment Packet|

Course Goals

This course addresses the TESOL Standards for P-12 ESL Teacher Education Programs by providing students with: (a) an understanding of the development of second language teaching methodology and current best practices (Standard 5.a: ESL Research and History); (b) a theoretical background on second language learning and teaching and how it applies to instruction (Standard 1.b: Language Acquisition and Development; (c) practice with instructional approaches that assist language learners in developing both social and academic communicative competence (Standard 3.a: Planning for Standards-based ESL and Content Instruction); and (d) a field experience in which to analyze teaching, curriculum, and learning in the language classroom (Standard 3.c: Using Resources Effectively in ESL and Content Instruction).

Section 10 of this course is designated for students with concentrations in ESL Education.

RELATIONSHIP TO GSEHD MISSION AND BRIDGING CONCEPTS

This course addresses three of the four bridging concepts, community service, educational leadership, reflective practice, and research and scholarship:

1.       Educational leadership, by preparing the next generation of teachers to take leadership in applying evidence-based practices in their classroom.

2.       Reflective practice, by providing theoretical, philosophical and practical readings related to the role of the teacher in context of contemporary classrooms, and by providing structured strategies that challenge students to reflect on their own instructional delivery processes, their teaching performance, and the performance of their peers;

3.       Research and scholarship, by guiding students through the process of classroom based action research.

4.       Service to the Multicultural Community of Diverse Learners, by addressing issues of diversity in teaching and curriculum design.

Course Objectives

1.     Identify and discuss theoretical principles and research in English as a second language (ESL) learning and teaching.

2.     Analyze current issues in language instruction as they apply to ESL students, including: proficiency; communicative competence; skills integration; content-theme-, and task-based instruction; focus on form; and learning strategies instruction.

3.     Identify the characteristics and needs of ESL students.

4.     Identify and critique instructional materials designed for ESL students.

5.     Practice planning and microteaching demonstration language lessons.

6.     Develop a content-based thematic unit that fosters academic language development.

7.     Keep a journal of the field experience that relates observations to theoretical principles.

8.     Model and present one of the methods that has had a significant influence on the field of language teaching and learning.

9.     Develop skills in using technology in language teaching.

Required Texts

The books we'll be using are:
The Calla Handbook: Implementing the Cognitive Academic Language Learning Approach
by Anna Uhl Chamot, J. Michael O'Malley
Click here to order on Amazon
(price ranges from $13.00 used to $24.15 new.
or buy at Half.com (from $14.99)
# ISBN-10: 0136127118
# ISBN-13: 978-0136127116

and
Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd Edition)
by H. Douglas Brown
Click here to order on Amazon (Be sure to get the THIRD edition, published in 2007)
or
buy at half.com (starting at $48.21)
# ISBN-10: 0136127118
# ISBN-13: 978-0136127116

Required Membership

Student Membership in Teachers of English to Speakers of Other Languages (TESOL)

Additional Readings assigned as necessary.

Course Requirements

Attend all class sessions prepared for active participation in discussion and group work. Read all assigned material for each class. One excused absence for the course is allowed.

Class Topics and Assignments

Notes: TBP = Teaching by Principles

            CH = CALLA Handbook

Expectations for Use of Technology

The instructional delivery methods include a combination of in-class activities including demonstrations, role playing and simulation, discussions, problem solving, and small group exercises and the expectation that each student will incorporate technology into their presentations, which can include PowerPoint, video-clips, or on-line links. Students are expected to email their presentation before class to the professor so it can be uploaded to the class site.

UNIVERSAL DESIGN PRINCIPLES

This course integrates the 9 principles of universal design for learning and instruction. The central practical premise of UDL is that a curriculum should include alternatives to make it accessible and appropriate for individuals with different backgrounds, learning styles, abilities, and disabilities in widely varied learning contexts.

• Principle 1: Equitable use. Instruction is designed to be useful to and accessible by people with diverse abilities.
• Principle 2: Flexibility in use. Instruction is designed to accommodate a wide range of individual abilities, providing choice in methods of use.
• Principle 3: Simple and intuitive. Instruction is designed in a straightforward and predictable manner, regardless of the student's experience, knowledge, language skills, or current concentration level.
• Principle 4: Perceptible information. Instruction is designed so that necessary information is communicated effectively to the student, regardless of ambient conditions or the student's sensory abilities.
• Principle 5: Tolerance for error. Instruction anticipates variation in individual student learning pace and prerequisite skills.
• Principle 6: Low physical effort. Instruction is designed to minimize nonessential physical effort in order to allow maximum attention to learning.
• Principle 7: Size and space for approach and use. Instruction is designed with consideration for appropriate size and space for approach, reach, manipulations, and use regardless of a student's body size, posture, mobility, and communication needs.
• Principle 8: A community of learners. The instructional environment promotes interaction and communication among students and between students and faculty.
• Principle 9: Instructional climate. Instruction is designed to be welcoming and inclusive and high expectations are espoused for all students (NCSU, Center for Universal Design, 1997)

Methods Acting Sign Ups

Microteaching Sign Ups