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This presentation was created for a final project in one of the courses included in my master's program at the State University of New york, SUNY, Albany 1999/00.
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Final ProjectPhilosophy of TESOL
An ESL Adult Course Syllabus
By Heidi Jones & Buthaina Al-Othman
May 3, 2000
ETAP 566T
Dr. Zaline Roy-Campbell
The State University of New York, (SUNY), Albany, NY, US – Fall 1999 /2000
May 3, 2000 1Heidi & Buthaina
Philosophy of TESOL “A Non-Native” ESL Teacher
• Student-centered classroom .
• Authentic materials and Technology are essential.
• When presenting grammar explicitly, be simple, clear and accurate.
• Get familiar with students’ cultural background.
• Never allow one student to dominate.
• Correction is essential.
• Post-activities and homework are excellent methods of evaluation.
• Always remember you’re a “facilitator” not a “knower”
May 3, 2000 2Heidi & Buthaina
A Future Syllabus for EFL Adult Advanced Course
Holistic Language Approach with more focus on explicit grammar.
More Technology to improve pronunciation.
Use email journal to enhance writing skill.
Incorporate a lot of songs and music.
Focus on culture-specific topics of the target language.
Use Authentic materials all the time.
Use real world language that enables Ss to communicate in the target language environment confidently.
Use homework as a method of evaluation.
May 3, 2000 3Heidi & Buthaina
Other Syllabus Resources
• Colleagues Feedback
( Meetings)
• ESL Students Feedback
(Questionnaire)
May 3, 2000 4Heidi & Buthaina
A Future Syllabus for ESL Adult Advanced Course
• Student generated topics.
• More writing as homework. Journal work.
• More work on idioms and lexical phrases.
• More use of technology.
May 3, 2000 5Heidi & Buthaina
Philosophy of TESOLA “Native” ESL Teacher
• All students have an ability to learn, regardless of age.
• Grammar and vocabulary must be presented in a meaningful way.
• Use the student's background knowledge to their advantage.
• Facilitate a student centered learning environment
May 3, 2000 6Heidi & Buthaina
Objectives of the Course
• Ss should be able to use new pragmatic lexical items/expressions.
• Ss should be able to use some new grammar rules.
• Ss should be able to write better.
• Enforcement of Ss’ speaking skill and confidence.
• Improvement of Ss’ pronunciation along with ease of conversation
• Enhancement of Ss listening and reading comprehensions.
May 3, 2000 7Heidi & Buthaina
Materials Resources
Authentic Materials: Newspapers Conversations
between native speakers.
Scripts from websites Lyrics
Technology: Audiotapes Videotape Internet OHP
May 3, 2000 8Heidi & Buthaina
Syllabus Resources(1) Reading
• Penny Ur, “A Course in Language Teaching.Cambridge University press 1996.
• “Teaching English as a Second Language”, 99/00
• “New Interchange”, Level 1, by Jack C. Richards.
• Lecture Notes from the following courses: ETAP 655T, ETAP 501, ETAP 536, ETAP 632, ETAP 634,ETAP 657, and ETAP653
May 3, 2000 9Heidi & Buthaina
ConclusionOR
“Jim’s Bag of Tricks”
All what we said in this presentation.
“Thank you for listening, you can party now”
May 3, 2000 10Heidi & Buthaina
Syllabus Resources(2) Class Observation
Focus on cohesive themes.
Focus on integrating grammar explicitly.
Focus on pronunciation.
May 3, 2000 11Heidi & Buthaina
Syllabus Resources(3) Teaching Materials Critique
“New Interchange”, Level one.By Jack C. Richards.
“Crossroads Café”,
May 3, 2000 12Heidi & Buthaina
