EDUC 639 Approaches and Strategies for Language Teachingweb-app.usc.edu/soc/syllabus/20181/27844.pdf · § Reflect on and analyze teaching practices with relevant language teaching

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EDUC 639 Approaches and Strategies for Language Teaching Units:4

Term—Day—Time:Spring2018,Fri(5:00-7:30PM) Instructor:Dr.JenniferParkOffice:USCCityCenter21stFloorOfficeHours:Flexible;mustscheduleviaemailContactInfo:[email protected](LMS)StudentSupportHours:M-F5:00am-5:00pmPSTContactInfo:[email protected];1-888-628-5041

INTRODUCTION AND PURPOSE The purpose of this course, the first in a two-course sequence, is to provide an introduction to methods of language teaching that can be used to design lessons appropriate for student ages, English abilities, and backgrounds. This first course provides a comprehensive overview of the history and development of methods for teaching languages along with a critical examination of the underlying principles of these various methodologies. Included is an examination of the theory and practice of teaching the four skills (reading, writing, listening, and speaking) along with grammar, vocabulary, and pronunciation. Attention will focus on how various approaches and techniques can be realized in practice, in a range of contexts or educational settings, and for a variety of different learners. Throughout the course, we will be looking at examples of different teaching methods in classrooms, both on video and in your live observations of teachers. In addition, participants in the class will design lessons considering these instructional methods, which is another important component of the course. Finally, participants will be using the lesson they designed to teach the students in their observation site. COURSE OBJECTIVES Upon completion of this course, candidates will be able to: § Explain the design, approach, and procedure for language teaching methods § Design an effective lesson (including relevant standards, objectives and the rationale and step-by-step

procedures for the lesson) § Plan and execute the various stages of a lesson and be able to explain the decision-making process

underlying the planning and implementation of each stage § Identify the learning and pedagogical theories that underlie language teaching methods § Reflect on and analyze teaching practices with relevant language teaching approaches, methods and

literatures. § Explain the importance of aligning instructional materials and resources with learning goals § Identify the problems resulting from overreliance on the compartmentalization of skills § Give examples of the integration of language and content and the need in the language classroom to provide

viable links to content § Explain the value of collecting data on teaching and analyzing them on field notes. § Practice teaching in classrooms

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SUMMATIVE COURSE ASSESSMENT A summative course assessment provides an opportunity for candidates to demonstrate that the course objectives have been met. The summative assessments for this course are “Unit Plan,” “Observation Protocols,” “Methods Presentation” and “Lesson Commentary” Demonstration of teaching method Forum Unit Reflection Questions Guided Observation/Microteaching Unit and Lesson Plan Design Lesson Commentary KEY ASSESSMENT ON INSTRUCTION A summative course assessment provides an opportunity for candidates to demonstrate that the course objectives have been met. The key assessment for this course is the Unit Plan with filmed lessons and written commentary to analyze and reflect on instruction. Candidates will submit a detailed unit plan including the following:

• In this Key Assessment, you will plan 3 lessons and then deliver instruction (1-2 lessons) to students. Your plans should include procedural, conceptual, and problem solving/reasoning elements.

• You will provide 1-2 uninterrupted and unedited video clips of you teaching your lesson(s) (not totaling over 20-minutes worth of footage) that specifically shows how you are engaging learners and monitoring learning during instruction for language learners. This evidence should be connected to a broader unit of study, but does not need to include the entirety of a whole lesson. This evidence is a “snap-shot” of your ability to engage your students and how you monitor their learning. Evidence should reveal elements of procedural, conceptual, and problem solving/reasoning skills.

• You will provide a written commentary addressing topics related to English language learners and provide context to the video footage you provide.

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TEACHING STANDARDS This course addresses certain teaching standards as defined by the national Teaching English to Speakers of Other Languages (TESOL) association and/or the National Council for the Accreditation of Teacher Education (NCATE). The following table summarizes these standards and outlines the activities that candidates will do in order to be introduced to, reinforce, or master each one.

Standard Unit I, R, M Description Assessment

TESOL/NCATE P12 Standard 3.a. Planning for Standards-Based ESL and

Content Instruction

3-9 (candidates are

scheduled to present

throughout the course)

Introduced Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs. They plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Formative: In-Class Presentation of a Teaching Method: Candidate prepares and delivers an in-class presentation on a selected ESL teaching method including a written lesson plan and a written analysis of the method’s theory, approach, and procedure. This is a group project. The presentation is graded with a rubric.

Standard 3.b. Implementing and Managing Standards-Based ESL and Content

Instruction

3-9 (candidates are

scheduled to present videos throughout the

course)

Reinforced Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content.

Formative: Method Video: Candidate prepares and presents to the class a 10-minute video of the candidate teaching his/her assigned method. This is a group project. The video is graded with a rubric.

Standard 3.c. Using Resources and Technology

Effectively in ESL and Content Instruction

13 Introduced Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

Formative: Week 13 Class is dedicated to the discussion of using a wide range of standards-based materials, resources and technologies. Candidate practices using a multiple forms of resources during the class, and demonstrates the knowledge through the weekly forum entry and the lesson plan, unit plan and microteaching assignments.

Standard 4.c. Classroom-Based Assessment for ESL

2-9 Introduced Candidates know and can use a variety of performance-based assessment tools and techniques to inform instruction for in the classroom.

Formative: Guided Observation: Candidate observes an ESL teacher weekly for a total of 20 hours over the course. Candidate writes a weekly Guided Observation report (graded with a rubric) that requires the candidate to observe student behavior and analyze how

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well students are responding to instruction.

Standard 5.a. ESL Research and History

1-10 Introduced Candidates demonstrate knowledge of history, research, educational public policy, and current practice in the field of ESL teaching and apply this knowledge to inform teaching and learning.

Formative: Forum: Candidate writes weekly forum postings on topics from the course, including the history of ESL methodology and research included in course readings, and applies these to current practices at candidates’ school or observation site. Forum postings are graded with a rubric. Formative: Guided Observation: Candidate relates classroom observations to topics in the course, including the theory, history and development of language teaching methodology. Guided Observations are graded with a rubric.

CTC Standards/ TPE

TPE Unit I, P, A Description Assessment

TPE#1: Engaging and Supporting All Students in

Learning

8 I, P Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

Formative: Candidate watches a video on jazz chants and discuss the effectiveness of the strategy in his/her placements. Candidate also discusses methods that employ music, chants and play (e.g. reader’s theater) to teach language. The class discussion is assessed informally via verbal and written feedback from the instructor.

3-15 I, P, A Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

Formative: Candidate writes a weekly Guided Observation report (graded with a rubric) that requires the candidate to observe student behavior and analyze how the learning environments are conducive to learning and safe to enable all students to learn. Summative: Lesson plans and evidence of lessons taught must be filmed and made accessible and available to the instructor and other candidates to be graded with a rubric on

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inclusive environment.

TPE #3: Understanding and Organizing Subject Matter for

Student Learning

2-15 I, P, A Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

Formative: In-Class Presentation of a Teaching Method: Candidate prepares and delivers an in-class presentation on a selected language teaching method including a written lesson plan and a written analysis of the method’s theory, approach, and procedure. This is a group project. The presentation is graded with a rubric. Summative: Lesson Plan, Unit Plan, Microteaching: Lesson plans and evidence of lessons taught must be filmed and made accessible and available to the instructor and other candidates to be graded with a rubric on the effective use of subject-specific pedagogy in the content area of instruction.

13 I, P Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security.

Formative: Week 13 Class is dedicated to the discussion of using a wide range of standards-based materials, resources and technologies. Candidate demonstrates the knowledge through the weekly forum entry and the lesson plan, unit plan and microteaching assignments. The class discussion is assessed informally via rubric and verbal and written feedback from the instructor.

13 I Use digital tools and learning technologies across learning environments as appropriate to create new content and provide personalized and integrated technology-rich lessons to engage students in learning, promote digital literacy, and offer students multiple means to demonstrate their learning.

Formative: Forum: Candidate writes weekly forum postings on topics from the course, including the use of digital tools and learning technologies and research included in course readings, and applies these to current practices at candidates’ school or observation site. Forum postings are graded with a rubric. Summative: Lesson Plan, Unit Plan, Microteaching: Lesson plans and evidence of

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lessons taught must be filmed and made accessible and available to the instructor and other candidates to be graded with a rubric on the effective use of instructional materials and technology in the content area of instruction.

TPE #4 Planning Instruction and Designing Learning

Experiences for All Students

2-3, 5, 13 P, A Understand and apply knowledge of the range and characteristics of typical and atypical child development from birth through adolescence to help inform instructional planning and learning experiences for all students.

Formative: Candidate applies his/her knowledge of the range and characteristics of typical and atypical child development from his/her previous courses to discuss the most effective and appropriate teaching methods and learning experiences for all students including students with special needs. Class discussion is graded using a rubric. Summative: In preparation for the lesson plan and unit plan assignments, candidate conducts context analysis on students’ developmental, psychological, emotional, socio-cultural and linguistic needs to inform his/her teaching. The lesson plan and unit plan are assessed with a rubric.

6-9, 10 I, P Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Formative: In-Class Presentation of a Teaching Method: Candidate prepares and delivers an in-class presentation on a selected ESL teaching method including a written lesson plan and a written analysis of the method’s theory, approach, and procedure. This is a group project. The presentation is graded with a rubric. Formative: During the unit 10 coursework, candidate is assessed on his/her understanding of the issues related to Content-Based Instruction (CBI). The class discussion is assessed informally via verbal and written feedback from the instructor.

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2-3, 5, 13 I, P Plan, design, implement and monitor instruction, making effective use of instructional time to maximize learning opportunities and provide access to the curriculum for all students by removing barriers and providing access through instructional strategies that include: appropriate use of instructional technology, including assistive technology

Formative: During unit 13, candidate participates in a module on assisted technology. Upon successful completion of the module, candidate applies knowledge of the range and characteristics of typical and atypical child development to practice the most effective and appropriate teaching methods and learning experiences for all students including students with special needs.

TPE#5 Assessing Student Learning

4, 6-15 I, P Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.

Formative: In-Class Presentation of a Teaching Method: Candidate prepares and delivers an in-class presentation on a selected language teaching method including a written lesson plan and a written analysis of the method’s theory, approach, and procedure. This is a group project. The presentation is graded with a rubric. Summative: Lesson Plan, Unit Plan, Microteaching: Lesson plans and evidence of lessons taught must be filmed and made accessible and available to the instructor and other candidates to be graded with a rubric on the effective use of teaching methods and class management strategies to demonstrate responsibility for all learning opportunities.

4, 13, 6-11 P, A Beginning teachers are knowledgeable in composition and rhetoric and can apply principles of literature and textual analysis to both literary and informational texts. They provide students the opportunity to use and evaluate strengths and limitations of media and technology as integral tools in the classroom. Beginning teachers are knowledgeable in identifying the academic English language demands across the curriculum and in providing instruction for

Formative: Candidate is assessed on his/her understanding of the issues related to literacy, media and technology as they relate to language teaching. The class discussion is assessed informally via verbal and written feedback from the instructor. Summative: Lesson Plan, Unit Plan, and Microteaching: Lesson plans and evidence of lessons taught must be filmed and made accessible and available to the instructor and

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English learners to meaningfully engage in content area learning. They understand the background, history, and legal requirements for English learner education in California and the United States.

other candidates to be graded with a rubric. Candidate applies his/her knowledge about academic language demands, instructional technology and other relevant background information to the planning and instruction of a lesson.

5, 6-11, 13 P, A Design and implement differentiated instruction based on the levels of English proficiency, needs and strengths of the range of English learners, as well as struggling readers and writers, advanced learners, students who use non-dominant varieties of English, students with exceptional needs, and students from a variety of educational and linguistic backgrounds.

Formative: Candidate watches videos on differentiated instruction, UDL and RTI. Discussion and activities on differentiated instruction is assessed by the instructor informally using a rubric. Summative: Lesson Plan, Unit Plan, Microteaching: Lesson plans and evidence of lessons taught must be filmed and made accessible and available to the instructor and other candidates to be assessed with a rubric on the effective use of differentiated instruction.

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COURSE REQUIREMENTS All of the requirements for this course are described below. Our program adheres to the Carnegie standard for course workload. The following provides a description of all of the Class Time activities as well as Out-of-Class assignments that are required for this course. Late Assignments Any work that is submitted after the stated deadline will receive a 10% penalty for every 24-hour period that it is late. If serious circumstances arise that hinder you from meeting the deadline, you must contact the instructor by email BEFORE the assignment due date, in order to be given consideration. Class Time Candidates in this course will meet for Class Time once a week for 2 hours 30 minutes. Class time and participation is worth 10% of the overall course grade. For on-line students, in order to receive full credit for class time, candidates must be present via video and teleconferencing Candidates are encouraged to ask questions and actively participate in both planned and impromptu class discussions so long as the discussion promotes the purpose of the class. Student presentations will be a part of most class meetings. Throughout the semester the class will be divided into groups to accomplish a variety of tasks and participants will have opportunities to talk with their instructor and each other about key topics and issues. Students who must miss a Class Time should make prior arrangements with the instructor. If students are unable to attend a Class Time during a week, a recorded session of that week’s Class Time may be available for viewing; however, Class Time participation credit may not be earned for viewing a recorded session. The following rubric will be used to evaluate and award participation points during Class Time:

Active Participation Moderate Participation Low Participation Arrives prepared with evidence of having completed all assignments and activities according to guidelines that were assigned

Arrives ready to begin and has completed most assignments and activities

Exhibits lack of preparation and non-completion of required assignments

Initiates or furthers discussion and supports points using page-specific references to readings or specific reference points in film/videos

Initiates or furthers discussion but uses general references to readings and other materials

Rarely initiates discussion and is not able to reference required readings or other materials

Furthers the discussion and builds on the ideas of others; comments and questions reflect having thought deeply about the material

Furthers the discussion and builds on the ideas of others; general or limited references to course materials

Comments do not further the discussion and do not exhibit careful reflection on the material

Out-of-Class Assignments Out-of-class assignments include:

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Readings It is imperative that candidates secure the following required materials at least ONE WEEK PRIOR to the start of class. Starting with week 1, candidates will be expected to read, reflect on, and prepare to discuss assigned chapters/articles prior to Class Time. The following can be purchased at the USC bookstore or online. • Course Reader – Available through ARES, the library’s electronic reserve system. • Textbook - Nunan, D. (2003). Practical English language teaching. New York: McGraw Hill.

Demonstration of teaching method This is a group project. At the first class meeting, groups will be formed and assigned a date to present their project to the class. Each group will research one teaching method from the list below. They will then plan a lesson in English that illustrates the key features of this method. • The written component of this assignment consists of a written lesson plan and a 1-2 paged handout

outlining the key features of the method using the Richards & Rodgers framework available in the course toolbox.

• The presentation component of this assignment consists of a 10-minute modeling of the methods in class and a 20-minute discussion and analysis.

A lesson plan template can be found in the course toolbox. Suggested topics:

Cognitive academic language learning approach (CALLA) English for specific purposes (ESP) Language experience approach Computer assisted language learning (CALL) Natural approach Total Physical Response Task-based learning Whole language Direct method (Berlitz method)

Forum: Unit Reflection Questions Participation in a weekly forum is required. These forums are intended to provide an opportunity to discuss questions and ideas with your classmates prior to participating in the live class discussion. Each participant is required to submit an original entry in response to one question from a list that accompanies each unit’s readings and videos. The length of each contribution can range from one to several paragraphs, but not more than one page. Responding to other student posts is also required. Two responses to peers’ forum entries should be posted within 48 hours of the class time. All responses/reactions will be judged on the completeness and quality of the work including adherence to the APA style. Lesson Plan Design Utilizing the Lesson Plan Template, draft completed descriptions of all components of the template. (2-4 pages) Unit Plan Design Candidates should submit a unit plan, composed of 3-5 lessons that uses as its point of departure. You could use the lesson plan you submitted previously in this course as one of the 3-5 lesson plans. The lesson plan should include commercial textbook materials or authentic materials selected by the candidate for a given target audience. The unit plan should include all aspects of lesson design from this course so far including the lesson

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plan format that is provided in the course toolbox. The lesson textbook materials must be attached along with any additional materials or activities used to supplement the textbook. FIELDWORK Guided Observation Participants will visit a school ESL/EFL instructional setting for the purpose of focused observation. To document the experience, which should total 20 hours of classroom time (2-3 hours/week), they should fill in the Observation Template (in the course toolbox) and upload weekly to the instructor. Each week there will be suggestions to guide that week’s observations. During the course, each participant will compose six journal entries of approximately two pages each. (DUE WEEK 3-8) Microteaching Filming your lessons This process involves organized practice teaching with reflection and feedback. The goal is to give candidates confidence, support, and feedback by letting them try out a series of short lessons in a unit plan. The lessons for this assignment can be something that is collaborated on between the candidate and the observation teacher. Teach 1-2 lessons and select from these filmed lessons 1 or 2 clips that demonstrate the described engagement and monitoring below: • In this Key Assessment, you will plan lesson(s) and then deliver instruction to students. Your plans

should include procedural, conceptual, and problem solving/reasoning elements. • You will provide 1-2 uninterrupted and unedited video clips of you teaching your lesson(s) (not totaling

over 20 minutes worth of footage) that specifically shows how you are engaging learners and monitoring learning during instruction for English language learners. This evidence should be connected to a broader unit of study, but does not need to include the entirety of a whole lesson. This evidence is a “snap-shot” of your ability to engage your students and how you monitor their learning. Evidence should reveal elements of procedural, conceptual, and problem solving/reasoning skills.

Lesson Commentary and Presentation in the Final Class

You will provide a written commentary (4-6 pages) addressing topics related to English language learners and provide context to the video footage you provide. The following questions will comprise the instruction commentary portion of this Key Assessment:

1. Please provide context to the video evidence. Describe the lesson, where it falls within a larger unit of study, and how it connects to English language learning. How did you engage students from varied needs and backgrounds, including students who need additional challenge?

2. Explain (using evidence) how you engaged your students in your lesson. How did you link their prior knowledge and/or funds of knowledge to the lesson objectives?

3. How did you use formative assessment to monitor student learning as you progressed throughout your lesson?

4. After teaching and analyzing your video evidence, what would you do differently in the future and why? Use student-centered evidence and links to theory to justify your analysis.

5. In Unit 15, you will share your lesson commentary through a presentation of your inquiry and reflection process.

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GRADING All course assignments must be completed and submitted by the deadlines specified. Assignment due dates are before Class Time, unless otherwise specified. An extension or a grade of incomplete (IN) is granted only in cases of documented medical problems or family emergencies and must be requested in writing prior to the end of semester. The following rubric provides a general guide as to how assignments in this course will be evaluated:

Excellent Acceptable Unsatisfactory

Depth of thought

Shows evidence of depth of thought in preparation, organization, and clarity.

Evidence of depth of thought could be increased in some areas.

Lacks overall depth of thought, clarity, or preparation.

Connection and reference

to course readings and other relevant

literature

Assignment shows engagement with course readings and other relevant literature and integrates this in an appropriate manner.

Some parts lack connection to course readings or other sources, or they are not integrated in an appropriate way.

Fails to relate to course materials and other relevant literature.

Completeness, adherence to guidelines

All parts of the assignment are done completely and according to guidelines.

All parts of the assignments or presentation are done completely, however, lacks adherence to guidelines in some areas.

Assignment is not entirely complete, and/or shows marked lack of adherence to guidelines.

Assignments will be weighted as follows:

Assignment Points Assignment 1: Class time (weekly)

45

Assignment 2: Forum posts (weekly) (week 1-15) 45 Assignment 3: Group demonstration of teaching method (due as assigned)

60

Assignment 4: Final draft of Lesson Plan Assignment 5: Final draft of Unit Plan

30 90

Assignment 6: Guided observations (weeks 3-8) Microteaching/Lesson Filming Lesson Commentary and Presentation

60

60

60

TOTAL

450

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Final course grades are calculated based on the grade calculation table below: A 100-95% B+ 89-86% C+ 79-76 % D+ 69-66% F 59-0% A- 94-90% B 85-83% C 75-73% D 65-63% B- 82-80% C- 72-70% D- 62-60%

Statement on Academic Conduct and Support Systems

Academic Conduct Plagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Part B, Section 11, “Behavior Violating University Standards” https://policy.usc.edu/student/scampus/part-b. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct. Discrimination, sexual assault, intimate partner violence, stalking, and harassment are prohibited by the university. You are encouraged to report all incidents to the Office of Equity and Diversity/Title IX Office http://equity.usc.edu and/or to the Department of Public Safety http://dps.usc.edu. This is important for the health and safety of the whole USC community. Faculty and staff must report any information regarding an incident to the Title IX Coordinator who will provide outreach and information to the affected party. The sexual assault resource center webpage http://sarc.usc.edu fully describes reporting options. Relationship and Sexual Violence Services https://engemannshc.usc.edu/rsvp provides 24/7 confidential support.

Support Systems A number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://ali.usc.edu, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://dsp.usc.edu provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu will provide safety and other updates, including ways in which instruction will be continued by means of Blackboard, teleconferencing, and other technology.

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COURSE AND ASSIGNMENT OVERVIEW

Unit Topic and Assignments Due Date Points

1

What is Method? Weekly Readings

§ Nunan – Methodology

§ Richards & Rodgers – The Nature of Approaches and Methods in Language Teaching Video Viewing

§ Audiolingualism Forum: Unit Reflection Questions

Class Time

Original post due 24-hrs before class; responses due within 48-hrs of class

3 3

2

The Lesson: Planning, Structure, and Sequence

Weekly Readings

§ Farrell: Lesson Planning

§ Woodward, T. (2001). Chapter 7: Getting down to the preparation, In Planning lessons and courses: Designing sequences of work for the language classroom (pp.180-211). Cambridge: Cambridge University Press.

§ “Engagement Ring” PDF

** Review one of the following standards Documents that pertains to your observation context:

TESOL/NCATE Program Standards for K-12 Teacher Education Programs. Can be retrieved from: http://www.ncate.org/ProgramStandards/TESOL/TesolStd.pdf

California State Standards for ELD. Can be retrieved from:

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http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

WIDA Standards. Can be retrieved from: http://www.wida.us/standards/elp.aspx

CASAS content standards for adult school competencies. Can be retrieved from: https://www.casas.org/product-overviews/curriculum-management-instruction/casas-basic-skills-content-standards

Video Viewing § “Laura.” The Practice of English Language Teaching. Pearson § “Susan Boyer”

Forum: Unit Reflection Questions

Class Time


3 3

3

The Lesson: Elements and Activities

Weekly Readings

§ Zwiers chapter 2 designing activities and lessons § Richard, J. C

Video Viewing

§ Tony. The Practice of English Language Teaching. Pearson Longman.

Guided Observation #1

Forum: Unit Reflection Question

Class Time

By Saturday (11:59pm) Original post due 24-hrs before class; responses due within 48-hrs of class

10 3 3

16

4

Literacy and Cooperative Learning Weekly Readings

§ Kagan – New Cooperative Learning, Multiple Intelligences, and Inclusion § Weinstein – Developing Adult Literacies § Slavin – An Introduction to Cooperative Learning

Video Viewing

§ Building Oral Language § Reading in a Preliminary English Class

Forum: Unit Reflection Questions Bring to class: Lesson plan draft to share and get feedback Guided Observation Class Time

Original post due 24-hrs before class; responses due within 48-hrs of class By Saturday (11:59pm)

3

CR/NCR

10 3

5

Unit Planning Weekly Readings

§ Ellis: Principles of Instructed Second Language Acquisition § Example Unit Plans: http://www.state.nj.us/education/bilingual/resources/curriculum/

Video Viewing

§ ULD At a Glance § Differentiating Instruction

Forum: Unit Reflection Questions Guided Observation


3

10

17

Final Lesson Plan Class Time

30 3

6

Teaching Reading Weekly Readings

§ Anderson – Reading § Grabe & Stoller – Teaching Reading for Academic Purposes

Video Viewing

§ Lee-Jones – From Sheep to Ginza! Forum: Unit Reflection Questions Demonstration of Method (Group Presentation) Guided Observation Class Time


3

60

10 3

18

7

Teaching Writing Weekly Readings

§ Sokolik – Writing § Hilocks – Argumentative Writing

Video Viewing

§ Providing Feedback on Student Writing § How I Feel About Writing

Forum: Unit Reflection Questions Demonstration of Method (Group Presentation) Guided Observation Unit Plan Due Class Time


3

60

10

90

3

19

8

Teaching Listening Weekly Readings

§ Helgesen – Listening § Richards – Teaching Listening and Speaking: From Theory to Practice

Video Viewing

§ Graham – Teaching Jazz Chants to Young Learners Forum: Unit Reflection Questions Demonstration of Method (Group Presentation) Guided Observation Class Time


3

60

10 3

20

9

Teaching Speaking Weekly Readings

§ Bailey – Speaking § Bohlke – Fluency-Oriented Second Language Teaching

Video Viewing

§ Teaching Jazz Chants to Young Learners Forum: Unit Reflection Questions Demonstration of Method (Group Presentation) Microteaching/filming (Anytime between week 9-12) Class Time


3

60

(60) 3

10

Vocabulary and Content Based Instruction Weekly Readings

§ Nation – Vocabulary § McCarten – Teaching Vocabulary: Lessons from the Corpus, Lessons for the Classroom § Brinton – Content-Based Instruction (In Nunan textbook)

Video Viewing

§ Enhancing mainstream classrooms for English language learners Forum: Unit Reflection Questions


3

21

Microteaching/filming (Anytime between week 9-12) Class Time

(60)

3

11

Teaching Grammar Weekly Readings

§ Larsen-Freeman – Teaching Grammar § Nunan – Grammar

Video Viewing

§ Frodesen – The Importance of Discourse in Teaching Grammar Forum: Unit Reflection Questions Microteaching/filming (Anytime between week 9-12) Class Time


3

(60)

3

22

12

Teaching Pronunciation Weekly Readings

§ Goodwin – Teaching Pronunciation § Gilbert – Teaching Pronunciation: Using the Prosody Pyramid § Murphy – Pronunciation

Video Viewing

§ Introduction to Pronunciation – Clearly Speaking § Peter Norton: Stress at the Suprasegmental Level – Clearly Speaking § Philip McIntyre: Linking Words – Clearly Speaking

Forum: Unit Reflection Questions Microteaching/filming (Anytime between week 9-12) Class Time


3

(60) 3

13

Use of Technology in Language Teaching and Learning Weekly Readings

§ Larsen-Freeman & Anderson – Emerging Uses of Technology in Language Teaching and Learning

§ Innovations in learning technologies for English language teaching Pick at least one of the following chapters to read based on the grade level you plan to teach: § Chapter 1: By Chris Pim: Emerging technologies, emerging minds:

digital innovations within the primary sector § Chapter 2: By Graham Stanley: Integrating technology into secondary

English language teaching § Chapter 3: By Slaouti et al., Technology and adult language teaching

Diane Slaouti, Zeynep Onat-Stelma and Gary Motteram Video Viewing

Follow the entire module on “Assisted Technology” http://iris.peabody.vanderbilt.edu/module/at/challenge/#content

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Forum: Unit Reflection Questions Class Time Microteaching/Filming


3 3

60

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Inquiry and Reflection on Instruction (small group meetings) Weekly Readings

§ Note-taking guide (toolbox) Video Viewing View your own video lesson clips and the video lesson clips of classmates in your assigned group BEFORE meeting. Use the note-taking guide and come prepared to share your notes during our meeting. Based on this reflective conversation, you will prepare a short presentation for next week (reflection process and Lesson Commentary on your teaching, see pages 8 & 9 for description). Unit Assignments and Activities Forum: Unit Reflection Questions (see note-taking guide) Post your notes from your note-taking guide after viewing your own lesson clips. Class Time We will not hold a regular Class Time. Instead, we will schedule small group inquiry/reflection meetings. (Please record)


3

3

24

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Inquiry and Reflection on Instruction – Presentation Class Time Presentation of the Final Project – Commentary Forum: Unit Reflection Questions: What is the one takeaway?

Presentation during the class time, Commentary due within 24 hours of the final class Original post due 24-hrs before class; responses due within 48-hrs of class

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Course Schedule

UNIT 1: What is method?

Purpose The purpose of this unit is to define what constitutes a “method” in teaching English as a second language. Principles of communicative language teaching will be introduced along with a historical overview of how methods have changed. Objectives Upon completion of this unit, candidates will: § Understand the organization of the course: course syllabus, management, course requirements, etc. § Understand the meaning of method § Understand the role of shared inquiry and discussion in the construction of knowledge in this course § Recognize the unique characteristics of communicative language teaching Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. What language teaching approaches have you experienced? Which one appealed most to your own cognitive

style and why? 3. What might be the advantages and disadvantages of a communicative approach to language teaching in

teaching situations that you are familiar with? 4. In your experience, are classroom teachers and/or administrators quick to adopt the newest methods? If so,

what factors might contribute to this tendency?

Required Reading/Viewing Nunan, D. (2003). Methodology. In D. Nunan (Ed.), Practical English language teaching (pp. 3-22). New

York: McGraw Hill.

Richards, J. C., & Rodgers, T. (2001). The nature of approaches and methods in language teaching. In Approaches and methods in language teaching (2nd ed., pp. 18-35). New York: Cambridge University Press.

Unit Video “Audiolingualism.” Language Teaching by Diane Larsen-Freeman. U.S. Department of State, Office of English

Language Programs, Washington DC. 1990. (18 minutes).

Class Time

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UNIT 2: The Lesson: Planning, Structure, and Sequence Purpose

This unit examines the basic structure of the language lesson and the need for pre-planning. Included is an analysis of various lesson plan formats, their applications, and ways in which lessons can be sequenced. Objectives Upon completion of this unit, candidates will be able to:

• understand the importance of the pre-planning process. • recognize the basic structure of the lesson and its various phases. • describe different types of lesson sequences. • identify the value of collaboration in lesson planning and effective teaching.

Assignments

Forum: Unit Reflection Questions Respond to the below question in not more than one page. Post your answers to the Forum:

Review the following blog posted by Edutopia titled, “Mix It Up! Authentic Activities for the World Language Classroom” using this link: https://www.edutopia.org/blog/authentic-activities-world-language-classroom-sarah-loyola What practical resources are there to create an authentic cultural environment for students learning the target language? What resource(s) could you include in your lessons? Why and how?

Required Reading/Viewing - ARES

• Farrell, T. S. C. (2002). Lesson planning. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 30-39). Cambridge, UK: Cambridge University Press.

• Woodward, T. (2001). Chapter 7: Getting down to the preparation, In Planning lessons and courses: Designing sequences of work for the language classroom (pp.180-211). Cambridge: Cambridge University Press.

• Review one of the following standards Documents that pertains to your observation context:

TESOL/NCATE Program Standards for K-12 Teacher Education Programs. Can be retrieved from: http://www.ncate.org/ProgramStandards/TESOL/TesolStd.pdf

California State Standards for ELD. Can be retrieved from: http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

WIDA Standards. Can be retrieved from: http://www.wida.us/standards/elp.aspx

CASAS content standards for adult school competencies. Can be retrieved from: https://www.casas.org/product-overviews/curriculum-management-instruction/casas-basic-skills-content-standards

• UNIT VIDEOS (to be viewed before Class Time)

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“Laura.” The Practice of English Language Teaching. Harlow, Essex, UK: Pearson Longman. (2007). (16:06 minutes)

“Susan Boyer: Contextualising Pronunciation.” Clearly Speaking by Anne Burns and Stephanie Claire, Macquarie University, AMEP Research Centre, Sydney, Australia (2004). (9:18 minutes)

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UNIT 3: The Lesson: Elements and Activities Purpose

This unit examines the basic elements of lesson flow, including the lesson warm-up and the various phases of controlled, guided, and communicative practice. Also included is an analysis of lesson breaks, fillers, and lesson wrap-ups. Objectives Upon completion of this unit, candidates will be able to:

• distinguish between controlled, guided, and communicative practice activities. • understand the importance of the lesson warm-up and lesson breaks and fillers. • analyze the effectiveness of lesson presentation and explanation.

Assignments

Forum Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/video(s). Using specific examples, describe how the

concepts presented appear in the classroom that you are observing. 2. Describe one or more of the following items from the two videos (where applicable): lesson warm-

up, presentation of new materials, practice phases, lesson closure, transitions between lesson phases. 3. Why should lesson warm-ups and closures be more closely tied to the content of the lesson? How

can this be achieved? 4. Tie the concepts in the course readings to the video(s) for this unit. Give specific examples from the

video of key terms/concepts from the readings. Required Reading/Viewing ARES

• Richards, J. C. (Ed.). (1998). Teaching in action: Case studies from second language classrooms. Alexandria, VA: Teachers of English to Speakers of Other Languages. Marshall: Improving Time Management (pp. 3-9)

• Zwiers chapter 2 designing activities and lessons (in toolbox) • Engagement Ring” PDF (In toolbox)

• Video: “Tony.” The Practice of English Language Teaching. Harlow, Essex, UK: Pearson Longman. (9:03 minutes)

First Guided Observation Due by Friday

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UNIT 4: Literacy and Cooperative Learning

Purpose The purpose of this unit is twofold: to examine the underlying principles and current practices in literacy instruction and to examine the role played by cooperative learning techniques to enhance social interaction in the communicative language classroom. Also examined will be the impact of a supportive classroom environment and pair/small group interactions on second language acquisition. Objectives Upon completion of this unit, candidates will: § Understand the foundations of second language literacy and best practices in literacy teaching § Compare and contrast the challenges of acquiring literacy in a second language for children versus adults § Explain the advantages of cooperative learning as a way to promote social interaction necessary for

language acquisition. § Recognize cooperative learning as part of classroom best practices Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Compare and contrast the issues and challenges of teaching literacy to children and adults. 3. In what way does cooperative learning depart from more traditional approaches to second language

learning/teaching? As a teacher, what challenges might you face in implementing this approach? 4. Considering Kagan’s discussion of multiple intelligences, reflect on your own preferred modes of learning.

How would a teacher best approach you as a learner based on this theory? Guided Observation #2 Due by Friday Required Reading/Viewing Kagan, S. (1998). New cooperative learning, multiple intelligences, and inclusion. In J. W. Putnam and R. W.

Slavin (Eds.), Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom (pp. 105-136). Baltimore, MD: Brookes Publishing.

Weinstein, G. (2001). Developing adult literacies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 171-186). Boston: Heinle & Heinle.

Slavin, R. E. (1995). An introduction to cooperative learning. In Cooperative learning: Theory, research, and practice (2nd ed., pp.1-13). Boston: Allyn and Bacon. Unit Videos “Building Oral Language.” Teaching Reading: K-2. Annenberg Media, Washington, DC. (26 minutes) “Reading in a Preliminary English Class.” Teachers’ Voices 8: Explicitly Supporting Reading and Writing in

the Classroom by Anne Burns and Helen de Silva Joyce. Macquarie University, Adult Migrant Education Program Research Centre, Sydney, Australia. 2005. (22 minutes).

Bring to Week 4 Class: (For Extra Credit) Lesson plan draft to share and get feedback during class: Utilizing the Lesson Plan Template, (see appendix) draft completed descriptions of all components of the template (2-4 pages).

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UNIT 5: Unit Planning

Purpose

This unit examines the basic structure of the language unit and the need for pre-planning. Included is an analysis of various unit plan formats, their applications, and ways in which lessons can be sequenced. Objectives Upon completion of this unit, candidates will be able to:

• understand the importance of the pre-planning process. • recognize the basic structure of the unit plans and its various phases. • describe different types of lesson sequences associated with the goal of the unit • plan an effective unit which includes key elements from the units on lesson planning. • identify the value of collaboration in unit planning and effective teaching.

Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/video(s). Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Reconstruct the lesson sequence for the video. Does the video follow an established sequence as

discussed in the unit readings? 3. How can teachers resolve the tension between the time necessary to plan an effective lesson and the time

they have available based on their teaching load? 4. Tie the concepts in the course readings to the video(s) for this unit. Give specific examples from the

video of key terms/concepts from the readings. Guided Observation #3 Submit the final version of Lesson Plan (Due by the Saturday of Week 5) Required Reading/Viewing

• Ellis: Principles of Instructed Second Language Acquisition (located in the toolbox)

• Example Unit Plans: http://www.state.nj.us/education/bilingual/resources/curriculum/

• UNIT VIDEOS (to be viewed before Class Time)

1) UDL at a glance: https://www.youtube.com/watch?v=zE8N8bnIlgs 2) Differentiating Instruction, 6-12, Part I and II Student Choice and Multiple Modes of Learning:https://www.youtube.com/watch?v=akvDT9KFZPw

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Unit 6: Teaching Reading

Purpose The purpose of this unit is to examine the underlying principles and current practices of teaching reading to language learners. The reading connection and methods of assessing learners’ reading and writing skills will also be covered. Objectives Upon completion of this unit, candidates will: § Gain insight into the connection between reading, writing, speaking and listening. § Understand the bottom-up, top-down, and interactive approaches to reading § Understand the nature of reading § Explain the steps in designing effective lessons on reading Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Does the interactive approach to reading describe your own reading process? Why or why not? Give

examples of your reading process to support your view. Guided Observation #4 Demonstration of Methods (Group 1) You are required to use the template found in the toolbox for all classroom observations. Upload your observation notes to your instructor and be prepared to discuss your class observation during class. This week, focus your comments on any reading and writing activities that you observed. Required Reading/Viewing

• Grabe, W. & Stoller, F. (2014). Teaching Reading for Academic Purposes. In M. Celce-Murcia, et. al. (Ed.), Teaching English as a Second or Foreign Language (pp. 189-207). Boston: National Geographic Learning.

• Anderson, N. (2003). Reading. In D. Nunan (Ed.), Practical English language teaching (pp. 67-86). New York: McGraw Hill.

Unit Videos “From Sheep to Ginza!.” Aino Lee-Jones. Teachers’ Voices 8: Explicitly Supporting Reading and Writing in the

Classroom by Anne Burns and Helen de Silva Joyce. Macquarie University, Adult Migrant Education Program Research Centre, Sydney, Australia. 2005. (7 minutes).

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Unit 7: Teaching Writing

Purpose The purpose of this unit is to examine the underlying principles and current practices of teaching writing to language learners. The writing connection and teaching methods of writing skills will also be explored. Objectives Upon completion of this unit, candidates will: § Gain insight into the connection between reading, writing, speaking and listening. § Understand process vs. product approaches to writing § Understand the nature of writing § Explain the steps in designing effective lessons on writing § Understand ways to teach students to write argumentative and expository text in the target language.

Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum.

1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts presented appear in the classroom that you are observing.

2. Discuss the evolution of writing instruction from product to process approaches. Which of these approaches have you experienced?

3. Authors for this week discuss approaches to writing instruction. In your experience as an academic writer, what procedures have your instructors used to assess your writing performance? How helpful were these procedures?

Guided Observation #5 Due by Friday Unit Plan (Due by Saturday of Week 7) Demonstration of Methods (Group 2) You are required to use the template found in the toolbox for all classroom observations. Upload your observation notes to your instructor and be prepared to discuss your class observation during class. This week, focus your comments on any reading and writing activities that you observed. Required Reading/Viewing

• Sokolik, M. (2003). Writing. In D. Nunan (Ed.), Practical English language teaching (pp. 87-108). New York: McGraw Hill.

• Hilocks, J. G. (2011). Teaching Argument Writing Grades 6-12. Portsmouth: Heinmann. (Read only the following pages: 15-41Chapter title: Whodunit? Solving mysteries of simple arguments of fact)

Unit Videos

• Providing Feedback on Student Writing: Workshop 6. Developing Writers: A Workshop for High School Teachers. Annenberg Media, Washington, DC. 2010. (58 minutes)

• An example of teaching how to write an expository essay on "my dream job" with downloadable

resources: https://www.teachingchannel.org/videos/prep-for-expository-essayshttps://www.teachingchannel.org/videos/prep-for-expository-essays

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UNIT 8: Teaching Listening

Purpose The purpose of this unit is to examine the underlying principles and current practices of teaching listening to English language learners. The interactive nature of listening as a process, and methods of integrating the four skills in the curriculum will be highlighted. Objectives Upon completion of this unit, candidates will: § Understand the underlying theory and practice of teaching listening as a complex, interactive process that

builds on prior knowledge § Recognize the reciprocal nature of listening and speaking § Develop the ability to critically assess listening texts based on theories presented in the course Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Why is it important for teachers to understand the notion of top-down vs. bottom-up processing? What is

the challenges associated with teaching listening? Guided Observation #6 Due by Friday Demonstration of Methods (Group 3) You are required to use the template found in the toolbox for all classroom observations. Upload your observation notes to your instructor and be prepared to discuss your class observation during class. This week, focus your comments on any reading and writing activities that you observed. Required Reading/Viewing Helgesen, M. (2003). Listening. In D. Nunan (Ed.), Practical English language teaching (pp. 23-46). New

York: McGraw Hill. Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. New York: Cambridge

University Press. Available in the toolbox on LMS. Unit Videos Teaching Jazz Chants to Young Learners by Carolyn Graham. U.S. Department of State, Office of English

Language Programs, Washington DC. 2006. (27 minutes).

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UNIT 9: Teaching Speaking Purpose The purpose of this unit is to examine the underlying principles and current practices of teaching speaking to English language learners. The roles of fluency and accuracy in speaking, the and methods of integrating the four skills in the curriculum will be highlighted. Objectives Upon completion of this unit, candidates will: § Understand the underlying theory and practice of teaching speaking as a meaning-driven process involving a

continuum of informal to formal speech § Recognize the reciprocal nature of listening and speaking § Develop the ability to critically assess speaking texts based on theories presented in the course Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum.


2. Think of a foreign language that you learned in a school setting. How would you assess your speaking ability in this language? To what extent was this ability affected by the method used to teach the language?

3. According to Bailey, students need practice with both fluency and accuracy to develop speaking skills. Think of examples of speaking activities from the videos you have viewed thus far in this class. Which of these activities promoted fluency? Which promoted accuracy?

Start Filming 1 lessons from your Unit Plan (The filming should take place between week 9-12) Demonstration of Methods (Group 4) You are required to use the template found in the toolbox for all classroom observations. Upload your observation notes to your instructor and be prepared to discuss your class observation during class. This week, focus your comments on any reading and writing activities that you observed. Required Reading/Viewing Bailey, K. (2003). Speaking. In D. Nunan (Ed.), Practical English language teaching (pp. 47-66). New York:

McGraw Hill.

Bohlke, D. (2014). Fluency-Oriented Second Language Teaching. In M. Celce-Murcia, et. al. (Ed.), Teaching English as a Second or Foreign Language (pp. 121-135). Boston: National Geographic Learning. Unit Videos Watch video on Differentiated Instruction: https://www.youtube.com/watch?v=bDvKnY0g6e4

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UNIT 10: Vocabulary and Content Based Instruction

Purpose The purpose of this unit is to examine the underlying principles and current practices in vocabulary instruction. Also examined will be the importance of teaching vocabulary in context and content, the intersections between vocabulary and the other skill areas in an integrated language curriculum, the role of corpus linguistics in vocabulary teaching, and effective methods of assessing and providing feedback on vocabulary. Objectives Upon completion of this unit, candidates will: § Understand the role played by morphology and etymology in English vocabulary and how to apply it in the

classroom § Recognize the importance of teaching vocabulary in context and content as well as how to use context to

ascertain meaning § Encourage the development of student strategies to assist vocabulary acquisition § Recognize appropriate procedures for vocabulary assessment and feedback § Recognize the contribution of corpus linguistics to vocabulary teaching Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Reflect on your own vocabulary learning strategies. What do you find to be most helpful? Do the strategies

you use vary depending on the language you are learning? 3. How does knowledge of the history of the English language help us explain features of English vocabulary? 4. As a language teacher, how could you use a linguistic corpus to prepare vocabulary lessons? Filming of lessons from your Unit Plan in Progress (The filming should take place between week 9-12) Required Reading/Viewing Nation, I. S. P.(2003). Vocabulary. In D. Nunan (Ed.), Practical English language teaching (pp. 129-152). New

York: McGraw Hill. McCarten, J. (2007) Teaching vocabulary: Lessons from the corpus, lessons for the classroom. New York:

Cambridge University Press. Available in ARES Brinton, D. M. (2003). Content-based instruction. In D. Nunan (Ed.), Practical English language teaching (pp.

199-224). New York: McGraw Hill. Unit Videos: Enhancing mainstream classrooms for English language learners

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UNIT 11: Teaching Grammar

Purpose The purpose of this unit is to examine the underlying principles and current practices in grammar instruction. Also examined will be the intersections between grammar and the other skill areas in an integrated language curriculum and effective methods of assessing and providing feedback on grammar. Objectives Upon completion of this unit, candidates will: § Understand the paradigm of form, meaning and use and how grammar serves meaning § Understand the constructs of consciousness-raising and practice as they pertain to the acquisition of

grammatical structures § Analyze ESL/EFL textbook grammar activities and categorize them based on form, meaning, and use § Recognize appropriate procedures for grammar assessment and feedback Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Explain the difference between the descriptive and prescriptive views of grammar. Which would you prefer

as a learner? As a teacher? 3. Consider the various activities for teaching grammar discussed in the readings. Which would appeal to you

most as a learner? Why? 4. In your opinion, which type of test better represents a student’s grammatical competence—a discrete item

test or a performance test? Why? Required Reading/Viewing Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.) Teaching English as a second or

foreign language. 3rd Edition. 251-266. Boston, MA: Heinle & Heinle.

Nunan, D. (2003). Grammar. In D. Nunan (Ed.), Practical English language teaching (pp. 153-172). New York: McGraw Hill.

Unit Videos Frodesen. The Importance of Discourse in Teaching Grammar. Wingspan Video. Filming of the lessons from your Unit Plan in Progress (The filming should take place between week 9-12)

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UNIT 12: Teaching Pronunciation

Purpose The purpose of this unit is to examine the underlying principles and current practices in pronunciation instruction. Also examined will be the intersections between pronunciation and the other skill areas in an integrated language curriculum and effective methods of assessing and providing feedback on pronunciation. Objectives Upon completion of this unit, candidates will: § Understand the major components of the sound system of English § Explore the theory of teaching pronunciation as it relates to practical classroom strategies § View experienced teachers working on pronunciation in the classroom Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum. 1. Select one or more of this week’s readings/videos. Using specific examples, describe how the concepts

presented appear in the classroom that you are observing. 2. Who is better equipped to teach pronunciation—a non-native speaking teacher who speaks the first language

of her students or a native speaker of English who is not? Why? 3. Which features do you believe play a larger role in learner intelligibility--segmental (e.g., vowel and

consonant distinctions) or suprasegmental (e.g., intonation, blending)? 4. Both Goodwin and Murphy discuss the importance of feedback in teaching pronunciation. Give specific

examples of teacher feedback that you observed in this week’s videos. Required Reading/Viewing Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a second or

foreign language (3rd ed., pp. 117-137). Boston: Heinle & Heinle. Gilbert, J. B. (2008). Teaching pronunciation: Using the prosody pyramid. New York: Cambridge University

Press. Available at http://www.cambridge.org/elt/resources/teachersupportplus/ Murphy, J. (2003). Pronunciation. In D. Nunan (Ed.), Practical English language teaching (pp. 111-128). New

York: McGraw Hill. Unit Videos § Clearly Speaking by Anne Burns and Stephanie Claire, Macquarie University, AMEP Research Centre,

Sydney, Australia (2004). § Peter Norton: Stress at the Suprasegmental Level (12:13) § Philip McIntyre: Linking Words (8:31)

Filming of lessons from your Unit Plan in Progress (The filming should take place between week 9-12)

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UNIT 13: Use of Technology in Language Teaching and Learning

Purpose The purpose of this unit is to examine the underlying principles and current practices using technology in language instruction. Both the instructional technology and assisted technology will be explored in this unit. Candidates will also critically examine the role technology plays in language learning contexts. Objectives Upon completion of this unit, candidates will:

• Critically analyze the role of technology in the process of teaching and learning. • Discuss practical and effective ways of using technology to enhance students’ language learning. • Use technology as appropriate to teach a lesson, conduct data analysis, and communicate learning

outcomes to students and families. • Use and adapt resources, standards-aligned instructional materials, and a range of technology, including

assistive technology, to facilitate students' equitable access to the curriculum.

Assignments Forum: Unit Reflection Questions Respond to one of the questions below in not more than one page. Post your answers to the Forum.


2. Given what you’ve read and watched, what specific technology could you use in your lesson to enhance the teaching and learning practice?

Required Reading/Viewing

§ Larsen-Freeman & Anderson – Emerging Uses of Technology in Language Teaching and Learning (Chapter 14)

§ Innovations in learning technologies for English language teaching: (Motteram, G. Eds.)

https://www.teachingenglish.org.uk/sites/teacheng/files/C607%20Information%20and%20Communication_WEB%20ONLY_FINAL.pdf Pick at least one of the following chapters from this e-book to read based on the grade level you plan to teach:

Chapter 1: By Chris Pim: Emerging technologies, emerging minds: digital innovations within the primary sector Chapter 2: By Graham Stanley: Integrating technology into secondary English language teaching Chapter 3: By Slaouti, et. al: Technology and adult language teaching Diane Slaouti, Zeynep Onat-Stelma and Gary Motteram

§ Unit Videos

Follow the entire module on “Assisted Technology” http://iris.peabody.vanderbilt.edu/module/at/challenge/#content

Filming of Lessons/Microteaching Due by the Class Time in week 13

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UNIT 14: Inquiry and Reflection on Instruction - Small Group Meetings Purpose The purpose of this unit is to reflect on the teaching practices and the use of methods. An additional goal is for candidates to contribute to effective instruction by critically examining their own beliefs about the teaching/learning process as it has evolved during the course. Candidates will be giving feedback to each other about their teaching. Objectives Upon completion of this unit, candidates will: § Give each other feedback to improve their teaching practice § Learn ways to improve their own teaching practices. § Use peer and self-assessment to evaluate their own teaching. Assignments Forum: Unit Reflection Questions Unit Reflection Questions (see note-taking guide). Post your notes from your note-taking guide after viewing

your own lesson clips. Weekly Readings Note-taking guide (toolbox) Video Viewing View your own video lesson clips and the video lesson clips of classmates in your assigned group BEFORE meeting. Use the note-taking guide and come prepared to share your notes during our meeting. Based on this reflective conversation, you will prepare a short presentation for next week (reflection process and Lesson Commentary on your teaching, see pages 8 & 9 for description). Class Time- We will not hold a regular Class Time. Instead, we will schedule small group

inquiry/reflection meetings.

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UNIT 15: Inquiry and Reflection on Instruction – Individual Presentations Purpose The purpose of this unit is to reflect on the teaching practices and the use of methods. An additional goal is for candidates to contribute to effective instruction by critically examining their own beliefs about the teaching/learning process as it has evolved during the course. Candidates will be giving feedback to each other about their teaching. Objectives

• Examine and evaluate the rationale behind commercial materials and resources; • Synthesize key concepts of the course and formulate individual beliefs about the second language

learning/teaching process; • Enter into a professional exchange about these beliefs; and • Critically assess the role of method in the field of TESOL today.

Assignments Prepare a short Power Point presentation (3-4 slides) to share your lesson reflection process and Lesson

Commentary on your filmed teaching during the class time. Submit the final project – Lesson Commentary (Due 24 hours after the last class) Final Forum: Respond to the following prompt: “What is one takeaway from this course?”

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Appendix

Lesson Plan Template

Date: Grade/Class/Subject: Context of the Classroom and Student Needs: Know the students and the context within and outside of the classroom. What specific need does your student(s) have? What is the finding from your research of the context? Is the classroom environment rich in the target language culture? (Culture, language needs, special needs, students’ L1, etc.) Please refer to your Key Assessment #1 (“language”) and #2 (“Context). Unit/Theme: What is the overall theme/unit that this lesson is part of? Standards, Guidelines, Expectations Include a specific standard, guideline or benchmark for the lesson. (e.g. Common Core, WIDA, CASAS, NCATE/TESOL, etc.) Lesson Objective(s): Content/conceptual, performance/procedural, problem solving/reasoning objective(s). Theoretical Perspective/Rationale for the lesson and the methods of teaching the lesson What theoretical justification do you have when deciding what/how to teach the lesson? What methodology (or methodologies) do you plan to use? Why? Materials Selection (tiered/varied for proficiency levels) What materials, technology, textbooks, artifacts, realia, references and/or appendices do you plan to use to fulfill the objectives of the lesson considering the needs of your students? How would you create a classroom that is rich in target language culture using these materials? Procedures and Activities Include a step-by-step sequence of the activities, procedures and the methods used. Include the following guidelines to discuss the step-by-step sequence of the activities and the methods you plan to use.

- Step by Step Sequence and Methods Used - Discourse/Script/Discussion Questions - Student Groupings - Time Management and Lesson Pacing - Scaffolding Techniques

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Preparation Scaffolding Grouping Options Adaptation of Content Modeling Whole class Links to Background Practice Opportunities Small groups Links to Past Learning Comprehensible Input Partners/Triads Tiered/Varied Strategies Varied Questioning Independent Differentiation How would you differentiate your instruction based on the specific student needs? Assessment What assessment method(s) do you plan to use? (e.g. formal, informal assessment, performance-based, paper/pencil assessment, formative assessment, summative assessment, group assessment, individual assessment, rubric and grading criteria, etc.) Inquiry/Reflection

a) Identifies how this lesson would address the language learning needs of the English learners in the classroom that you observed. Incorporates Teaching Methods, SLA, English as a System, Social Context and other concepts/readings/theories that you have covered so far in your MAT-TESOL coursework to support your claims. b) Identifies specific areas of practice that you as the teacher hope to improve upon in future lesson planning. Incorporates Teaching Methods, SLA, English as a System, Social Context and other concepts/readings/theories that you have covered so far in your MAT-TESOL coursework to support your claims.