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Teaching English to Speakers of Other Languages (TESOL) Certificate Program

Center for the Study of Languages & Cultures University of Notre Dame

+TESOL Certificate Program

9.00-10.15am 10.30-12.00pm 12.00-1.00pm

1.00-3.00pm 3.15-4.30pm

Monday March 10

Introduction / Orientation

Intro to SLA Theory

Lunch (on your own)

Communicative Languages Strategies

Teaching Demonstrations

Tuesday March 11

Teaching of Pronunciation

Classroom Dynamics

Lunch (on your own)

Micro-Teaching Sessions

Info Session 1: Opportunities in TESOL

Wednesday March 12

Teaching of Oral Proficiency

Assessment & Evaluation

Lunch (on your own)

Classroom Management

Blogging and SoundCloud Reflection on Microteaching

Thursday March 13

Teaching of Writing

Methods and Methodology

Lunch (on your own)

Micro-Teaching Sessions

Info Session 2: E-Portfolios

Friday March 14

Teaching of Grammar

Introduction to Practicums

Lunch (on your own)

Teaching Philosophy

Blogging and SoundCloud Reflection on Microteaching

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+Comfort Zone vs. Learning Zone

+Outline

n  Icebreaker

n  Defining Language, Language Learning & the Role of the Teacher

n  Terms and Acronyms

n  Becoming a Reflective Language Learner

n  Communicative Language Teaching

+Icebreakers & Warm-ups

n  What is an icebreaker?

n  Why use icebreakers in the classroom?

+Icebreakers & Warm-ups

n  Very short (3-5 min) activities designed to help students activate their language. n  Like stretching before exercise or tuning an instrument before a

performance.

n  Sets the expectation that students should come to class ready to practice and actively participate n  Do have students wait for the instructor to tell them what to do.

+Icebreaker Jeopardy!

n  Think of several common and uncommon questions you might ask in order to get to know someone: n  What’s your name? Where are you from?

What was the last great meal you had? Etc.

n  On a sheet of paper list only your answers to these questions.

n  Have a partner try to guess the questions.

n  All guess MUST be in the form of a question.

n  When a guess is correct provide follow-up details and information.

+Icebreaker Jeopardy!

+What does it mean to learn a language?

n  Knowledge of words/meaning?

n  Knowledge of behavioral conditioning?

n  Knowledge of structure/order?

n  Knowledge of culture/society?

n  Many of the great minds have focused upon this very question.

+B.F. Skinner

n  “The consequences of behavior determine the probability that the behavior will occur again. Language is simply the result of such conditioning in the case of verbal behavior” n  -Verbal Behavior (1957)

+Behaviorism Applied

n  Fast paced classroom with little time to second guess oneself.

n  Developing ‘good language habits’ via repetition & substitution.

n  Errors seen as a conflict between old (L1) language habits and new (L2) language habits.

+Noam Chomsky

n  “Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied.” n  -Language & Mind (1967)

n  Colorless green ideas sleep furiously

+Cognitivism Applied

n  Everyone has an innate ability to acquire language.

n  Students have systematic patterns in development and errors.

n  Teachers need to provide ‘comprehensible input’ and opportunities for ‘meaningful’ practice.

+Edward Sapir

n  “Eliminate society and there is every reason to believe that [the individual] will learn to walk. But, it is just as certain that he will never learn to talk, that is, to communicate ideas according to the traditional system of a particular society.” n  -Language: The Study of Speech (1921)

+Interactionism Applied

n  Language should be used for real and ‘meaningful’ communicative needs.

n  Knowing how to use the target language appropriately among people and not simply understanding its linguistic patterns & structure.

+What should language teacher do?

n  “We believe that what the learner does to learn a foreign language is far more important than what the teacher teaches.” n  The ABCs of Languages and Linguistics: A Basic Introduction to

Language Science" by Curtis Hayes, Jacob Ornstein & William Gage

n  What does this quote say about building language skills?

n  Do you agree or disagree? Why?

n  What would most student’s say is the role of the teacher in a language classroom?

+What does it mean to learn a language?

n  Write 3-4 sentences on how you approach language learning.

n  Consider questions such as: n  What is involved in the language learning process?

n  What is unique about language and/or language learning compared to other varieties of learning?

n  What are the roles of students and teachers in a language classroom?

n  Hold on to your statement and expand/revise it as needed.

+Terms and Acronyms

n  ESL: English as a Second Language – programs in English-speaking countries where students learn English as a second language.

n  EFL: English as a Foreign Language – programs in non-English-speaking countries where English is not used as the lingua franca.

n  ENL: English as a New Language – Typically k-12 programs in US schools for children who do not speak English at home

+Terms and Acronyms

n  EAP: English for Academic Purposes – The English used at universities both in the US and internationally.

n  ESP: English for Specific Purposes – job related ESL/EFL programs, medical English, business English, aviation English, customer service English.

n  ELL: English Language Learner – often used to refer to a student in an ESL or EFL program.

n  IEP: Intensive English Program – ESL/EFL programs designed for students prior to beginning a course of student at an English speaking college or university. Students are often ‘provisionally admitted’ based on required coursework at IEP.

+Terms and Acronyms

n  TESOL: Teaching English to Speakers of Other Languages – a professional activity that requires specialized training. It is also the name of the association, Teachers of English to Speakers of Other Languages, Inc.

n  TOEFL: Test of English as a Foreign Language – a US based exam administered worldwide to international students applying to institutions of higher education.

n  IELTS: International English Language Testing System – UK based standardized test of English language proficiency for non-native English language speakers.

+Questions

+Reflective Learning

n  Describe a skill or aptitude you developed over time. n  Examples: playing a musical instrument, artistic skills like

painting, cooking your favorite food, sports

n  What was the key to mastery?

n  What advice would you give to a novice?

n  Do you believe in “practice makes perfect”? Why or why not?

+Reflective Learning

n  What does it mean to be a “reflective practitioner”?

n  How are you reflective in your work as a student, teacher or in other work you have done?

n  What attitudes lead to successful reflection?

n  How does reflective practice relate to building and refining English?

+Becoming a Reflective Practitioner of a Language

n  Encourage students to build 'self-monitoring' skills.

n  Ask students to consistently listen to themselves and read what they write.

n  Continuously review the cycle with your students.

Speak +

Write

Listen +

Read

Self-Monitor

Correct

+Warm-up Video

n  What does this video clip tell us about language learning? n  http://youtu.be/0MUsVcYhERY

+Communicative Language Teaching (CTL)

n  An applied amalgamation of Cognitive and Interactionist models

n  Came out of the ‘functional syllabus’ approach in Europe, circa 1960

n  Emphasizes language learning through & for communication (‘meaning-making’)

n  Uses language functions as the basis for curriculum & learning

n  Strong focus on learners needs and creating meaningful & authentic context

+Examples of CLT Activities

n  Exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice.

n  The following exercise, for example, is found in Passages 2 (Richards and Sandy 1998).

+Passages 2 (Richards and Sandy 1998)

+Passages 2 (Richards and Sandy 1998)

+Passages 2 (Richards and Sandy 1998)

+Passages 2 (Richards and Sandy 1998)

+Examples of CLT Activities

n  Mechanical practice: n  Have students read and practice aloud the sentences in the

grammar box.

n  Meaningful practice: n  Ask students to complete the sentences in exercises A and B with

their own information.

n  Communicative practice: n  Put students into pairs or groups for an open-ended discussion

activity such as Exercise C

+Goals of Communicative Competence

n  As first proposed by Dell Hymes (1966)

n  1. Linguistic Competence: n  Metalinguistics à grammar ,structure and other ‘rules’ of the game

n  2. Sociolinguistic Competence: n  Pragmatics à Language use in society; cultural expectations for

politeness, authority, etc.

n  3. Discourse Competence: n  Register/Genre à Rhetorical forms beyond the sentence level; story

telling, complaining, etc.

n  4. Strategic Competence: n  Finding ways to communicate when one lacks knowledge/

competence or difficulty arises

+Ten Guidelines for Effective Communicative Pedagogy (NCLRC, 2007)

n  Provide appropriate input

n  Use language in authentic ways

n  Provide context

n  Design activities with a purpose

n  Use task-based activities

n  Encourage collaboration

n  Use an integrated approach

n  Address grammar consciously

n  Adjust feedback/error correction to the situation

n  Include awareness of cultural aspects of language use

+Examples of CLT Activities

n  What is the difference between presenting a topic and teaching a subject?

n  Watch the following videos and take notes on these questions: n  What types of class activities do you observe? n  What was effective about the instruction? n  How would you describe the relationship between the instructor

and students?

n  http://youtu.be/0nEbDJ70Vek

n  http://youtu.be/3kRT-rsKxn4

+Learner-Center Instruction via Task-Based Pedagogy

1. Learner-Center Teaching n  Focusing on S-S interaction: communicative

n  Learner autonomy & responsibility for own learning

n  Allows adaptation to diverse learning needs and styles

n  Teacher as facilitator and observer for informed instruction

2. Task-based Instructional Methods n  Functional approach to communicative teaching

n  Students learn and practice by accomplishing L2 tasks

n  Fits well within CLT foci of authenticity and context

n  Compels application of conceptual knowledge

+10 Generalizations for L2 Learning & Teaching Lightbown (2001)

n  Adults & Adolescents can acquire a second language

n  Learners create their own interlanguage

n  There are predictable sequences for learning a language

n  Practice alone does not make perfect or even allow for retention

n  Knowing a rule does not mean one can communicatively

n  Isolated & explicit error correction is usually ineffective

n  Acquisition stops before attainment of native fluency for adults

n  One cannot attain native-like fluency in 1 hour of study a day

n  The learners task is enormous because language is very complex

n  Meaningful context is essential to comprehension & production

+Microteaching

n  Practice teaching strategies and techniques in artificial but safe environment

n  Receive feedback from colleagues

n  Opportunity evaluate yourself n  MT session will be recorded

n  Twice during the week (Tuesday & Thursday)

+Microteaching

n  Select a simple and straight forward topic you might present to beginning level ESL students n  examples: basic part of speech, common introductions, a warm-up

or icebreaker

n  Prepare activities that will engage the students n  Consider your peers to be your students

n  Strict 5-7 minute time limit so that everyone can fully participate

n  Practice and time yourself

+Microteaching

n  Example n  What feedback would you have for this instructor?

n  What did you find effective about the microteaching?

n  Recommendations for future microteachings. (Pronunciation, organization, interaction, pace, other):