Techniques and principles in language teaching, 2 50 ... · PDF fileLarsen-Freeman, D. (2008). Techniques and principles in language teaching, 2 nd ed. Oxford University Press. ISBN:

ESL326: Methods and Materials for Second Language Acquisition

4 Credits, Spring

Instructor: Maureen Peters, M.A. Phone: Home 517-740-7074 REQUIRED TEXTS Larsen-Freeman, D. (2008). Techniques and principles in language teaching, 2nd ed. Oxford University Press. ISBN: 0-13-199266-X Herrell, A. & Jordon, M. (2008). 50 Strategies for teaching English language learners, 3rd ed.. Merrill/Prentice Hall. ISBN: 0-13-199266-X Michigan Department of Education Office of School Improvement (2004). English language proficiency standards for K-12 schools. Available www.michigan.gov/documents/English_Language_Proficiency Standards_K-12Schools_103705_7.pdf SPRING ARBOR CONCEPT Spring Arbor University and the School of Education are communities of learners distinguished by our life-long involvement in the study and application of the liberal arts, total commitment to Jesus Christ as our perspective for learning, and critical participation in the contemporary world.

COURSE DESCRIPTION: This course focuses on the pedagogical aspects of teaching English and the preparation of teaching materials for classroom use. Integrated methods and strategies will be explored for teaching listening, speaking, reading and writing to ELLs of diverse backgrounds and levels. This course requires highly constructive class participation and responsible out of class lesson assignment preparation for the lab setting. The goals of this course are to develop students' knowledge in the following areas: theories of second language acquisition, research based pedagogy for ELLs, how to manage instruction for different levels of learners with diverse abilities, appropriate interactions with students and parents from diverse cultural backgrounds.

COURSE GOALS:

The course goals are based on the conceptual framework of the effective teaching model of the School of Education of Spring Arbor University.

Content Knowledge

The student will understand second language acquisition theories and research, inclusive of error analysis, performance analysis, and inter-language. (ESL3.1)

Quiz 1

SLA Research Presentation: In groups of 3-4 students, prepare an oral presentation that summarizes and critiques for the rest of us the theory described in the reading, and (if empirical studies of SLA are reported), describe and critique the methods used in the studies and their results. Your oral presentation should last no longer than 20 minutes

Final Project: Choose two Second Language Acquisition elements (Listening, Speaking, Reading, Writing). Develop a set of 5-6 strategies selected from the 2 textbooks covered in the class for each element. Try out all of these strategies in your lab placement with newcomer/beginning English student(s). Evaluate how the strategies worked: What strategies would you keep? What would you not use again? How might you change the strategies? Summarize your findings in a 10-15 min PowerPoint presentation, to be presented on the last session of class.

Technology

The student will know and use a wide range of materials, resources, and technologies in effective content teaching for limited English proficient students. (ESL3.8)

Lab Lesson Plan: Teach and create a lesson using the SIOP model and evaluation rubric.

Lab Assignment: Textbook Review: Review three ESL textbooks suitable for targeted learners, such as those in the lab context. Review templates will be provided on blackboard and include criteria for analyzing such textbook features as content, use of

graphics/visual elements, help items such as glossaries, etc.

Diversity

The student will know individual learner variables (e.g., linguistic, cognitive, affective, social) in the second language acquisition process. (ESL3.5)

Quiz 2

Lab Experience-Give an Interest Inventory to your students. Reflect on how you would guide instruction based on the affective learner variables in your lab placement.

SLA Research Presentation

Lab Journal: (1 page): Reflect on your lab experiences/observations, and how they relate to what we’re learning in class.

Management & Organization

The student will use language acquisition knowledge to create a supportive classroom learning environment that includes opportunities for interaction in English. (ESL3.2)

WK3Assignment: Create a “classroom diagram,” showing how and where you provide support for ELL students.

Lab Lesson Plans/Strategy “try out” (speaking/listening lesson, writing lesson, content lesson). List evidence of interaction in lesson plan using the SIOP rubric.


The student will know and use second language acquisition theories and research in classroom organization, developing teaching strategies, and choosing and adapting classroom instructional resources. (ESL3.4)

Lab Lesson Plans/Strategy: Lesson Plan with support/rationale from theories and evaluation.

Final Project

Annotated Bibliography: Create a “must have list” of classroom instructional resources for ELL’s.

Quiz 2

Resource Simulation Activity (in-class): Groups will be given a skill/objective and a collection of available resources. Groups will decide which resources to use and will decide how/if the resources will need to be adapted for an ELL student. Groups will also give a rationale for their resource decisions.

Lab Journal: (1 page): Write a one-page reflection

with conclusions from the in-class simulation. What was difficult/successful? Make connections to your lab placement. How do they teach/adapt materials?

The student will know and use a variety of strategies to promote full participation of limited-English proficient students in classroom. (ESL3.7)


Strategy Quickshare: In pairs you will be pick a strategy from our book to present via handout and example interaction.

Lab Lesson Plan: Choose one or two strategies from each textbook. Write a lesson plan and videotape your lesson in you lab

Pedagogy

The student will use a variety of instructional practices that produce language outcomes through articulated program models that address the needs of linguistically and culturally diverse learners. (ESL3.3)


Lab Assignment: Lab Lesson Plans/Strategy “try out” (speaking/listening lesson, writing lesson, content lesson): Lessons must have ELPA objectives listed.

Final Project: WK3AMT: Double Entry Journal: List the key ideas from Ch.12 on the left side; list your thoughts about the ideas on the right side.

WK2AMT: Anticipation Guide Ch. 12

The student will know past and current second language teaching methodologies and their applicability in developing instructional practices and resources to meet the needs of individual second language learners. (ESL3.6)

Compare/Contrast Current and Past SLA Methodologies Assignment (2 page paper)

Quiz 1

Anticipation Guides for Techniques and Principals in L. T.

The student will have an ability to use standards and benchmarks to evaluate, select, design, and adapt instructional resources by connecting curriculum to students’ experiences and skills of home and community. (ESL4.3)

Reflect on your lab experiences/observations, and how they relate to what we’re learning in class.

Lab Assignment: Develop Lesson Plan w/MLP Standards listed. Connect all standards in some way to students’ experiences and skills of their home and community.

Simulation Unit Plan Project: With another student (to be assigned), create a Unit Plan for a particular population of students (also to be assigned). This Unit Plan must provide cultural relevance and connection to the students’ population. You will be given specific student populations/demographical information and a general theme, but must decide on a specific topic for unit on your own. You will create a list of 5-10 detailed activities correlated with specific resources (literature, websites, general education curricula, etc.). State support and a rationale for all unit decisions, which must relate to your specific population.

The student will understand and use strategies that promote student competence in using critical thinking skills in concert with learning English. (ESL4.4) The student will exhibit a high level of competency in teaching limited-English proficient students to acquire and use English in listening, speaking, reading, and writing for academic and social purposes. (ESL3.9, ESL4.6).

Lab Student Observation Rubric Form

Lab Experience: Dialogue/Buddy Journals “try out”

Final Project

Lab Assignment: Mini Case Study -- a 3-5 page description of one ESL learner in the lab context. Information about the student’s learning styles and strategies should be included. Discuss what you perceive to be your own strengths and weaknesses as a teacher/tutor in working with this particular learner. Do a needs analysis of this student and make recommendations about further language instruction .

COURSE SCHEDULE and Deadlines

Date Topic Readings DUE

Week 1 (AM/PM SESSIONS)

SLA Introduction/ Theories of SLA

Chapters 2-5 in Techniques and Principals in L.T.

Section I “Theoretical Overview” in 50 Strategies for Teaching ELLs

Crawford, J. Ten Common Fallacies About Bilingual Education. www.cal.org

Conteh-Morgan, M. (2002). Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction, The Journal of Academic Librarianship 28 no4 Jl.

W1AMT: Anticipation Guide Chptrs. 6-9

WK1Lab Experience Assignment: Dialogue/Buddy Journals “try out,” Reflect

WK1Lab Assignment: Mini Case Study: a 3-5-page description of one ESL learner in the lab context. Information about the student’s learning styles and strategies should be included. Discuss what you perceive to be your own strengths and weaknesses as a teacher/tutor in working with this particular learner. Do a needs analysis of this student and make recommendations about further language instruction.

Week 2

(AM/PM SESSIONS)

Theories of SLA cont./ Individual Leaner Variables

Chapters 6-9 in Techniques and Principals in L.T.

Boothe, D. (2000). Looking Beyond the ESL Label. Principal Leadership (Middle Sch Ed) 1 no4 D.

Ortiz, A. (2001). English Language Learners with Special Needs Effective Instructional Strategies. EDO-FL-01-08.

Genesee, F. (2000). Brain Research Implications for Second Language Learning. EDO-FL-00-12 DECEMBER 2000.


Compare/Contrast Current and Past SLA Methodologies Assignment DUE (2 page paper)

Strategy Quickshare: 1-2 groups will present.

WK2Lab Experience/Reflection-Give an Interest Inventory to your students. Reflect on how you would guide instruction based on the affective learner variables in your lab placement.

WK2Lab Lesson Plans/Strategy “try out”: (speaking/listening lesson, writing lesson, content lesson). Lesson must have critical thinking skill tasks and ways the lesson was modified for at least 3 individual learner variables, specifically listed.

Week 3

(AM/PM SESSIONS)

Program Models/Creating a supportive SLA classroom environment

Chapter 12 in Techniques and Principals in L.T.

Section II 50 Strategies for Teaching ELLs

MDE MI-MAP Article: Creating a Supportive Environment for ELLs.

Coltrane, B. (2003). Working With Young English Language Learners: Some Considerations. Center for Applied Linguistics, EDO-FL-03-01.

WK3AMT: Double Entry Journal: List the key ideas from Ch.11 on the left side; list your thoughts about the ideas on the right side.


Simulation Unit Plan Project DUE


Quiz 1: Information from weeks 1-3 readings will be assessed (online via Blackboard)

WK3Lab Journal: (1 page): Reflect on your lab experiences/observations, and how they relate to what we’re learning in class.

Week 4

(AM/PM SESSIONS)

Resources preview/ SLA Strategies


Section III: 50 Strategies for Teaching ELL’s

Listen one keynote speaker’s speech. Available online: www.cal.org/resources/disgest/instructed2ndlang.html

WK4 Assignment: Annotated Bibliography: Create a “must have list” of classroom instructional resources for ELL’s.



WK4Lab Assignment: Lesson Plans/Strategy: Lesson Plan with support/rationale from theories and evaluation.

WK4Lab Journal: (1 page): Write a one-page reflection with conclusions from the in-class simulation. What was difficult/successful? Make connections to your lab placement. How do they

teach/adapt materials?

Week 5

(AM/PM SESSIONS)

SLA Strategies Cont./MLP Standards and SLA Strategies

Section IV: 50 Strategies for Teaching ELLs

MLP Standards

Cummins, J. ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms. University of Toronto.


WK5Lab Assignment: Develop Lesson Plan w/MLP Standards listed. Connect all standards in some way to students’ experiences and skills of their home and community.

WK5 Lab Assignment: Lab Lesson Plans/Strategy “try out” (speaking/listening lesson, writing lesson, content lesson): Lessons must have ELPA objectives listed.

WK5 Lab Lesson Plan: Choose one or two strategies from each textbook. Write a lesson plan and videotape your lesson in you lab placement. Do a post evaluation via a SIOP rubric.

Week 6

(AM/PM SESSIONS)

SLA and Content Instruction/ Adapating Classroom Resources/Professional Development/ SLA Wrap-Up

Section V: 50 Strategies for Teaching ELLs


Haynes, J. Challenges for ELLs in Content Area Instruction. www.everythingESL.net

SIOP Articles Set:

Dahlman, H. (2005). These Students Don't Speak English: Now What?. Momentum Magazine November/December.

Honingsfeld, A., Cohan, A. The Power of Two: Lesson Study and SIOP Help Teachers Instruct ELLs. Dearborn Public Schools: SIOP brochure.

Leloup, J., Ponterio R., Cortland, S. (2000). Enhancing Authentic Language Learning Experiences Through Internet Technology. EDO-FL-00-02 MAY.

SLA Research Presentation: An oral group presentation on one piece of SLA Research.

QUIZ 2: Information from weeks 4-6 readings will be assessed (online via Blackboard).

WK6 Lab Lesson Plan: Teach and create a lesson using the SIOP model and evaluation rubric.

WK6 Lab Assignment: Textbook Review: Review three ESL textbooks suitable for targeted learners, such as those in the lab context. Review templates will be provided on blackboard and include criteria for analyzing such textbook features as content, use of graphics/visual elements, help items such as glossaries, etc.

Final Project DUE

Lab Student Observation Rubric Form DUE

Course Requirements 1. Presentations of SLA Research. In groups of 3-4 students, you will be responsible for making one presentations of SLA research from articles that I assign from the course packet. In preparing your presentation, you should:

Read the chapter or articles.

Prepare an oral presentation that summarizes and critiques for the rest of us the theory described in the reading, and (if empirical studies of SLA are reported), describe and critique the methods used in the studies and their results. Your oral presentation should last no longer than 20 minutes. PRESENTATIONS ARE DUE WEEK 6. (ESL 3.1, ESL 3.3).

2. Final Project. Choose two Second Language Acquisition elements (Listening, Speaking, Reading, Writing). Develop a set of 5-6 strategies selected from the 2 textbooks covered in the class for each element. Try out all of these strategies in your lab placement with newcomer/beginning English student(s). Evaluate how the strategies worked: What strategies would you keep? What would you not use again? How might you change the strategies? Summarize your findings in a 10-15 PowerPoint presentation, to be given on the last session of class. (ESL 3.1, ESL 3.3 ESL 3.9, ESL 3.6) THE FINAL PROJECT IS DUE: WEEK 6.

3. Simulation Unit Plan Project. With another student (to be assigned), create a Unit Plan

for a particular population of students (also to be assigned). This Unit Plan must provide cultural relevance and connection to the students’ population. You will be given a specific student population/demographical information and a general theme, but must decide on a specific topic for unit on your own. You will create a list of 5-10 detailed activities correlated with specific resources (literature, websites, general education curricula, etc.). State support and a rationale for all unit decisions, which must relate to your specific population. (ESL 4.3) THE SIMULATION UNIT PLAN PROJECT IS DUE: WEEK 3.

4. SLA Research Presentation: In groups of 3-4 students, prepare an oral presentation that

summarizes and critiques for the rest of us the theory described in the reading, and (if empirical studies of SLA are reported), describe and critique the methods used in the studies and their results. Your oral presentation should last no longer than 20 minutes. (ESL 3.1)

5. Compare/Contrast Current and Past SLA Methodologies Assignment (2 page paper).

(ESL 3.6) THIS PAPER IS DUE WEEK 2.

6. Strategy Quickshare: In assigned pairs you will choose a strategy from our book to present via handout and example interaction. 1-2 groups will present at each class session (presentation day/pairs will be assigned during the 1st class session).

7. LAB Experiences: As described in the syllabus, each week you will have 1-3 assignments due. These assignments include lesson plans, journals, and reflections. At the end of the course you will also need to turn in one SIOP Observation Rubric of a lesson you did in your placement.

8. Quizzes: Will be available via Blackboard, information to be covered is detailed below.

Quiz 1: Information from weeks 1-3 readings will be assessed (WEEK 3, available online via Blackboard) QUIZ 2: Information from weeks 4-6 readings will be assessed (WEEK 6, available online via Blackboard)

SUMMARY OF COURSE ACTIVITIES ASSIGNMENTS

W1AMT: Anticipation Guide Chptrs. 6-9


Compare/Contrast Current and Past SLA Methodologies Assignment DUE (2 page paper)

WK3AMT: Double Entry Journal: List the key ideas from Ch.11 on the left side; list your thoughts about the ideas on the right side.


Simulation Unit Plan Project DUE

WK4 Assignment: Annotated Bibliography: Create a “must have list” of classroom instructional resources for ELL’s.


Strategy Quickshares: Group presentations, to be assigned each week (1-2 groups will present each week)

SLA Research Presentation: An oral group presentation on one piece of SLA Research. (DUE WEEK 6)

LAB ASSIGNMENTS

WK1Lab Experience Assignment: Dialogue/Buddy Journals “try out,” Reflect

WK1Lab Assignment: Mini Case Study: a 3-5-page description of one ESL learner in the lab context. Information about the student’s learning styles and strategies should be included. Discuss what you perceive to be your own strengths and weaknesses as a teacher/tutor in working with this particular learner. Do a needs analysis of this student and make recommendations about further language instruction.

WK2Lab Experience/Reflection: Give an Interest Inventory to your students. Reflect on how you would guide instruction based on the affective learner variables in your lab placement.

WK2Lab Lesson Plans/Strategy “try out”: (speaking/listening lesson, writing lesson, content lesson). Lesson must have critical thinking skill tasks and ways the lesson was modified for at least 3 individual learner variables, specifically listed.

WK3Lab Journal: (1 page): Reflect on your lab experiences/observations, and how they relate to what we’re learning in class.

WK4Lab Assignment: Lesson Plans/Strategy: Lesson Plan with support/rationale from theories and evaluation.

WK4Lab Journal: (1 page): Write a one-page reflection with conclusions from the in-class simulation. What was difficult/successful? Make connections to your lab placement. How do they teach/adapt materials?

WK5Lab Assignment: Develop Lesson Plan w/MELP Standards listed. Connect all standards in some way to students’ experiences and skills of their home and community.

WK5 Lab Assignment: Lab Lesson Plans/Strategy “try out” (speaking/listening lesson, writing lesson, content lesson): Lessons must have ELPA objectives listed.

WK5 Lab Lesson Plan: Choose one or two strategies from each textbook. Write a lesson plan and videotape your lesson in you lab placement. Do a post evaluation via a SIOP rubric.WK6 Lab Assignment: Textbook Review: Review three ESL textbooks suitable for targeted learners, such as those in the lab context. Review templates will be provided on blackboard and include criteria for analyzing such textbook features as content, use of graphics/visual elements, help items such as glossaries, etc.

Lab Student SIOP Observation Rubric Form (DUE WEEK 6) See Appendix A Attached

QUIZZES

Quiz 1: Information from weeks 1-3 readings will be assessed (WEEK 3, available online via Blackboard)

QUIZ 2: Information from weeks 4-6 readings will be assessed (WEEK 6, available online via Blackboard)

EVALUATION: In addition to the assigned activities, attendance and participation is a must. Each day is worth 5 points credit, but more than two absences will drop the grade one grade level.

Grades will be assigned according to the following: 96-100% = A 76-79% = C 92-95% = A- 75% = C- 90-91% = B+ 71-74% = D+ 86-89% = B 69-70% = D 82-85% = B- 61-65 = D- 80-81% = C+ 60 or below =U

REFERENCES

Boothe, D. (2000). Looking Beyond the ESL Label. Principal Leadership (Middle Sch Ed) 1 no4 D.

Conteh-Morgan, M. (2002). Connecting the Dots: Limited English Proficiency, Second Language Learning Theories, and Information Literacy Instruction, The Journal of Academic Librarianship 28 no4 Jl.

Coltrane, B. (2003). Working With Young English Language Learners: Some Considerations. Center for Applied Linguistics, EDO-FL-03-01.

Crawford, J. Ten Common Fallacies About Bilingual Education. Available online www.cal.org.

Cummins, J. (2000). ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms. University of Toronto.

Dahlman, H. (2005). These Students Don't Speak English: Now What?. Momentum Magazine November/December.

Genesee, F. (2000). Brain Research Implications for Second Language Learning. EDO-FL-00- 12 DECEMBER 2000.

Haynes, J. Challenges for ELLs in Content Area Instruction. Available online www.everythingESL.net.

Honingsfeld, A., Cohan, A. The Power of Two: Lesson Study and SIOP Help Teachers Instruct ELLs. Dearborn Public Schools: SIOP brochure.

Leloup, J., Ponterio R., Cortland, S. (2000). Enhancing Authentic Language Learning d Experiences Through Internet Technology. EDO-FL-00-02 MAY. Michigan Department of Education Office of School Improvement. (2004). English language proficiency standards and MDE MI-MAP Article: Creating a Supportive Environment for ELLs. Available online: www.michigan.gov/documents/English_Lanugage_ProficiencyStandards_K- 12Schools_103705_7.pdf

Ortiz, A. (2001). English Language Learners with Special Needs Effective Instructional Strategies. EDO-FL-01-08.

APPENDIX A

LAB Student SIOP Observation Rubric

STUDENT TEACHER: ________________________________________________

SCHOOL:_________________________________ DATE:___________________

OBSERVER_______________________________ GRADE/CLASS___________

TITLE OF LESSON:___________________________________________________

Well-constructed lesson plan for:

Comment:

( ) SDAIE/Academic Instruction in English

( ) Bilingual Class

( ) ESL

( ) Materials ready

( ) Efficient routines

( ) Appropriate appearance

( ) Cognitive Engagement of students

( ) Affective engagement of students

( ) Student motivation & involvement

( ) Professional Behavior

What I saw:

Questions Kudos

Suggestions Concerns

Goals for next observation:

Documents

Techniques and principles in language teaching, 2 50 ... · PDF fileLarsen-Freeman, D. (2008). Techniques and principles in language teaching, 2 nd ed. Oxford University Press. ISBN: