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Course SyllabusMurray State University

Fall 2001

Department: English & Philosophy/TESOL Instructor: Dr. G. ZouCourse Number: TSL 530-01 / 2293 Office: 114 Woods HallCredit hours: 3 Telephone: 762-3508Meeting Place: 105 Faculty Hall Office Hrs: 8:30-10:30 am &Meeting Time: 5:00-8:00 pm/Th 2:00-3:00 pm/MTThF

I. TITLE : Methods & Materials for Teaching ESL

II. CATALOG DESCRIPTION: Knowledge derived from the linguistic sciences about the nature of language and how it islearned will serve as the basis for the exploration and evaluation of various methods, techniques, and approaches tothe teaching of English as a second language.

III. PURPOSE: To develop students' understanding of the various approaches, methods, techniques, activities, and Materials available for teaching English as a second/foreign language and their underlying principles and characteristics.

IV. COURSE OBJECTIVES: By the end of the course, students in this class are expected to

1. Have a basic knowledge of what an ESL/EFL teacher must know and do in order to be effective.

2. Become familiar with theoretical concepts necessary for choosing teaching methodologies and designing/selecting instructional materials.

3. Understand the major issues and controversies in second/foreign language pedagogy and their implications for classroom teaching.

4. Be able to teach the elements and skills of English as a second/foreign language to different learners in different instructional settings.

5. Gain experience in learning from their colleagues and designing teaching materials/choosing texts from major ESL publishers.

V. CONTENT OUTLINE: The course will include the following five general units:

1. Underlying principles, characteristics, and applicability of various methodologies available for teaching English as a second/foreign language.

2. Historical overview and current trends of instructional proposals.

3. Cognitive and affective needs of language learners.

4. Review of available textbooks and materials currently marketed for ESL instruction.

5. Clinical observation and simulated teaching.

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VI. INSTRUCTIONAL ACTIVITIES: The primary format for the course will be workshop/ seminar. The instructor will lecture on specific topics when necessary, but will more often coordinate discussion and guide collaborative relationships among all course participants. Students will spend considerable time conducting research, designing/selecting materials, undertaking peer teaching, observing classes, and critiquing each other's work. Each student will lead a discussion of two or more assigned readings on a specific day. Discussion leaders are to lead rather than lecture or present. All students are expected to discuss assigned readings in class. By raising questions and participating in discussion, you indicate that you have read the required material. Graduate students will be required to do additional research and writing.

VII. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES: Each student is required to observe two ESL classes, preferably in two different skill/knowledge areas, at two different proficiency levels, and taught by two different instructors, and report their observations to class for about 10 minutes. The following elements are expected in your report:

• Place/Institution where you observed the classes• Instructor(s)• What you did in addition to observing• Students' age, proficiency level, and educational background• Students' academic orientation, if applicable• Program/Curriculum orientation• Textbook(s) being used• Class size• Topics)/Skills/Grammatical points covered/lesson objectives• How the material is presented• How the material is practiced• How the feedback is provided• Things that you like most about the classes you observed• Things that you would do differently if you were to teach the classes• Any suggestions for the instructor and others in this class

Be polite. Be cooperative. Don't take over. A one-page handout is expected for everyone in this class and the instructor whose class you observed.

The above list can also help you prepare your lesson plan to be included in your final paper.

VIII. RESOURCES: Students will use the resources of university libraries, including electronic data-gathering media, for their research. Students will have access to the personal library of this instructor and others in the TESOL program. The ESL Program in the Institute for International Studies may also be used as a resource for students as they pursue their research interests.

IX. GRADING PROCEDURES: Course grades are based on the quality and quantity of the final paper submitted (50% of your final grade), mid-term exam (15*), final exam (15*), class participation (20W), and attendance (see Attendance Policy below). Graduate students will write a 15-page paper, undergraduates, an e-page paper, on a skill or element area of their choosing, demonstrating their ability to execute a well-planned, well-written, and welldeveloped academic paper.

X. ATTENDANCE POLICY: Regular class attendance is vital to academic success. Except in truly extraordinary circumstances, missing more than 10% of scheduled class sessions will result in a lowering of the student's course grade; missing more than 25% of scheduled class sessions will result in automatic failure of the course.

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XI. ACADEMIC HONESTY POLICY: While collaboration among course participants is commendable, copying someone else's work is academically dishonest and will not be tolerated. In their work for this course, students are expected to follow the principles stated in the Murray State University Policy on Academic Integrity, which is printed on Page 10 of the 2000 - 2002 Graduate Bulletin and Page 11 the 2001 - 2003 Undergraduate Bulletin .

XII. TEXTS AND REFERENCES:

Required texts:

Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle.

Richards, J. (1990/1999). The language teaching matrix. Cambridge: Cambridge University Press.

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching: A description and analysis (2 ed.). Cambridge: Cambridge University Press.

Recommended texts:

Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2°d ed.). New York: Oxford University Press.

Richards, J., Platt, J., & Platt, H. (1992/1997). Longman dictionary of language teaching & applied linguistics. Harlow, England: Longman.

Supplementals collected in Coursepack:

Alatis, J. E. (1987). The early history of TESOL. TESOL Newsletter, 21 (2), 4-6.

Brown, H. D. (1986/1990). Learning a second culture. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural gap in language teaching (pp. 33-48). Cambridge: Cambridge University Press.

Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. TESOL Newsletter, 19 (1), 1-5.

Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 459-480.

Croft, K. (1980). The matter of errors. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 85-90). Boston: Little, Brown and Company.

Croft. K. (1980). The matter of culture. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 531-538). Boston: Little, Brown and Company.

Croft. K. (1980). Language and categories: Some notes for foreign language teachers. In K. Croft, Readings on English as ,a second language: For teachers and teacher trainees (2nd ed., pp. 572587). Boston: Little, Brown and Company.

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Cummins, J. (1988). Language proficiency, bilingualism and academic achievement. In P. A. Richard-Amato, Making it happen: Interaction in the second language classroom - - From theory to practice (pp. 382-395). New York: Longman.

Dirven, R. (1990). State of the art article: Pedagogical grammar. Language Teaching, 23 (1), 1-18.

Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 431-457.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.

Grosse, C. U. (1991). The TESOL methodology course. TESOL Quarterly, 25, 29-49.

Haskell, J. F. (1985). An eclectic method? In J. F. Haskell (Ed.), Selected articles from the TESOL Newsletter, 1966 - 1983 (pp. 117-119). Bloomington, IL: TESOL.

Hendrickson, J. M. (1987). Error correction in foreign language teaching: Recent theory, research, and practice. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 355-369). New York: Newbury House.

Klein, W. (1986/1994). Six dimensions of language acquisition/Some consequences for foreign language instruction. In Second language acquisition (pp. 33-55). Cambridge: Cambridge University Press.

Maple, R. (1987). TESL versus TEFL: What's the difference? TESOL Newsletter, 21 (2), 35-36.

McDonough, J., & Shaw, C. (1993/1995). Adapting materials. In Materials and methods in ELT: A teacher's guide (pp.81-98). Oxford: Blackwell.

Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25, 481-520.

Prator, C. H. (1991). Cornerstones of method and names for the profession. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 11=22). Boston: Heinle & Heinle. '

Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25, 407-430.

Reid, J. M. (1995, December/1996, January). President's message: Let's put the "T" back in TESL/TEFL programs. TESOL Matters, S

Richard-Amato. P. A. (1988). The affective domain. In Making it happen: Interaction in the second language classroom - - From theory to practice (pp. 54-68). New York: Longman.

Richards, J. (1985/1995). Lexical knowledge and the teaching of vocabulary. In The context of language teaching (pp. 176-188). Cambridge: Cambridge University Press.

Richards, J. (1985/1995). Listening comprehension: Approach, design, and procedure. In The context of language teaching (pp. 189-207). Cambridge: Cambridge University Press.

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Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 237-246.

Silberstein, S. (1987, October). Let's take another look at reading: Twenty-Five years of reading instructions. English Teac ing Forum, 28-35.

Sridhar, S. N. (1980). Contrastive analysis, error analysis and interlanguage: Three phrases of one goal. In K. Croft, Readings on English as a second language For teachers and teacher trainees (2nd ed., pp. 91-119). Boston: Little, Brown and Company.

Trifonovitch, G. J. (1980). Culture learning/Culture teaching. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 550-558). Boston: Little, Brown and Company.

Valdes, J. M. (Ed.). (1986/1990). Preface. In Culture bound: Bridging the cultural crap in language teaching (pp. vii-xi). Cambridge: Cambridge University Press.

Yalden, J. (1987/1994). Syllabus and methodology. In Principles of course design for language teaching (pp. 85-91) Cambridge:Cambridge University Press.

References:

Brown, H. D. (1994). Principles of language learning and teaching (2nd ed.). Englewood Cliffs, NJ: Prentice Hall Regents.

Celce-Murcia, M., Hills, S. (1988). Techniques and resources in teaching grammar. New York: Oxford University Press.

Coe, R. M. (1988). Toward a grammar of passages. Carbondale and Edwardsville, IL: Southern Illinois University Press.

Croft. K. (1980). Readings on English as a second language: For teachers and teacher trainees . Boston: Little, Brown and Company.

Devine, J., Carrell, P. L., & Eskey, D. E. (Eds.). (1987). Research in reading in English as a second language. Washington, DC: TESOL.

Horning, A. S. (1987). Teaching writing as a second language. Carbondale and Edwardsville, IL: Southern Illinois University Press.

Kroll, B. (Ed.). (1990/1993). Second language writing: Research insights for the classroom. Cambridge: Cambridge University Press.

. Leki, I. (1992). Understanding ESL writers: A guide for teachers. Portsmouth, NH: Boynton/Cook.

Long, M. H., & Richards, J. C. (Eds.). (1987). Methodology in TESOL: A book of readings. New York: Newbury House.

Morley, J. (Ed.). (1987). Current perspectives on pronunciation: Practices anchored in theory. Washington, DC: TESOL.

Reid, J. M. (1993). Teaching ESL writing. Englewood Cliffs, NJ: Prentice Hall Regents.

Silberstein, S. (1994). Techniques and - resources in teaching reading. New York: Oxford University Press.

Valdes, J. M. (Ed.). (1986/1990) (198611990). Culture bound: Bridging the cultural gap in language teaching. Cambridge: Cambridge University Press.

XIII. PREREQUISITES: None.

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Weekly Schedule

Week 1August 30

Introduction to the course, to each other, and to the profession, & Assignment of the final paper

--We need to know something about the profession we are entering and how the TESOL methodology course is taught in other graduate programs in this country.

--First day, final paper. Well begun is half done?

Major elements of the research/application paper:

1. Needs analysis--Obtaining/Providing information that will serve as the basis for developing the course you are going to teach, including information on (a) a chosen area, skill or element; (b) a student population you are working with, real or hypothetical; and (c) the proficiency level you are expecting of your students as a result of instruction.

2. Approach--Theories or theoretical frameworks/models, including a model of language proficiency/communicative competence and a theory of the nature of learning/language acquisition, that inform your methodological choice.

3. Design--The general and specific objectives of the method, including a syllabus, an analysis of the roles of the teacher, the learner, and instructional material, and the type of activities characteristic of the method to be used in the classroom.

4. Procedure--How the design is realized in the classroom, including a ten-minute lesson plan, techniques to present materials, and interactive patterns /activities to facilitate learning.

5. Material/Text to be used for the course--self-designed or chosen (1) from (5) available commercial texts, including development or selection/evaluation criteria.

6. References--A reference list is part of the paper. APA format is followed in TESOL publications and is expected of the papers written for this course.

--Acronyms /Alphabetisms: TESOL, ESL, EFL, TESL, TEFL, ESOL, ACTFL, MLA, APA, NCTE, TOEFL, ETS, ESP, DOE, INS, NAFSA, CAL, SAA, and ATESL OF NAFSA.

Readings:

*Alatis, J. E. (1987). The early history of TESOL. S L Newsletter, 21 (2), 4-6.

*Grosse, C. U. (1991). The TESOL methodology course. TESOL Quarterly , 25, 29-49.

*Maple, R. (1987). TESL versus TEFL: What's the difference? TESOL

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Newsletter, ?L1 (2), 35-36.

*Prator, C. H. (1991). Cornerstones of method and names for the profession. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 11-22) . Boston: Heinle & Heinle.

*Reid, J. M. (1995, December/1996, January). President's message: Let's Put the "T" back in TESL/TEFL programs. TESOL Matters, 5 (6) , 3.

* Required reading

Week 2September 6

The theoretical foundations of language pedagogy

--What we are planning to do to help our students to learn a second language depends very much on what we know how a second language is learned/acquired.

--What are our students developing in our Intensive English Program (IEP)/any second/foreign language acquisition settings--competence, communicative competence, communicative ability, proficiency, BICS, CALP?

--How to maintain a balance between nature and nurture and between the learner and the learning situation in the process of acquiring/learning a new language?

--Names we need to know: Otto Jespersen, Ferdinand de Saussure,Leonard Bloomfield, Charles C. Fries, B.F. Skinner, Noam Chomsky,Dell Hymes, William Labov, Stephen Krashen, Michael Canale and

Merrill Swain, Lyle Bachman, and Jim Cummins.

Readings:

*Cummins, J. (1988). Language proficiency, bilingualism and academic achievement. In . P. A. Richard-Amato, Making it happen: Interaction in the second language classroom - - From theory to Practice (pp. 382-395). New York: Longman.

*Klein, W. (1986/1994). Six dimensions of language acquisition/Some consequences for foreign language instruction. In Second language acquisition (pp. 33-55). Cambridge: Cambridge University Press.

Richard-Amato. P. A. (1988). The affective domain. In Making it happen: Interaction in the second language classroom - - From theory to practice (pp. 54-68). New York: Longman.

*Yalden, J. (1987/1994). Proficiency in a second language. In Principles of course design for language teaching (pp. 15-27). Cambridge: Cambridge University Press.

* Required reading

Weeks 3, 4, & 5September 13, 20, & 27

1. The nature of approaches and methods in language teaching

--What is a method, an approach, a design, a technique, or a

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procedure? Why a e different professionals using different terms to refer to the same language teaching proposal? A theoretical framework needs to be established before analyzing/treating each individual teaching proposal.

Reading:

*Richards, J., & R dgers, T. (2001). Approaches and methods inlanguage teaching: A description and analysis (2nd ed.).

Cambridge: Cambridge University Press. --Chapter 2

* Required reading

2. Review of the methods and approaches available to ESL/EFL teachers

--Why are we havin so many of them? How many? What are they? Is there "the method" that is universally applicable? How do we make informed decisions n the choice of an appropriate teaching method?

--Names associated ith the various teaching proposals: JohannChristian Fick, Fra cois Gouin, Lambert Sauveur, Maximilian Berlitz,Albert Sidney Hornb (known as A.S. Hornby or ASH), Daniel Jones,Harold Edward Palme , Henry Sweet, Michael Philp West, J.R. Firth,M.A.K. Halliday, Ch istopher Candlin, Henry Widdowson, D.A. Wilkins,James Asher, Caleb attegno, Charles A. Curran, Tracy Terrell, andGeorgi Lozanov.

Readings:

*Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M. Celce-Murci (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 3-11). Boston: Heinle & Heinle.

*Haskell, J. F. (198 ). An eclectic method? In J. F. Haskell (Ed.), Selected articles from the TESOL Newsletter, 966-1983 (pp. 117119). Bloomingto , IL: TESOL.

Larsen-Freeman, D. ( 000). Techniques and principles in languageteaching (2"° ed.) New York: Oxford University Press.

*Richards, J., & Rod ers, T. (2001). Approaches and methods in lap a e teaching: A description and analysis (2° nd e d.). Cambridge: Cambri dge University Press.

*Savignon, S. (2001). Communicative language teaching for thetwenty-first centu In M. Celce-Murcia (Ed.), Teaching English

as a second or for i n lap a e (3rd ed., pp. 13-28). Boston:Heinle & Heinle.

* Required reading

Week 6October 4

--Teaching the elemen s and skills of ESL: grammar, writing, reading, listening, speaking, ronunciation, vocabulary, and culture.

1. Grammar pedagogy and p dagogical grammar

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grammar, reference grammar, pedagogical grammar, and "a grammar of passages"?

Readings:

*Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. TESOL Newsletter, 3,.9 (1), 1-5.

*Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25, 459-480.

Dirven, R. (1990). State of the art article: Pedagogical grammar. Language Teaching, 23 (1), 1-18.

*Larsen -Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 251-266). Boston: Heinle & Heinle.

*Richards, J. (1985/1995). Introducing the perfect: An exercise in pedagogical grammar. In The context of language teaching (pp. 170-175). Cambridge: Cambridge University Press.

* Required reading

--Examining grammar texts.

Week 7October 11

--Midterm exam.

Weeks 8, 9, 10, 11, & 12October 18, 25, November 1, 8, & 15

--Teaching the elements and skills of ESL: grammar, writing, reading, listening, speaking, pronunciation, vocabulary, and culture.

2. Second language writing

--How is first language writing taught? What have we learned from first language writing research/instruction?

--Is writing a product or process?

--When is a paragraph? Do we have "a grammar of passages"?

--Fossilization? Interlanguage? Should grammar be taught in the writing class? How should students errors in writing be dealt with?

--An error analysis class?

Readings:

ed., pp. 85-90). Boston: Little, Brown and Company.

*Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 219-232). Boston: Heinle & Heinle.

*Frodesen, J. (2001). Grammar in writing. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp.

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233-248). Boston: Heinle & Heinle.

Hendrickson, J. M. (1987). Error correction in foreign language teaching: Recent theory, research, and practice. In M. H. Long & J. C. Richards (Eds.), Methodology in TESOL: A book of readings (pp. 355-369). New York: Newbury House.

*Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterlv, 25, 407-430.

*Richards, J. (1990/1995). From meaning into words: Writing in a second or foreign language. In The language teaching matrix (pp. 100-117). Cambridge: Cambridge University Press.

Sridhar, S. N. (1980). Contrastive analysis, error analysis and interlanguage: Three phrases of one goal. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 91-119). Boston: Little, Brown and Company.

* Required reading

--Examining writing texts.

3. Second language reading & vocabulary acquisition

--What is reading? What do we do when we read?

--A mechanical decoding of speech written down or "a psycholinguistic guessing game"?

--Bottom-up, data driven or top-down, conceptually driven?

--"All men are born illiterate."

--Schemata, formal, cultural?

--What is the lexicon? How is the lexicon organized? How are words learned? What does it mean to know a word?

Readings:

*Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 285-299). Boston: Heinle & Heinle.

Ediger, A. (2001). Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 153-169). Boston: Heinle & Heinle.

Grabe, W. (1991). Current developments in second language reading research. TESOL Quarterly, 25, 375-406.

*Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 187-203). Boston: Heinle & Heinle.

*Richards , J. (1985/1995). Lexical knowledge and the teaching of vocabulary. In The context of language teaching (pp. 176-188). Cambridge: Cambridge University Press.

*Richards, J. (1990/1999). A profile of an effective reading teacher. In The language teaching matrix (pp. 87-99). Cambridge: Cambridge University Press.

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*Silberstein, S. (1987, October). Let's take another look at reading: Twenty-Five years of reading instructions. English Teaching Forum, 28-35.

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.

* Required reading

I --Examining reading & vocabulary texts.

4. Teaching listening

--Hearing or listening? What is successful listening?

--The listener: A tape recorder or an active model builder?

--The relationship between listening and speaking & the relationship between listening and reading?

--Conversational listening vs. academic listening?

Readings:

Dunkel, P. (1991). Listening in the native and second/foreign language: Toward an integration of research and practice. TESOL Quarterly, 25, 431-457.

*Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 69-85). Boston: Heinle & Heinle.

*Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 87-100). Boston: Heinle & Heinle.

*Richards, J. (1985/1995). Listening comprehension: Approach, design, and procedure. In The context of language teaching (pp. 189-207). Cambridge: Cambridge University Press.

* Required reading

--Examining listening texts.

5. Teaching speaking & pronunciation

--"Speaks like a book."

--Which one works: "Read after me" or "Read my lips"?

--Segmental and suprasegmental: From speech sounds to a stream of sounds.

--Conversation: Cooperative principles--the maxims of quantity, quality, relevance, and manner.

Readings:

*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.

I

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Morley, J. (1991). The pronunciation component in teaching Englishto speakers of other languages. TESOL Quarterlv, 25, 481-520.

*Richards, J. (1990/1995). Conversationally speaking: Approaches to the teaching of conversation. In The language teaching matrix (pp. 67-86). Cambridge: Cambridge University Press.

Lazaraton, A. (2001). Teaching oral skills. In M. Celce-Murcia (Ed.) , Teaching English as a second or foreign language (3rd ed. , pp. 103-115). Boston: Heinle & Heinle.

* Required reading

--Examining speaking and pronunciation texts.

6. Teaching culture

--what is culture? 450 definitions?

--Language, culture, and thought: Which comes first?

--Sapir-whorf Hypothesis/Linguistic determinism/relativity

Readings:

*Brown, H. D. (1986/1990). Learning a second culture. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural crap in language

' teaching (pp. 33-48). Cambridge: Cambridge University Press.

*Croft. K. (1980.). The matter of culture. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 531-538). Boston: Little, Brown and Company.

Croft. K. (1980). Language and categories: Some notes for foreign language teachers. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 572587). Boston: Little, Brown and Company.

*Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 443-458). Boston: Heinle & Heinle.

*Trifonovitch, G. J. (1980). Culture learning/Culture teaching. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 550-558). Boston: Little, Brown and Company.

*Valdes, J. M. (Ed.). (1986/1990). Preface. In Culture bound: Bridging the cultural crap in language teaching (pp. vii-xi). Cambridge: Cambridge University Press.

* Required reading

--Examining culture texts.

Week 13November 22

--No class. Thanksgiving Day.

Weeks 14 & 15

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November 29 & December 6

Materials development and textbook selection

Curriculum development /syllabus design/lesson plan

Reflective teaching/Keeping up to date as a TESOL professional

--Criteria for developing/selecting teaching materials.

--Curriculum and syllabus.

--Plan your lesson?

--Guidelines for language classroom instruction. j

--Reflective teaching.

--Continue to grow and keep up to date as a TESOL professional.

Readings:

*Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 415-427) . Boston: Heinle & Heinle.

*Crandall, J. (2001). Keeping up to date as an ESL or EFL professional. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 535-552). Boston: Heinle & Heinle.

*Crookes, G., & Chaudron, C. (2001). Guidelines for language )

classroom instruction. In M. Celce-Murcia (Ed.), Teaching Englishas a second or foreign language (2nd ed., pp. 29-42). Boston:Heinle & Heinle.

*Jensen, L. (2001). Planning lessons. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 403-413). Boston: Heinle & Heinle.

*McDonough, J., & Shaw, C. (1993/1995). Adapting materials. In Materials and methods in ELT: A teacher's guide (pp. 81-98). Oxford: Blackwell.

*Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 499-514). Boston: Heinle & Heinle.

*Nunan, D. (2001). Syllabus design. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 5565). Boston: Heinle & Heinle.

Richards, J. (1990/1999). Curriculum development in second language teaching. In The language teaching matrix (pp. 1-34). Cambridge: Cambridge University Press.

Richards, J. (1990/1999). Beyond methods. In The language teaching matrix (pp. 35-49). Cambridge: Cambridge University Press.

*Richards, J. (1990/1999). Designing instructional materials for teaching listening comprehension. In The language teaching matrix (pp. 50-66). Cambridge: Cambridge University Press.

*Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT

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Journal, 42, 237-246.

Yalden, J. (1987/1994). Syllabus and methodology. In Principles ofcourse design for language teaching (pp. 85-91) Cambridge:Cambridge University Press.

* Required reading

--Textbook exhibition/Examining ESL catalogs from major ESL publishers.

Week 16December 13

--Class wrap-up & Paper presentation --Final examination.

One final quote--According to Kelly (25 Centuries of language teaching, 1969), paedagogi originally referred to educated Greek slaves "who were charged with the formal education of the Roman nobility" (p. 284).

TSL 53016

TSL 530 - - Sign up to lead discussion of readings

Week 1August 30

G. Zou IntroductionG. Zou Alatis, J. E. (1987). The early history of TESOL.

TESOL Newsletter, 21 (2), 4-6.Crandall, J. (June/July 1999). Preparing teachers

for real classrooms: Aligning teacher educationwith teaching. TESOL Matters, 9 (3), 1.

Grosse, C. U. (1991). The TESOL methodologycourse. TESOL Quarterly, 25, 29-49.

Maple, R. (1987). TESL versus TEFL: What's thedifference? TESOL Newsletter, 21 (2), 35-36.

Prator, C. H. (1991). Cornerstones of method andnames for the profession. In M. Celce-Murcia(Ed.), Teaching English as a second or foreignlanguage (2nd ed., pp. 11-22). Boston: Heinle &Heinle.

Reid, J. M. (1995, December/1996, January).President's message: Let's put the "T" back in.

TESL/TEFL programs. TESOL Matters, 5 (6), 3.

Week 2September 6

The theoretical foundations of language pedagogy

Cummins, J. (1988). Language proficiency, bilingualism and academic achievement. In . P. A. Richard-Amato, Making it happen: Interaction in the second language classroom - - From theory to practice (pp. 382-395). New York: Longman.

Klein, W. (1986/1994). Six dimensions of language acquisition/Some consequences for foreign language instruction. In Second language acquisition (pp. 33-55). Cambridge: Cambridge University Press.

Richard-Amato. P. A. (1988). The affective domain. In Making it happen: Interaction in the second language classroom - - From theorv to practice (pp. 54-68). New York: Longman.

Yalden, J. (1987/1994). Proficiency in a second language. In Principles of course design for language teaching (pp. 15-27). Cambridge: Cambridge University Press.

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TSL 53017

Weeks 3, 4, & 5September 13, 20, & 27

The nature of approaches and methods in language teaching & Review of the methods and approaches available to ESL/EFL teachers

Chanter 2 Richards, J., & Rodgers, T. (2001). Approaches andmethods in language teaching: A description andanalysis (2 ed.). Cambridge: CambridgeUniversity Press. --Chapter 2

Celce-Murcia, M. (2001). Language teachingapproaches: An overview. In M. Celce-Murcia(Ed.) , Teaching English as a second or foreignlanguage (3rd ed., pp. 3-11). Boston: Heinle &Heinle.

Chanters 1, 3, & 4 Richards, J., & Rodgers, T. (2001). Approaches andmethods in language teaching: A description

and analysis (2' ed.). Cambridge: CambridgeUniversity Press.

Chapters 5, 6. 7, & 8

Chapters 9, 10, 11, 12, & 13

Chapters 14, 15_ 16, 17, 18, & 19

Haskell, J. F. (1985). An eclectic method? In J. F. Haskell (Ed.), Selected articles from the TESOL Newsletter, 1966 - 1983 (pp. 117-119). Bloomington, IL: TESOL.

Savignon, S. (2001). Communicative language teaching for the twenty-first century. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 13-28). Boston: Heinle & Heinle.

Recommended reading Larsen-Freeman, D. (2000). Techniques and

principles in language teaching (2" ed.). NewYork: Oxford University Press.

Week 6October 4

Teaching the elements and skills of ESL: Grammar

Celce-Murcia, M. (1985). Making informed decisions about the role of grammar in language teaching. TESOL Newsletter, 1_2 (1), 1-5.

Celce-Murcia, M. (1991). Grammar pedagogy in second and foreign language teaching. TESOL Quarterly, 25 459-480.

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TSL 53018

Larsen-Freeman, D. (2001). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign 1 language (3rd ed., pp. 251266). Boston: Heinle & Heinle.

Richards, J. (1985/1999). Introducing the perfect:An exercise in pedagogical grammar. In Thecontext of language teaching (pp. 170-175).Cambridge: Cambridge University Press.

report on class observation

Week 7October 11 --Midterm exam

Weeks 8, 9, & 10October 18, 25, & November 1

Teaching the elements and skills of ESL: Writing

Raimes, A. (1991). Out of the woods: Emerging traditions in the teaching of writing. TESOL Quarterly, 25, 407-430.

Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 219-232). Boston: Heinle & Heinle.

Richards, J. (1990/1999). From meaning into words: Writing in a second or foreign language. In The language teaching matrix (pp. 100-117) . Cambridge: Cambridge University Press.

Croft, K. (1980). The matter of errors. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 85-90). Boston: Little, Brown and Company.

Frodesen, J. (2001). Grammar in writing. In M.Celce-Murcia (Ed.), Teaching English as a

second or foreicm language (3rd ed., pp. 233248). Boston: Heinle & Heinle.

Teaching the elements and skills of ESL: Reading and vocabulary

Silberstein, S. (1987, October). Lets take another look at reading: Twenty-Five years of reading instructions. English Teaching Forum, 28-35.

Grabe, W., & Stoller, F. L. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teachincr English as a second or foreign language (3rd ed., pp. 187-203). Boston: Heinle & Heinle.

Richards, J. (1990/1995). A profile of an effective reading teacher. In The language teaching matrix (pp. 87-99). Cambridge: Cambridge University Press.

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TSL 53019

Richards, J. (1985/1995). Lexical knowledge and the teaching of vocabulary. In The context of language teaching (pp. 176-188). Cambridge: Cambridge University Press.

Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 285-299). Boston: Heinle &. Heinle.

Week 8 report on class observationOctober 18Week 9 report on class observationOctober 25Week 10report on class observationNovember 1Weeks 11 & 12November 8 & 15

Teaching the elements and skills of ESL: Listening, speaking, and pronunciation

Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 69-85). Boston: Heinle & Heinle.

Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 87-100). Boston: Heinle & Heinle.

Richards, J. (1985/1995). Listening comprehension: Approach, design, and procedure. In The context of language teaching (pp. 189-207). Cambridge: Cambridge University Press.

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.

Richards, J. (1990/1999). Conversationally speaking: Approaches to the teaching of conversation. In The language teaching matrix (pp. 67-86). Cambridge: Cambridge University Press.

Teaching the elements and skills of ESL: Culture

Brown, H. D. (1986/1990). Learning a second culture. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural gap in language teaching (pp. 33-48). Cambridge: Cambridge University Press.

Valdes, J. M. (Ed.). (1986/1990). Preface. In Culture bound: Bridging the cultural gap in language teaching (pp. vii-xi). Cambridge:

TSL 53020

Cambridge University Press.

Croft. K. (1980). The matter of culture. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 531-538). Boston: Little, Brown and Company.

Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 443-458). Boston: Heinle & Heinle.

Trifonovitch, G. J. (1980). Culture learning/Culture teaching. In K. Croft, Readings on English as a second language: For teachers and teacher trainees (2nd ed., pp. 550558). Boston: Little, Brown and Company.

Week 11 report on class observationNovember 8Week 12 report on class observationNovember 15Week 13November 22

--No class. Thanksgiving Day.Weeks 14 & 15November 29 & December 6

Materials development and textbook selection

Curriculum development/syllabus design/lesson planReflective Teaching/Keeping up to date as a TESOL professional

Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 415427). Boston: Heinle & Heinle.

McDonough, J., & Shaw, C. (1993/1995). Adapting materials. In Materials and methods in ELT: A teacher's guide (pp. 81-98). Oxford: Blackwell.

Richards, J. (1990/1995). Curriculum development in second language teaching. In The language teaching matrix (pp. 1-34). Cambridge: Cambridge University Press.

Nunan, D. (2001). Syllabus design. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 55-65). Boston: Heinle & Heinle.

Richards, J. (1990/1999). Designing instructional materials for teaching listening comprehension. In The language teaching matrix (pp. 50-66). Cambridge: Cambridge University Press.

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TSL 53021

Jensen, L. (2001). Planning lessons. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 403-413). Boston: Heinle & Heinle.

Yalden, J. (1987/1994). Syllabus and methodology. In Principles , of course design for lang age teaching (pp. 85-91) Cambridge: Cambridge University Press.

Murphy, J. (2001). Reflective teaching in ELT. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 499514). Boston: Heinle & Heinle.

Crookes, G., & Chaudron, C. (2001). Guidelines for language classroom instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 29-42). Boston: Heinle & Heinle.

Richards, J. (1990/1999). Beyond methods. In The language teaching matrix (pp. 35-49). Cambridge: Cambridge University Press.

G. ZOU Sheldon, L. E. (1988). Evaluating ELT textbooksand materials. ELT Journal, 42, 237-246.

G. ZOU Crandall, J. (2001). Keeping up to date as an ESLor EFL professional. In M. Celce-Murcia (Ed.),Teaching English as a second or foreign language

(3rd ed., pp. 535-552 ). Boston: Heinle &

j Heinle.

Week 16December 13

--Class wrap-up & Paper presentation --Final examination.

TSL 53022

Course SyllabusESL Program

Institute for International StudiesMurray State University

Fall 2001

Instructor: Meeting Time: Meeting Place: Office: Telephone: Office Hours:

I. TITLE & LEVEL:

II. PURPOSE: (The broad, general purposes behind a course of study. Can

be couched in terms of what the teacher/leaner is to do.)III. COURSE OBJECTIVES:(A statement describing what learners are

expected to be able to do in terms of eperformance, conditions, and criteria as aresult of instruction.) .

IV. CONTENT OUTLINE:

V. INSTRUCTIONAL ACTIVITIES:

VI. GRADING PROCEDURES:

VII. ATTENDANCE POLICY: (Copy the part of ESL Program policy that applies.)

VIII. TEXTS AND REFERENCES:

,