TSL 660 Materials and Methods I: Speaking, Listening and Pronunciation
Dr. Sandra Kroh
Office: AB 305
Office hours: TBA
Phone: 789-5073
Email: [email protected]
Credit hours: 3
Location: Online
Course Description:
This course is designed to give students practical hands-on experience in developing Program
Services Plans for identified ELL students to include materials for teaching speaking, listening
and pronunciation to English speakers of other languages. An overview of current approaches,
issues, and practices in the teaching of English to speakers of other languages will be given.
Field hours are required.
Course Objectives:
Upon completing this course, students should be able to:
 Prepare Program Services Plans (PSPs) for ELL students
 Teach mini-lessons (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 10)
 Write in-depth lesson plans (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 10) using various models
such as Sheltered Instruction Observation Protocols (SIOP)
 Discuss the history of teaching English to speakers of other languages, especially as it
pertains to speaking, listening and pronunciation (ETS Standards 1, 2, 3, 4, 5, 6, 7, 8, 9,
10)
 Develop their own original speaking, listening and pronunciation materials and activities
that include tiered activities for closing the achievement gap (ETS Standards 1, 2, 3, 4, 5,
6, 7, 8, 10)
Required Text:
Making It Happen: From Interactive to Participatory Language Teaching, 3rd Ed.. RichardAmato.2003. White Plains, NY: Pearson Education, Inc. ISBN: 0-13-060193-4.
Articles Packet
Topics Covered:
 Practical planning for the differentiated classroom
 Instructional activities
 Issues in TESOL
 Practices in TESOL
 Sheltered English Instruction (SIOP)
 Native language support
 Teaching Speaking
 Teaching Listening
 Teaching Pronunciation
Course Requirements and Grading Scale
Weekly blogs
Mini-Lessons
Final Project
Field Hours
100 points
200 points
100 points
100 points
A 90-100% = 450-500
B 80-89% = 400-449
C 70-79% = 350-399
D 60-69% = 300-349
Total:
500 points
F ▼60%
=below 300
Field Experience:
The student will participate in 6 hours of site-based classroom field experience for ESL/EFL
children and youth. This should include at least two ESL/EFL classes, preferably in two different
skill/knowledge areas, at two different levels, P-12, and taught by two different instructors. The 6
hours of field experience for this course must comprise observation, assisting, tutoring,
instruction of small/large groups and analyzing the classroom environment. Before participating
in field experiences, a discussion of the Code of Ethics will be given and each student must sign
the Code of Ethics (704 KAR 20:680) form. Each student will post a report of their field
experiences. This will fulfill 6 hours of the 30-hour field experience required for students
seeking endorsement from the state of Kentucky.
The student will document the experience on the Field Experience Summary Report form and
address the following elements in the field experiences report:
Place/Institution where you observed the classes
Instructor(s)
What you did in addition to observing
Students’ age, ethnicity, proficiency level, and educational background
Students academic orientation, if applicable
Program/Curriculum orientation
Textbook(s) being used
Class size
Topic(s)/ Skills/Grammatical points covered/lessons objectives
How the material is presented
How the material is practiced
How the feedback is provided
Things you like the most about the classes you observed
Things that you would do different if you were to teach the classes
Any suggestions for the instructor and others in this class
Assessment:
Projects:
The student will be assessed upon the completion of a final research project in
which the student must design three lesson plans for sheltered English Instruction
in which the skills of speaking, listening and pronunciation are addressed. The
Plans must be in three different content areas.
Participation: Students must participate in group activities and be prepared for online
discussions based on outside readings, research and/or homework assignments.
Weekly blogs: Every week the student is to blog about the material read. This blog will include
a reflection concerning the material as well as a discussion of how the method we
have read about manifests itself in the classroom. Each student is to also
comment on at least 2 other students’ blogs.
Mini-Lessons: Students will be required to teach a mini-lesson, 10-15 minutes in length. The
lesson will be speaking, listening and pronunciation for sheltered instruction.
These lessons must include activities for closing the achievement gap.
Class Policies:
Participation: On-time posting of work is required. A late posting will result in a grade of zero.
If you know you will be posting latet, you must email or call the instructor before
the deadline. You are responsible for making up missed work.
Late Work:
Late work will be accepted only for excused late postings. Otherwise, late work
will not be accepted and result in a zero for the assignment.
Grades:
Grades are not curved.
Supplemental instruction aids: At various times, audio visual aids may be used and will be
accessed in the Resources folder.
Academic Honesty:
Any evidence of academic dishonesty will be dealt with severely. You are expected to do your
own work which reflects your learning and understanding of the topic. Plagiarism will result in a
zero on the assignment.
Instructional Modification:
Campbellsville University is committed to reasonable accommodations for students who have
documented physical and learning disabilities, as well as medical and emotional conditions. If
you have a documented disability or condition of this nature, you may be eligible for disability
services. Documentation must be from a licensed professional and current in terms of
assessment. Please contact the Coordinator if Disability Services at 270-789-5197 to inquire
about services.
Booklist
Acton, W. 1984. Changing Fossilized Pronunciation. TESOL Quarterly, 18,1, 71-85.
Allen, E. & Valette, R. 1994. Classroom Techniques : Foreign Languages and English as a
Second Language. IL: Waveland.
Auerbach, E. 1993. Reexamining English Only in the ESL Classroom. TESOL Quarterly, 27, 1,
9-32.
Benson, M. 1989. The Academic Listening Task: A Case Study. TESOL Quarterly, 23,3, 421445.
Cohen, A. & Olshtain, E. 1993. The Production of Speech Acts by EFL Learners. TESOL
Quarterly, 27, 1, 33-56.
DeGuerrero, M. 2004. Early Stages of L2 Inner Speech Development: What Verbal Reports
Suggest. International Journal of Applied Linguistics, 14, 1, 90-112.
Derwing, T., Munro, M. & Wiebe, G. 1998. Evidence in Favor of a Broad Framework for
Pronunciation Instruction. Language Learning, 48, 3, 393-410.
Ferris, D. & Tagg, T. 1996. Academic Listening/Speaking Tasks for ESL Students: Problems,
Suggestions, and Implications. TESOL Quarterly, 30, 2, 297-320.
Derwing, T. & Munro, M. 2001. What Speaking Rates do Non-native Listeners Prefer? Applied
Linguistics, 22, 3, 324-337.
Goh, C. 2002. Exploring Listening Comprehension Tactics and their Interaction Patterns.
System, 30, 2, 185-206.
Graham, B. 1996. The Tutor’s Toolbox. British Columbia Ministry of Skills, Training and
Labour, Victoria.Human Resource Development Canada, Ottawa (Ontario). (ERIC
Document Reproduction Service No. ED 411706.
Hinkel, E. (Ed.). 2005. Handbook of Research in Second Language Teaching and Learning.
Mahwah, N.J.: L. Erlbaum Associates.
Larsen-Freeman, D. 2006. Techniques and Principles in Language Teaching, 2nd Ed. New York:
Oxford University Press.
MacKey, A. & Gass, S. 2005. Second Language Research Methodology and Design. Mahwah,
N.J : Lawrence Erlbaum.
Major, R., Fitzmaurice, S., Bunta, F., & Balasubramanian, C. 2002. The Effects of Nonnative
Accents on Listening Comprehension: Implications for ESL Assessment. TESOL
Quarterly, 36, 2, 173-190.
Murphy, J. 1991. The Pronunciation Component in Teaching English to Speakers of Other
Languages, TESOL Quarterly, 25,3, 481-520.
Raphan, D. 1996. A Multimedia Approach to Academic Listening. TESOL Journal, winter, 2428.
Reid, J. (Ed.). 1998. Understanding Learning Styles in the Second Language Classroom.
Upper Saddle River, NJ: Prentice Hall Regents.
Sheen, Y. 2006. Exploring the Relationship Between Characteristics of Recasts and Learner
Uptake. Language Teaching Research, 10, 4, 361-392.
Smidt, E. & Hegelheimer, V. 2004. Effects of Online Academic Lectures on ESL Listening
Comprehension: Incidental Vocabulary Acquisition, and Strategy Use. Computer
Assisted Language Learning, 17,5, 517-556.
Zacarian, D. 2006. The Road Taken. Essential Teacher. 3, 4, 8-9.
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Course Requirements and Grading Scale