WELCOME TO
INTRODUCTION TO TEACHING ENGLISH AS
A FOREIGN LANGUAGE
CURR 223
LECTURER : HANOOF ALKASHAM
COURSE DESCRIPTION
• This course is an introduction to the teaching of
English to speakers of other languages (TESOL)
intended for those who contemplate a career in
TESOL. Through a program of lectures, readings,
discussions, and practical teaching exercises we will
explore the educational contexts in which English is
taught and learned, some methods and materials
that teachers have used to teach it, and the links
between what teachers and learners do in class
and what applied linguistic research tells us about
how second languages are learned.
COURSE GOALS
Students enrolled in this course will be able to:
1. Recognize English as Foreign language Programs.
2. Comprehend research based instructional methods to teach
speakers of other languages.
3. Identify the characteristics of theories on language
acquisition and understand the process and differences
between First and Foreign language acquisition.
4. Understand cognitive and social factors that affect the
English language learning process to adapt content of the
curriculum and meet the learning needs of students.
REQUIRED TEXTBOOKS
• Celce-Murcia, M. (2001). Teaching English as a
second or Foreign Language (3rd Edition). Boston:
Heinle & Heinle.
CLASS POLICIES
1.
Attendance, punctuality, and class participation are mandatory.
2.
All cell-phones must be turned off during the entire class session.
3.
Students who miss one meeting will be expected to complete the
assignments assigned for that session.
4.
All assignments must be handed in accordance to the assigned due date.
Work submitted one session or more after the due date will receive a zero. Late
work must be accompanied by an explanation for its lateness in order to receive
a grade on the assignment.
5.
Students are required to prepare for each class by reading the assigned
chapters and materials handed by the instructor.
6.
Each written assignment will be graded approximately 80% on content
and 20% on mechanics. Also, all citations should use the APA format.
AUTHORSHIP
• Many of your assignments for this course involve
integrating information from published sources into
your own writing. This means that you need to be
careful not to plagiarize: "to steal or pass off (the
ideas and words of another) as one's own" or to
"present as new and original an idea or product
derived from an existing source" (Merriam Webster's
Collegiate Dictionary, 10th edition, p. 888).
ASSIGNMENTS
•
•
•
•
•
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Participation
Assignments
Lesson Plan and Presentation
2 Quizzes
Midterm Exam
Final Exam
5 Marks
10 marks
10 marks
10 marks
15 marks
50 marks
CONTACT INFORMATION
• Course name: Introduction to Teaching English as a
Foreign Language
• Course Number: CURR 223
• Lecturer Hanoof Alkasham
• Email; Hbalkasham@pnu.edu.sa
• Website: www.schoolrack.com/H_Alkasham/
• Twitter account: @HAlkasham
• Office number: 2.236
• Office Hours: Sunday from 8:00 to 12:00.
TENTATIVE SCHEDULE
Week
1-2
3
4
Topic
Introduction and course organization
Highlights
Course syllabus
Components
TESOL Acronyms
Content-Based and Immersion models for
Second language Teaching
Models of content-based instruction
Immersion Education
Theme-based model
Sheltered Model
Adjunct Model
First Language Acquisition
Stages of language acquisition.
Quiz 1 is administered in week 5
5
Foreign Language Learning
6
Guidelines for language classroom
Instruction
7
Language learning Styles and Strategies.
psychological aspects of foreign language learning
Assignment 1: comparing 1L and FL acquisition.
Language presentation
Tasks
Facilitation
Correction and Feedback
Learning styles
Learning strategies
TENTATIVE SCHEDULE
8
Midterm Exam
9
Literature as Content for ESL/EFL
Assignment 2: Children Literature work
10
Supporting second language Children’s
Content learning and language
Development in k-5.
Layer 1
Layer 2
Planning lessons
Quiz 2 is administered in week 11
Basic Principles of lesson Planning
Assignment 3: Design a lesson plan based on a literary
Work.
Reflective Teaching in ELT
Assignment 4: write a reflective Essay
11-12
13
14-15 Presentation and Evaluation
Lecture 1
11
English Teaching Methodology
What you should know about English
teaching?
12
Reference Books
•
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•
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Techniques and Principles in Language Teaching, Diane Larsen-Freeman, Oxford
University Press.
Principles of Language Learning and Teaching, H. Douglas Brown, Prentice Hall
Regents.
Teaching by Principles, H. Douglas Brown, Prentice Hall Regents.
Approaches and Methods in Language Teaching, Jack C. Richards & Theordore S.
Rodgers, Cambridge University Press.
An introduction to Second Language Acquisition Research. Diane Larsen-Freeman
& Michael H. Long.
The Practice of English Language Teaching, Jeremy Harmer, Longman, Ltd.
Teaching English as a Second or Foreign Language.
Celce-Murcia, M. H&H
Second Language Teaching & Learning. David Nunan. (1995). H& H.
13
I. A Framework of TESOL
• English language teaching and learning:
language, education, psychology
• Theoretical Underpinning: First language
education, second language acquisition
• Research methodology
• Linguistics
14
II. English as a global language: cultural
imperialism or intermixing?
• the place of English: as a lingua franca
• the number of English speakers: 600-700 million speak
English; in Asia alone, 100 million children are learning
English.
• How English got there: a colonial history, economics
(globalization), travel, information exchange (academic
discourse; the Internet), popular culture (music, movies)
• Varieties of English: inner circle, outer circle, and expanding
circle; for specific or general purposes
15
III. Reasons of learning a 2nd/foreign
language and what goals of it
• Academic: to pursue degrees or certificates (* only a small portion in fact)
• Non-academic:
(a) to survive in Target Language community e.g. talking to
neighbors, helping children at school, or carrying out daily functions
effectively
(b) English for specific purpose (ESP): to learning the lg as to apply
in work
(c) Culture: to know about the target community
• Miscellaneous: to learn for pleasure, for integrating into a culture or to be
forced to
To understand students’ need and motivation of learning a language is
crucial for successful learning and teaching.
16
IV. Research findings on SLA
(a) Adults and adolescents can acquire a L2
(b) The learners create a systematic IL( interlanguage) with the
same systematic errors as the child learning the L1
(c) There are predictable sequences in acquisition
(d) Practice doesn’t make perfect
(e) Knowing a linguistic rule doesn’t mean knowing how to use it
(f) Isolated explicit error correction is usually ineffective
(g) More adult learners fossilize
(h) One cannot achieve native-like command of a L2
in one hour a day
(i) The learners’ task is enormous since language is complex
A meaningful context is paramount.
17
Advantages children benefit from learning a
foreign language:
• Children’s greater potential for developing accurate
pronunciation, accent and fluency before puberty
• Children’s favorable attitude towards a language and its
culture, either their mother tongue or a second language.
• Children’s less mental barriers of learning than adults
• Children’s learning two languages simultaneously without
suffering from inter-lingual interference
• Listening along with speaking, a preliminary and preferable
role in the natural order of language acquisition for children
18
• But “learners of different ages have different
characteristics” is more preferable than the
critical hypothesis. Besides, accurate
pronunciation is not the most important goal
of language learning but a necessary or
desirable goal. There are also other factors
that determine the effectiveness of one’s
language learning such as teacher’s language
competence, the learning environment and so
on.
19
IV. What is a good English
learner/teacher?
A Good learner of English is
• Willing to experiment
• Willing to listen
• Willing to ask questions
• Willing to think about how to learn
• Independent/responsible
20
What is a good English teacher?
According to Brown (2001), a good language
teacher is characterized by
i) technical knowledge—understanding linguistics;
grasping basic principles of language learning
and teaching; language proficiencies in speaking,
reading, writing and listening; knowledge about
language learning process through one’s own
experience; understanding the relationship
between culture and language and knowledge of
latest development of language teaching and
learning.
21
ii) Pedagogical skills---well-informed
language teaching approaches; teaching
techniques; ability in lesson plan design
and other classroom behavior
management skills.
iii) Interpersonal skills.
iv) Personal qualities.
22
VI. Important terms in TESOL
• TESOL, TEFL, TESL
• TESOL—an acronym for teaching English to speakers of
other languages, used, particularly in the USA, to describe
the teaching of English in situations where it is either a
second language or a foreign language.
• TEFL—an acronym for teaching English as a foreign
language, used to describe the teaching of English in
situations where it is a foreign language.
• TESL—an acronym for teaching English as a second
language, used either to describe the teaching of English in
situations where it is a second language or to refer to any
situation where English is taught to speakers of other
languages.
23
• ESL & EFL
ESL—an abbreviation for English as a second
language such as in Singapore
EFL— an abbreviation for English as a foreign
language such as Japan
24
• Deductive learning of grammar— is an approach
to language learning in which learners are taught
rules and given specific information about a
language. They then apply these rules when they
use the language. For example, in the grammar
translation method, specific grammar rules are
given to learners and practice subsequently follows
to familiarize students with the rule. The features of
it are time-saving and suitable for adult learners
who can afford abstract thinking. Besides it is
widely used in EFL contexts where exposure to the
target language is limited and the length of
instruction time is short. (e.g. GTM, adult learners,
FI/analytic learners, EFL contexts)
25
• Inductive learning— is an approach to language
learning in which learners are not taught grammatical
or other types of rules directly but are left to discover
or induce rules from their experience of using the
language. Language teaching methods which
emphasize use of the language rather than
presentation of information about the language
include the direct method, the communicative
approach and counseling learning. The features of it
are time-consuming and applicable to young learners
in natural settings such as ESL contexts.
26
•
Performance and competence
Performance-- a person’s actual use of language;
how a person uses his knowledge of a language in
producing and understanding sentences.
Competence-- a person’s knowledge of a language
People may have the competence to produce a long
sentence but when they actually try to use this
knowledge, there are reasons why they restrict it. For
example, they may run out of breath or their listeners
forget what has been said if the sentence is too long.
Due to performance factors such as fatigue, lack of
attention, nervousness or excitement, their actual use
of language may not reflect their competence. The
errors they make are described as examples of
27
performance.
the Acquisition-learning hypothesis by Stephen Krashen(1941-)
http://en.wikipedia.org/wiki/Stephen_Krashen
•
Acquisition vs. learning
Acquisition--the processes by which people
naturally develop proficiency in a language
Learning-- the processes by which people
formally develop language proficiency.
28
•
bottom-up processing vs. top-down processing
Top-down processing—a way in which humans
analyze and process language as part of the
process of comprehension and learning by making
use of previous knowledge (higher-level
knowledge) in analyzing and processing
information which is received such as one’s
expectations, experience, schemata in reading the
text.
Bottom-up processing— a way making use
principally of information which is already present
in the data (words, sentences, etc.) such as
understanding a text mainly by analyzing the
words and sentences in the text itself.
29
• Teacher-centered vs. learner-centered teaching
Teacher-centered (fronted) teaching— a
teaching style in which instruction is closely
managed and controlled by the teacher, where
students often respond in unison to teacher
questions, and where whole-class instruction is
preferred to other methods.
Learner-centered teaching— methods of
teaching which emphasizes the active role of
students in learning, tries to give learners more
control over what and how they learn and
encourages learners to take more responsibility for
their own learning. It is encouraged by many
current teaching approaches.
30
• Target language vs. native language
Target language—the language which a person is
learning
Native language— a first language or mother
tongue/motherese which is acquired first.
31
• Form vs. function
• Form— the physical characteristics of a thing-> in
language use, a linguistic form is like the imperative
• Function— a linguistic form can perform a variety
of different functions:
Come here for a drink-> invitation
Watch out-> warning
Turn left at the corner-> direction
Pass the salt-> request
32
• CALL-- computer-assisted language learning
• CAI: computer-assisted instruction
• 3 P- a traditional classroom teaching procedure
derived from the Situational Approach of
presentation, practice and production
33
LECTURE 2
CONTENT-BASE INSTRUCTION
AND IMMERSION MODELS
FOR SECOND AND FOREIGN LANGUAGE TEACHING
OBJECTIVES
• Define the word content in relation to language
learning.
• Identify the factors that define the different
content-based models.
• Recognize the theories behind content-based
instruction.
• Recognize the five different models of contentbased instruction.
• Identify the features of each model.
• Recognize the different strategies of content-based
teachers and content-based instructors.
WHAT IS CONTENT?
Traditionally Content is defined as….
the communicative purposes for which speakers use the second/foreign
language.
There are some approaches that have different notions of what is content.
e.g.
-The Grammar-translation method
-The Audiolingual method
-The Communicative Approach
-Natural Approach
(refer to text book p. 303)
The Recent definition for Content is…
The Use of subject matter for Second/foreign language teaching purposes.
• Look up the meaning of subject matter. (p.303)
-Content based instruction can be found in Foreign
and second language settings.
-Content based instruction can be implemented at
the elementary level or secondary and post
secondary level.
Factors that define different content-based instruction
models:
(refer to p.303)
RATIONALE
Theoretical foundation of Content based instruction:
• Krashen’s comprehensible input (p.304)
i+1
What is comprehensible input?
• Studies from Canadian Immersion programs (p.304)
• What are the findings of these studies?
• Sociocultural Approaches (Vygotsky notions) (p.304)
• What are Vygotsky’s notions?
• Cognitive psychology (Anderson’s theory)(p.304)
• Mention Anderson's theory?
MODELS OF CONTENT-BASED
INSTRUCTION
Models of Content-based instruction can be
distinguished by different means:
1. Setting
2. Instructional level
3. The degree of emphasis on language and
content
(refer to p.304)
MODELS OF CONTENT-BASED
INSTRUCTION
• There are five models of content-based instruction
1. Immersion Model
2. Content-Enriched Foreign language in the
Elementary school
3. Theme-based Model
4. Sheltered Model
5. Adjunct Model
CONTENT-BASED MODELS
IMMERSION MODEL
• It was established in Canada and now can be found all
over North America.
• In the total Immersion Model, students receive the
majority of their schooling through the Second/Foreign
language.
• By the end of the elementary school, the students
become functional bilingual.
• Second/foreign language is generally used for most of
the academic instruction beginning in kindergarten or
grade 1.
• Most Immersion programs share the same objectives.
(p.306)
• What are these objectives?
CONTENT-ENRICHED FOREIGN LANGUAGE
IN THE ELEMENTARY SCHOOL
• During the 1950s and 1960s, foreign language in the
elementary school (FLES) programs were
widespread across the US.
• “Traveling teachers” meet with students for 20 to 30
minutes, several times per week for foreign
language instruction.
• These classes focus on formal study of the foreign
language.
• These programs were criticized for their failure in
producing functional users of the foreign language.
CONTENT-ENRICHED FOREIGN LANGUAGE
IN THE ELEMENTARY SCHOOL
• “content-enriched” FLES offers an updated
approach to traditional FLES, in which subjects from
the standard school curriculum are selected for
introduction or reinforcement in the FLES class.
• Teachers find points of coincidence with the
standard school curriculum which can be paired
with the objectives of the foreign language
curriculum.
• Give an example from the text that explains
content-enriched FLES? (refer to p.306)
• What are the advantages that content-enriched
FLES have for language learning?
THEME-BASED MODEL
• The theme-based model is a type of content-based
instruction in which selected topics or themes
provide the content from which teachers extract
language learning activities.
• This model is widely implemented in language
institutions at the college or university level.
• The teacher’s goal is to select topics suitable for
academic English skills.
• Find an example in the text on a topic that is taught
through the theme-based model? (p.307)
THEME-BASED MODEL
• Content is incorporated into the theme-base model
through different means.
• What are these means? (refer to p.307)
• In 1997, the first systematic framework for themebased instruction was offered. It was called the Six
T’s Approach.
• What are these six T’s? (p.307)
SHELTERED MODEL
• Sheltered courses currently exist in a variety of
secondary and postsecondary settings.
• Sheltered models mean the separation of
second/foreign language students from native
speakers of the target language for the purpose of
content instruction.
• Refer to the examples of the sheltered model on
p.307.
ADJUNCT MODEL
• The adjunct model is a content-based approach in
which students are concurrently enrolled in a
language class and a content course.
• A key feature of the adjunct models the
coordination of objectives and assignments
between language and content instructors.
• The language class becomes content based in the
sense that the students’ needs in the content class
dictate the activities of the language class.
• For examples, refer to p. 308-309
STRATEGIES FOR CONTENT-BASED
INSTRUCTION
• Strategies for language teachers
• The focus of language learning is the mastery of the
four skills (reading, writing, listening and speaking).
• In addition, language learning in content-based
instruction is for academic success.
• For example, students must develop strategies for
note taking, summarizing reading material, and
developing study guides.
• There are many strategies to teach the four skills.
(you will cover it in curr 423)
STRATEGIES FOR CONTENT
INSTRUCTORS
• The instructor is primarily concerned with delivering
subject matter with the language skills needed to
succeed.
• To do this the teacher must utilize a variety of
techniques:
• There are four general categories for these
techniques.
• Refer to p.313 for these instructional techniques.