Theoryan
T
ndPrincip
plesofEn
nglishLan
nguageTe
eachingI(ELTI)
TESL
L501Sum
mmer2015
Instrructor: Conttactinformaation:
JisookPaiik
paik@american.edu MGC326A
A
202‐885‐6
6843(office)
Datees:
May11‐JJune24,201
15
Locaation:
BAT148
DayandTime:
M/W:5:30‐8:00pm OfficceHours:
MWat4‐5pmorbyappointmen
nt
Blacckboard: kboard.amerrican.edu linkfromhttps://black
ERVIEW:
OVE
Thisscourseisin
ntendedforrupper‐leveelundergrad
duateandggraduatestu
udentswhoareinteresttedin
purssuingteachiingEnglishasasecond
dorforeignlanguage.Y
Youwilllearrnthefundaamentalprin
nciplesand
theo
oriesoflang
guageinstru
uctionandacquisitionttoprepareyyoutowork
kwithlangu
uagelearnerrsin
diffeerentinstructionalconttexts.Throu
ughavariety
yofexploraatoryactivittiesaccomp
paniedbyaccareful
read
dingofreseaarchandpractice,youw
willformastrongfoun
ndationinacommunicaativeapproaachto
langguageinstru
uction.Thisintensiveco
ourserequirresESLclasssobservatiionandtuto
oring/teachingEnglish
langguagelearneers.Secondlanguageleearningorteeachingexp
perienceisaastrongplus,butnotreequired.
Theformatofth
heclassisd
discussion‐b
basedwithssomehands ‐onactivitiees.Tosomeeextent,theenatureand
d
hclasswillb
bedetermin
nedbythen
needsandggoalsofstud
dentsinclasss.Througho
outthe
speccificsofeach
courrse,youwilllberesearchingarelev
vanttopicoffinteresttoowritealiteeraturereviiewthatwilllinform
yourrfutureinsttructionalpracticeandacademicsscholarship..
ECTIVES:B
Bytheendofthiscourse,youwillb
beableto:
OBJE
1
1. Describeeessentialp
principlesa
andconcep
ptsrelatedttosecondlaanguageinsttructionand
d
acquisitiion.
2
2. Applyreeadingsfrom
mresearchaandpracticeetoobservveandrefle
ectonEnglisshasaseco
ond
languageeclasses.
3
3. Analyzeandusecom
mmunicativ
velanguageteachingteechniquesto
otutor/teachanEnglishlanguage
e
perience.
learneraandreflectonyourexp
4
4. Writealliteraturerreviewofreecentandseeminalliterratureonattopicofpartticularinterrestin
commun
nicativelang
guageinstru
uction.
1
COURSEPOLICIESandGUIDELINES:
WelcometotheworldoftheTESOLprofession!Duetotheintensivenatureofthiscourse,itisessential
thatyoucompleteallreadings,homeworkassignments,andreportsontime.Pleaseletmeknowassoon
aspossibleifyouareunabletoattendclassorifyouhaveaproblemwithanassignmentsubmission.In
allofyourassignments,makeyourbestefforttoincorporateinformationfromthereadings,class
discussions,andyourESLclassroomexperiences.




Allassignedreadingsmustbecompletedbeforethedaywebeginthetopicinclass.
Latesubmissionofanyassignmentisacceptedwithapenalty[onlyexemptedwithawritten
permission]anautomaticalettergradededuction(AA‐)forassignmentsandzerocreditfor
onlinediscussionforum.
Youareresponsibleforanymaterialcoveredduringanyabsence.Allabsencesaffectyour
attendance/participationgrade;notethatifyoumissmorethan3classes,youwillnotbeableto
passthecourse*.
Pleasebeconsiderateofyourclassmatesbyarrivingontimeandsilencingcellphones.Itisalso
consideredinappropriatetotextorusesocialmediaduringclasstime.[Ifyouaremorethan10
minuteslatefor3times,itwillbeconsideredoneabsence.]
*Absenceswithvalidexcusesorwithdocumentsapprovedbythedepartmentand/oruniversitywillbeexemptedfrom
penalty.Also,makesuretoinformtheinstructorofyourabsenceasearlyasyoucan.
TECHNOLOGYREQUIREMENTS:
Youwillneedregularandreliableaccesstoacomputerwithhigh‐speedInternetandvideo/sound
capabilities.Inadditiontoattendingclass,youwilllogintoBlackboard(referredtoasBbonsyllabus)on
aregularbasistocheckforupdatesandannouncements,downloadreadings,postreflectionsand
assignments,reviewrecommendedresources,andrespondtodiscussionquestions.Youwillalsowatch
somestreamingvideoonline,soafastInternetconnectionisessential.
TEXTS:
Required:
TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogy(3rdedition)byH.Douglas
Brown(PearsonLongman,2007)
AdditionalReadings:Note–*AllCALdigests[D]andbriefs[B]canbefoundat
www.cal.org/adultesl/resources/index.php.
Bell,J.(2004).TeachingmultilevelclassesinESL.Toronto:PippinPublishing.
Burt,M.,&Peyton,J.(2003).ReadingandadultEnglishlanguagelearners:Theroleofthefirstlanguage.
Washington,DC:CenterforAppliedLinguistics.*[D]
Florez,M.(1998).ImprovingadultESLlearners'pronunciationskills.Washington,DC:CenterforApplied
Linguistics.*[D]
Florez,M.(1999).ImprovingadultEnglishlanguagelearners'speakingskills.Washington,DC:Centerfor
AppliedLinguistics.*[D]
Florez,M.,&Burt,M.(2001).BeginningtoworkwithadultEnglishlanguagelearners:Someconsiderations.
Washington,DC:CenterforAppliedLinguistics.*[D]
2
Florez,M.,&Terrill,L.(2003).Workingwithliteracy‐leveladultEnglishlanguagelearners.Washington,
DC:CenterforAppliedLinguistics.*[D]
Lightbown,P.,&Spada,N.(2006).Howlanguagesarelearned.Chap5.pp.123‐129.Oxford:Oxford
UniversityPress.
Lightbown,P.,&Spada,N.(2006).Howlanguagesarelearned.Chap5.pp.129‐145.Oxford:Oxford
UniversityPress.
Mathews‐Aydinli,J.(2007).Problem‐basedlearningandadultEnglishlanguagelearners.Washington,DC:
CenterforAppliedLinguistics.*[B]
Moss,D.,&Ross‐Feldman,L.(2003).Secondlanguageacquisitioninadults:Fromresearchtopractice.
Washington,DC:CenterforAppliedLinguistics.*[D]
Moss,D.,&VanDuzer,C.(1998).Project‐basedlearningforadultEnglishlanguagelearners.Washington,
DC:CenterforAppliedLinguistics.*[D]
Parrish,B.,&Johnson,K.(2010).Promotinglearnertransitionstopostsecondaryeducationandwork:
Developingacademicreadinessskillsfromthebeginning.Washington,DC:CenterforApplied
Linguistics.*[B]
Peyton,J.(2000).Dialoguejournals:Interactivewritingtodeveloplanguageandliteracy.Washington,DC:
CenterforAppliedLinguistics.*[D]
Smith,C.,Harris,K.,&Reder,S.(2005).ApplyingresearchfindingstoinstructionforadultEnglishlanguage
students.Washington,DC:CenterforAppliedLinguistics.*[B]
Taylor,M.(1992).Thelanguageexperienceapproachandadultlearners.Washington,DC:Centerfor
AppliedLinguistics.*[D]
VanDuzer,C.(1997).ImprovingESLlearners'listeningskills:Attheworkplaceandbeyond.Washington,
DC:CenterforAppliedLinguistics.*[D]
VanDuzer,C.,&Florez,M.(1999).CriticalliteracyforadultEnglishlanguagelearners.Washington,DC:
CenterforAppliedLinguistics.*[D]
Vinogradova,P.,&Bigelow,M.(2010).Usingorallanguageskillstobuildontheemergingliteracyofadult
Englishlearners.Washington,DC:CenterforAppliedLinguistics.*[B]
Weddel,K.(1997).NeedsassessmentforadultESLlearners.Washington,DC:CenterforApplied
Linguistics.*[D]
Recommended:
TeachingESL/EFLListeningandSpeakingbyP.NationandJ.Newton
TeachingESL/EFLReadingandWritingbyP.Nation
3
ASSIGNMENTSANDEVALUATION:PleasesubmitallassignmentsviaBlackboardbeforeclass
begins.
5% AttendanceandParticipation(inclassandonline)
5%Languagelearningreflection
 In approximately 3-5 double-spaced typed pages, write a personal narrative describing some of your
experiences in learning (or teaching) a second language (in and/or outside of a language classroom)
and your belief in effective language learning and teaching. If you have learned more than one language
(after your native language), you may choose to write about your experiences learning just one
language or several languages.
15%DiscussionLeader
 You will be assigned to be a discussion leader. When you are the designated discussion leader, you are
expected to do the reading and present key points for a review and discussion. You will have 30-35
minutes available for your discussion: no more than 15 minutes should be spent providing a narrative
overview/summary of key point; the other 15-20 minutes should be for discussion/application. The
discussion leader(s) should provide the rest of the class with a well-organized, concise, and easy-tofollow handout, highlighting the major points of the readings and 1-2 discussion questions related to
how to apply them in our own teaching contexts.
 How to prepare: One-page handout for classmates.
20% TutoringReports(2)
(seeBlackboardforadditionalguidelines)
 Writeup2tutoringorteachingexperienceswithanEnglishlanguagelearner,demonstrating
applicationsfromthereadingsandclassdiscussions(approximately3pageseach,double‐spaced)
20% ClassObservationReports(2) (seeBlackboardforadditionalguidelines)
 Writeup2ESLclassobservations,demonstratingapplicationsfromthereadingsandclass
discussions(approximately3pageseach,double‐spaced)
5% LiteratureReviewAbstractand5‐7References
 Priortosubmittingyourliteraturereview(seebelow),youwillsubmitashortabstractand
preliminaryreferencelistthatyouintendtouseforcompletingtheliteraturereviewpaper.
20% LiteratureReview (seeBlackboardforadditionalguidelines)
 Thisisawrittenpaperofabout10‐15pages(double‐spaced)onanapprovedtopic(researchand/or
practicalapplications)fromcoursecontent.Thegoalistoconductsomein‐depthresearchonatopic
inELTthatyoufindintriguing,whichwillrepresentmoredepththanwecancoverinthecourse.
10%Demo‐teaching

Youwilldoteachingdemonstrationofaparticularskillortechnique,oraresponsetoaparticularteaching
challenge.Thisteachingdemonstrationwillhelpyouandyourclassmatesputintopracticethetheories
learnedinclass.
4
ELT1CourseSchedule
Week Date
Wk1
Wk2
Wk3
Wk4
Topics/
Readings(donebeforethat
Assignmentsdue(beforethat
Activities
day’sclass)
day’sclass)
Part1:BACKGROUNDONLANGUAGEACQUISITIONANDINSTRUCTION
5/11 Course
Introduction:
Whatis
effective
language
learningand
teaching?
5/13 Observing
Brown,chapter1(pp.2‐12)
language
MarshallandYoung(2009)
classes
Malderez(2003)
5/18 Second
Lightbown&Spada(2013),pp. Languagelearningreflection
language
123‐129(onBb)
DUE
contexts:
Moss&Ross‐Feldman(2003) Naturalvs.
(onBb)
instructional Brown,chapter4
contexts
L2Teaching
Principles
5/20 Gettingto
Topicproposal(1‐2ideas)for
knowyour
Weddel(1997)(onBb)
theLiteratureReview
studentsand conducting
CHOOSEONE:
needs
Brownchapter6or7
assessments
Part2:INTEGRATINGLANGUAGEANDCONTENT
5/25 NOCLASS–
Memorial
Day
5/27 Basicsof
Bell(2004),pp.187‐201(on
Tutoring/ObservationReport1
instructional Bb)
DUE
design:
lesson
Brown,chapter10(pp.164‐
planning
178)
6/1
Teachingand Brown,chapter18(pp.299‐ Tutoring/ObservationReport1
assessing
321)
DUE
listening
VanDuzer(1997)
5
Week Date
6/3
6/8
Wk5
6/10
6/15
Wk6
6/17
6/22
Wk7
6/24
Topics/
Activities
Readings(donebeforethat
Assignmentsdue(beforethat
day’sclass)
day’sclass)
Teachingand Brown,chapter19(pp.322‐ assessing
356)
LiteratureReviewAbstractand
speaking
5‐7referencesDUE
Pickone:
‐ Florez(1998)
‐ Florez(1999)
Teachingand Brown,chapter20(pp.357‐ assessing
389)
reading
Pickone:
‐ Burt&Peyton(2003)
‐ Parrish&Johnson
(2010)
Teachingand Brown,chapter21(pp.390‐ assessing
418)
Tutoring/ObservationReport2
writing
DUE
Pickone:
‐ Florez&Terrill(2003)
‐ Peyton(2000)
‐ Taylor(1992)
Part3:STRENGTHENINGCLASSROOMPRACTICE
Classroom
Brown,chapter15(pp.241‐ Tutoring/ObservationReport2
management 256)
DUE
Interaction
Brown,chapter13(pp.211‐ #LiteratureReviewPaperDUE
andfeedback 222)
on6/20(Friday11:59PM)
Brown,chapter14
LightbownandSpadaChap5
(pp.129‐149)(onBb)
Materials
“ATeacher’sTale”(onBb)
Demo‐teaching
designand
selection
Brown,chapter11
[SkimBrown,chapter12]
Applying
Smith,Harris,&Reder(2005) Demo‐teaching
researchto
practice
# The class schedule and reading list are subject to change based on needs and course progress.
6