TESL 502: English Language Teaching II (ELT II)
Summer 2015
Dates:
Day and Time:
June 30 – August 13, 2015
Tuesdays, 5:30-8:00 pm
This is a hybrid class. The following dates are the face-to-face
class meetings that you are required to attend:
Tuesday, June 30
Tuesday, July 28
Tuesday, July 7
Tuesday, August 4
Tuesday, July 14
Tuesday, August 11
Tuesday, July 21
*Thursday, August 13 (TBD)
Location:
Instructor:
Office Hours:
Contact information:
MGC 303-A
Sarah Young
T, W 3:00-5:00pm and by appointment (MGC 300)
syoung@american.edu
Course Overview
This course expands upon the fundamental principles and theories learned in English Language
Teaching I in order to extend students’ understanding of and ability to implement current
practices in English language instruction. Instructional concerns, including lesson and unit
planning, are examined more closely in order to prepare students to successfully work with a
diverse student population within a variety of language teaching contexts. Through readings and
assignments, students will develop a practical understanding of both the “art” of teaching (i.e.,
instructional practice, including scaffolding techniques, feedback, and classroom management)
and the “science” of teaching (i.e., instructional planning, including unit planning, lesson design,
and the adaptation and use of materials) within the context of communicative and content-based
language teaching. Due to the intensive nature of summer courses, and the fact that this course is
hybrid, active and focused participation is required for all class meetings, whether in-person or
online (asynchronously). Class observation, lesson studies, peer teaching, and the analysis and
development of lesson and unit plans are some of the assignments that will help students achieve
the course goals.
Course Goals
By the end of this course, students will be able to:
 Identify, reflect on, and evaluate instructional planning and practice through classroom
observation, tutoring, and lesson analysis.
 Implement a variety of instructional techniques for effective teaching of English as a second
or foreign language.
 Apply academic readings, personal experiences, and in-class discussions to make informed
instructional choices.
TESL 502 (Summer 2015)
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Systematically plan for instruction by designing thematic unit and lesson plans which
demonstrate essential theories and concepts of second language acquisition, teaching, and
learning.
Participate in and facilitate professional discussions through an online course management
system.
Course Texts
Required:
Ur, P. (2012). (2nd ed.) A course in English language teaching. Cambridge: Cambridge
University Press.
Other required materials will be made available on Blackboard. You will also make use of the
various teacher guides, textbooks, and instructional materials that are available in the TESOL
office (MGC 300).
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Attendance and Participation Requirements
Please let me know in advance if you will be absent from class. You are responsible for all
material covered during any absence. Active class participation includes completing all
readings before class; bringing insightful comments, brilliant insights, and incisive questions
about the readings and class topic to our discussions; and engaging your classmates in our
professional learning community in-person and online. Active class participation also
includes reading and considering feedback from me and your peers on your assignments, and
making revisions to future assignments if appropriate.
Please be considerate of your classmates by arriving on time and silencing cell phones. It is
also considered inappropriate to text or use social media during class time. Such behaviors
will negatively affect your participation grade.
To continue gaining practical experience that will help you make sense of our course content,
please arrange to tutor, teach, or assist with a class of English language learners throughout
the course of the summer semester for at least one hour per week. This experience is a
valuable and required component of ELT 2.
In an average week, you should expect to spend at least 12 hours on course readings and
assignments for this course. You are required to complete all assigned readings before class.
Assignments have varying due dates as described below. All work must be submitted on
Blackboard in the Assignments folder (unless otherwise stated) by the due dates established;
late work will not be accepted. Electronic files should be saved using this format:
“Assignment (Lastname)”. In all of your assignments, make your best effort to incorporate
information from the readings, class discussions, and your TESOL classroom and tutoring
experiences.
Please let me know as soon as possible if you have a problem with an assignment
submission. You are strongly encouraged to meet with me during scheduled office hours to
discuss any questions or ideas you have.
You will need regular and reliable access to a computer with high-speed Internet and
video/sound capabilities. In addition to attending class, you will log in to Blackboard
(referred to as Bb on syllabus) on a regular basis to check for updates and announcements,
download readings, post reflections and assignments, review recommended resources, and
respond to discussion questions.
TESL 502 (Summer 2015)
2
Academic Integrity
You are subject to the Academic Integrity Code of American University. Please carefully read
the guidelines at http://www.american.edu/academics/integrity/. All work you submit must be
your own or must be properly documented. In addition, collaborative work and work submitted
for another class must be approved in advance by the instructor.
Writing Center and Academic Support and Access Center
The Writing Center offers free, one-on-one coaching for all AU students at any stage of their
writing process. Writing consultants focus on supporting the writer rather than producing a
product. They do not prepare papers for students; they prepare students for papers. Students are
encouraged to call for an appointment (ext. 2991)—sessions begin on the hour and usually last
about 45 minutes at Battelle-Tompkins 228. You must have a writing assignment sheet with you
at the time of your appointment. For more information, refer to the site:
http://www.american.edu/cas/writing/index.cfm. The Academic Support and Access Center
offers study skills workshops, individual instruction, tutor referrals, and services for students
with learning disabilities. For more information concerning these services, please see
http://www.american.edu/ocl/asac/index.cfm.
Assignment Descriptions
OnlineParticipationandLessonStudyResponses (35%)
Overthecourseofoursession,youwillcompletevariousactivitiesanddiscussionsonline,
includingresponsestolessonstudies,tutoringexperienceposts,andotherexercises.
Pleasekeepinmindthatthediscussionboardisareplacementofthein‐personclass
discussion.Therefore,yourfocused,in‐depthparticipationisessential.
Class Observation Report
(10%)
You will conduct an observation of the teaching context for which your lesson plan and unit plan
for this course will be created (if possible). The observation report should include a description
of the teaching context followed by a focused observation and critical analysis.
Practice Lesson Plan and Tutoring/Teaching Report
(15%)
You will create a lesson plan focused on contextualized language use, applying the principles
and theories discussed in class. The lesson plan may focus on oral communication or written
communication, and should demonstrate instructional choices grounded in best practices for
teaching ESL/EFL, such as outcomes-based design, effective sequencing of activities and timing,
key instructional language, transitions, and an evaluation of learning. The lesson plan should be
written for the same teaching context as the one in your observation, eventually building up to
the Unit Plan. You will then teach the lesson plan in the context for which you have written it, or
with a tutee if that is impossible, in order to improve your use of one or two effective techniques
for English language instruction. For the tutoring report, include the lesson plan as an
attachment, and write a summary of what actually happened in the lesson, a reflective analysis of
how the technique(s) you focused on worked or didn’t work, and how you will improve the
lesson plan.
TESL 502 (Summer 2015)
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Thematic Unit Plan
(40%)
Over the course of the semester, you will gradually develop a 5-lesson Thematic Unit Plan that
culminates in a project, product, or performance to demonstrate students’ learning. The Unit Plan
will be based on the principles of backward design and will be created around an ESL/EFL
textbook of your choice. Your Unit Plan will specify a unit goal(s), learning outcomes for each
lesson, and will describe appropriate learning activities, including effective use of a textbook
and/or other materials. Although the Unit Plan will cover 5 lessons, you will only be submitting
3 lessons as part of the unit plan. A rationale will accompany the unit plan. After cycles of
drafting lesson plans, peer feedback, activity demonstrations, and revisions, you will present
your final unit plan to our class.
Grading Scale for All Assignments**:
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94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
65-69
A
AB+
B
BC+
C
CD
**Late assignments will not be
accepted.
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TESL 502 (Summer 2015)
Due Dates:
7/5/15: Analysis of Bell’s (2004) Sample Lesson
due via Bb
7/12/15: Class Observation report due via Bb
7/19/15: Practice Lesson Plan and Tutoring
Report due via Bb
7/21/15: Unit Plan Draft Outline due – bring
hard copy to class
7/28/15: Draft Unit Lesson Plan 1 due (bring
copy to class for peer review)
8/4/15: Draft Unit Lesson Plan 2 due (bring
copy to class for peer review)
8/11/15: Draft Unit Lesson Plan 3 due (bring
copy to class for peer review)
8/13/15: Final Unit Plans due via Bb
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ELT 2 Course Schedule
Date
Topics/
Activities
Readings (done before
that day’s class)
Assignments due
PART 1: OVERVIEW OF INSTRUCTIONAL DESIGN
6/30
Principles and practices of
contextualized L2 instruction
Ur, Chs. 1 &15
Horn (2011)
Paran (2012)
Project-based unit planning
Wiggins & McTighe
(1998)
Wiggins & McTighe
(2011, Module D)
Identifying and assessing
learning outcomes: What
should learners know and be
able to do? How will I know
what learners know and can
do?
Ur, Ch. 12
Shin (2007)
Alan & Stoller (2005)
Online
7/7
Online
7/14
Online
Analysis of Bell’s (2004)
Sample Lesson
Materials and tasks for
Ur, Chs. 3, 4 & 14
learning: How do I choose the Collins (2009) OR
Rosenberg (2009)
“good stuff”?
Collins (2009) or Rosenberg
(2009) Reading Response
(Db)
Instructional design and
planning for learning: What
classroom activities, in what
order, will help us reach our
learning goals?
Kagnarith et al (2007)
Horn 2008
Class Observation Report
due
“Technical” aspects of lesson
planning: Instructions,
timing, grouping, scaffolding,
error correction
Ur, Chs. 2 & 7
Practice Lesson Plan and
Tutoring Report due
Horn (2008) Lesson Study
Response due (Bb)
PART 2: CREATING AND IMPLEMENTING THEMATIC LEARNING
Instructional design:
Listening and speaking
Ur, Ch. 8
Siegel (2014)
Unit Plan Draft Outline due
(submit via email)
7/21
TESL 502 (Summer 2015)
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Date
Topics/
Activities
Readings (done before
that day’s class)
Assignments due
Instructional design:
Listening and speaking
Ur, Ch. 9
Chappell (2014)
Lesson Study 3 Response
due (Bb)
7/28
Instructional design: Reading
and writing
Ur, Ch. 10
Stoller et al (2013)
Draft Unit LP 1 due
(listening/speaking) – bring
to class
Online
Instructional design: Reading
and writing
Ur, Ch. 11
Tessema (2005)
Lesson Study 4 Response
(Bb)
Instructional design:
Pragmatics & culture
Neff & Rucynski (2013)
Nyuyen & Ishitobi (2012)
Edwards (2004)
Draft Unit LP 2 due
(reading/writing) – bring to
class
Adapting activities for
different levels and managing
classroom interactions
Ur, Ch. 16
Hall (2011)
Kozar (2010) OR RanceRoney (2010)
Lesson Study 5 Response
(Bb)
Online
8/4
Online
8/11
Unit Plan Presentations
Draft Unit LP 3 due
(pragmatics & culture) –
bring to class
8/13
No class
Final Unit Plan Due
TESL 502 (Summer 2015)
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