TESL 424/624—Reading and Writing in the ESL/EFL Classroom
Spring 2016
Dates:
Day and Time:
Location:
Instructor:
Office Hours:
Contact information:
January 14 – April 30, 2016
Thursdays, 5:30-8:00 pm
EQB 205
Sarah Young
M, W, Th 3:00-5:00pm and by appointment (MGC 300)
syoung@american.edu
Course Description
This course offers an overview of the underlying concepts and practical skills that are needed for
ESL and EFL students to acquire literacy in English. Students will learn methods and strategies
for planning, implementing, and assessing reading and writing instruction for all ages and levels
of ESL/EFL students, from pre-literacy to academic skills. Special emphasis will be put on
ensuring academic success for English language learners (ELLs) in U.S. grade K-12 schools and
beyond. Specific topics will include reading comprehension, content-based instruction,
vocabulary development, beginning reading skills (phonemic awareness and phonics), reading
fluency, academic literacy, the writing process, and reading and writing assessment.
Note: Students are required to tutor at least one English language learner (of any age or
proficiency level) in reading and writing each week throughout this semester.
Course Standards
This class will address the following TESOL/NCATE Standards:
Standard 1.a. Describing Language
 Apply knowledge of phonology (the sound system), morphology (the structure of words),
syntax (phrase and sentence structure), semantics (word/sentence meaning), and
pragmatics (the effect of context on language) to help ESOL students develop oral,
reading, and writing (including spelling) skills in English.
Standard 1.b. Language Acquisition and Development
 Help ESOL students develop academic language proficiency and effective language
learning strategies.
Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction
 Incorporate activities, tasks, and assignments that develop authentic uses of language, as
students learn about content-area material. (3.b.2)
 Provide activities and materials that integrate listening, speaking, reading, and writing.
(3.b.3)
 Provide standards-based reading instruction adapted for ESOL learners. (3.b.7)
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TESL 424-624 (Spring 2016)
Expected Learning Outcomes
By the end of the course students will be able to:
 Analyze and integrate a variety of approaches to the teaching of L2 literacy.
 Explain linguistic, sociocultural, and individual factors that influence the literacy
development of students of different ages and educational, cultural, and L1 backgrounds.
 Utilize and evaluate a variety of materials and techniques for L2 reading and writing
instruction in language- and literacy-focused instruction, as well as content-area classes.
 Plan, prepare for, and implement standards-based L2 reading and writing instruction
effectively.
 Assess L2 reading and writing using appropriate classroom assessments.
Course Texts
Required:
Anderson, N. (1999). Exploring second language reading: Issues and strategies. Boston: Heinle.
(AND)
Harmer, J. (2004). How to teach writing. Essex, UK: Pearson Longman. (HAR)
Nation, I.S.P. (2008). Teaching ESL/EFL reading and writing. New York: Routledge. (NAT)
Recommended:
Bamford, J., & Day, R. (2003). Extensive reading activities for teaching language. Cambridge:
Cambridge University Press.
Additional required readings can be found on Blackboard.
Attendance and Participation Requirements
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Attendance and active class participation are both key for course success. 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.
You will be responsible for supporting and responding to your classmates during activity
demonstrations and other presentations. 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 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. Please let me
know in advance if you will be absent from class. You are responsible for all material
covered during any absence.
In an average week, you should expect to spend at least six 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 may receive a grade reduction if arrangements are not made with me beforehand.
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TESL 424-624 (Spring 2016)
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Electronic files should be saved using this format: “Assignment (Lastname)”. Failure to
include both the assignment and your last name in your files will result in a 5% grade
reduction.
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.
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.
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TESL 424-624 (Spring 2016)
Assignment Descriptions
Please see the ‘Assignments’ folder on Blackboard for complete guidelines for each assignment,
as well as some sample papers from previous courses.
Tutoring Posts
(10%)
Every two weeks, you will post a brief response to a prompt about your reading and writing
tutoring experiences on our discussion board in Blackboard. These prompts will ask you to
reflect on how you are applying concepts from our course to your tutoring experiences, and will
ask you to identify and discuss your successes, challenges, and “lessons learned.”
***Note: There are six postings listed on the Course Schedule, but you only need to complete a
total of five postings.
Reading/Writing Activity Demonstration/Presentation
(15%)
Each student will choose a L2 reading or writing technique/activity described in a scholarly
article that represents or is directly related to the week’s topic, and will present it for the
class. You will provide a short summary of the article and then lead us in a demonstration of a
technique or activity described in the article (maximum 25 minutes). Please provide a handout
for your classmates. Options for articles are posted on Blackboard.
Reading and Writing Activity Responses
(20%)
Using the template provided, you will complete two Activity Response logs during the semester
(one for reading, one for writing). Please bring your completed logs (paper or electronic version)
to class on the day they are due, in order to share and compare them with a classmate. I will post
your completed logs on Blackboard (with your permission) so everyone can benefit from this
collection of resources.
ReadingA-Z.com Lesson Plan (15%) and Unit Plan (40%)
Over the course of the semester, you will gradually develop a coherent content-based mini-unit
consisting of three consecutive reading and writing lessons. You will be encouraged to base the
unit on a text that you identify from www.readinga-z.com; however, you may choose another
source of thematic reading and writing material if you prefer. After receiving feedback on the
initial lesson plan (15%), you will revise and extend the initial lesson into a three-lesson unit
plan (40%). You will then teach a portion of your unit plan during our last class.
Grading Scale for All Assignments:
94-100
90-93
87-89
84-86
80-83
77-79
74-76
70-73
65-69
A
AB+
B
BC+
C
CD
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TESL 424-624 (Spring 2016)
TESL 424-624 Spring 2016 Course Schedule
Date
Topics
Readings (done before that
day’s class)
Assignments due
1/14
Literacy: The readingwriting continuum
Bell (1995)
NAT, Ch. 1
HAR, Ch. 1
1/21
L2 reading: Is it really a
“passive” skill?
AND, Chs. 1, 6, & 8
NAT, Ch. 2
Reading Inventory Log
(posted on Bb by
midnight on 1/21)
1/28
Background knowledge and
vocabulary in L2 reading
AND, Chs. 2 & 3
Lane & Allen (2010)
Helman & Burns (2008)
Tutoring Post #1
2/4
Designing L2 reading
instruction and selecting or
adapting materials
AND, Ch. 9
Stoller et al (2013)
Aebersold & Field (1997)
2/11
Intensive vs. extensive
reading and fluency
NAT, Chs. 3, 4 & 5
AND, Chs. 4 & 5
Tutoring Post #2
2/18
Reading materials, tasks,
and activities (focus on low
literacy levels)
Macalister (2011)
Baker (2008)
Reading Activity
Response
2/25
Reading materials, tasks,
and activities (focus on high
literacy levels)
Hammond & Danaher (2011)
Strong (2011)
Tutoring Post #3
3/3
L2 reading assessment: Not
just about reading
comprehension!
NAT, Ch. 6
AND, Ch. 7
Lyutaya (2011)
3/10
NO CLASS – SPRING BREAK
3/17
Approaching L2 writing
instruction
HAR, Chs. 2, 3, 4, 5
NAT, Ch. 8
Reading A-Z.com Lesson
Plan
3/24
Engaging students in the
process of L2 writing
NAT, Chs. 7 & 9
HAR, Ch. 6
Tutoring Post #4
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TESL 424-624 (Spring 2016)
Date
Topics
3/31
Writing projects, tasks, and
materials
Readings (done before that
day’s class)
Racelis & Matsuda (2013)
Hanauer (2012)
Assignments due
Writing Activity
Response
TESOL Conference – No class
4/7
4/14
Assessment, response, and
feedback in L2 writing
NAT, Ch. 10
HAR, Ch. 7
NAT, Ch. 8
Tutoring Post #5
4/21
Digital literacies and
technology
Warschauer et al (2010)
Vinogradova et al (2011)
Tutoring Post #6
4/28
Unit Plan Presentations
Final Unit Plans
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TESL 424-624 (Spring 2016)