TESL 627: Cultural Issues in the ESL/EFL Classroom
Spring 2016
Dates :
Day and Time :
Location :
Instructor :
Office Hours :
Contact information :
January 11 – May 2, 2016
Mondays, 5:30-8:00 pm
TBD
Sarah Young
M, W, Th 3:00-5:00pm and by appointment (MGC 300) syoung@american.edu
Course Overview
This course offers the MA TESOL student an understanding of the cultural issues that come into play in their professional lives as classroom ESL/EFL teachers. Students will explore the complexity of the notion of “culture” and common approaches from the field of intercultural communication and competence. The “cultural knowings” framework (Moran, 2001) will be used to learn about, analyze, and relate to culture and second language (L2) learning and teaching. Students will practice applying intercultural communication principles to work effectively with English language learners and their communities. Finally, students will design classroom activities that create a positive classroom environment for all learners and teach culture. Given the subject matter, this course requires a significant amount of personal reflection, interpretation, analysis, and negotiation regarding a range of cultural issues relevant to English language instruction.
Student Learning Outcomes
By the end of the course, students will be able to:

Define culture and explain the relationships between culture, language, and education.

Identify cultural issues that may influence the success of English language learners in
ESL/EFL classrooms.

Create, implement and evaluate classroom environments and activities that foster intercultural awareness and competence.

Utilize models of discourse systems and politeness systems to analyze human interaction.
Course Texts
Moran, P. (2001). Teaching culture: Perspectives in practice.
Boston: Heinle ELT.
Wintergerst, A., & McVeigh, J. (2010). Tips for teaching culture: Practical approaches to intercultural communication. Pearson. (W&M)
Additional readings will be made available on Blackboard.
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TESL 627 (Spring 2016)

Attendance and Participation Requirements

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.
 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:
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TESL 627 (Spring 2016)

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
Please see the ‘Assignments’ folder on Blackboard for complete guidelines for each assignment, as well as some sample papers from previous courses.
You will have 2-4 readings assigned before each class. If you are given a choice between readings, please choose the one that is most relevant to your TESOL interests and experiences.
These readings have been carefully selected to provide you with the necessary background information and concepts to participate meaningfully in class each week. “Culture” is a very large, personal, and complex notion, and I have selected readings that are intended to challenge you but also connect with you. For each assigned reading, please ask yourself these questions and come prepared to share your answers in class :

Why do I think this reading was assigned? What am I supposed to get from this reading or this topic?

What is something from this reading that I strongly agree or disagree with? Why?

What personal experiences (as a language learner, teacher, or traveler) have I had that I can apply to my understanding of this reading?

How could I use something from this reading in my current or future ESL/EFL instruction?
I look forward to our conversations in class, and hearing your ideas and experiences in these areas!

Activity & discussion leader (10%)
Each student will lead our class in a cultural awareness/reflection activity and follow-up discussion during the semester (approximately 35 minutes total). Due date: Varies
Personal Cultural Profile (10%)
This assignment is designed to familiarize you with some of the key issues in intercultural awareness, competence, and communication by guiding you through personal reflection on your own cultural background and identity. Due date: 2/15/2016
Class Observation Report (15%)
In this assignment, you will describe and analyze the culture and cultural elements of an ESL classroom. In doing so, you will evaluate and make suggestions for improving the classroom environment, drawing on principles of intercultural awareness that we have addressed in our course. Due date: 2/29/2016
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TESL 627 (Spring 2016)

Critical Incident (15%)
The critical incident paper begins with a multiple choice “quiz” item that describes a crosscultural encounter that you have experienced, then examines the incident in more detail. Due date: 3/21/2016
Discourse Analysis and Design Project (50%)
For the final class project, you will begin by describing a target discourse system and some key cultural issues to respond to when teaching a particular ESL/EFL student audience. The target discourse is where your learners will use English, who they will interact with when using
English, how they will interact towards others when using English, and what values and beliefs are held by those they are interacting with. You will identify already existing instructional materials that address a particular cultural issue, and then analyze and improve upon the materials to meet the needs of your student audience. Due date: 5/2/2016
Grading Scale for All Assignments:
94-100
90-93
87-89
A
A-
B+
84-86
80-83
77-79
74-76
70-73
65-69
B
B-
C+
C
C-
D
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TESL 627 (Spring 2016)

TESL 627 Spring 2016 Course Schedule
Date Topics/
Activities
1/11 Conceptualizing and defining
‘culture’
Readings (done before that day’s class)
Moran, Chs. 1 & 2
Byram (2012)
No class -- MLK Jr. Holiday 1/18
1/25 The intersection of language and culture: English as an international language (EIL)
Moran, Chs. 3 & 4
Erling (2005)
Matsuda & Friedrich (2011)
2/1 TESOL teacher identities and beliefs
Moran, Ch. 7
Rowsell et al (2007)
Ma (2012) OR Miyazato (2009)
2/8 Developing ICC as teachers Moran, Ch. 8
Lazar (2011)
Young & Sachdev (2011)
2/15 TESOL student identities and beliefs
2/22 Raising intercultural awareness in the classroom
Moran, Ch. 9
Barna (1985)
Park (2013) OR Pransky & Bailey
(2002)
Moran, Ch. 11
Baker (2012)
Frank (2013)
2/29 Cultural representations in instructional materials
3/7
3/14 Pragmatic competence
Moran, Ch. 5
Gulliver (2010)
Choose two:

Illieva (2000)

Yuen (2011)

Siegel (2014)
SPRING BREAK
Moran, Ch. 6
Edwards (2004)
McConachy & Hata (2013)
Palmer et al (2006) OR Palmer et al
(2008)
Assignments due
Personal Cultural
Profile
Class Observation
Report
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TESL 627 (Spring 2016)

Date
3/21 Humor and colloquial
3/28
4/4
4/25
Topics/
Activities language
Cultural authenticity in spoken and written texts
Intercultural exploration in the classroom
4/11 Intercultural interactions via technology
4/18 Intercultural exploration in the classroom
Acculturation and culture shock
5/2 Final project presentations
Readings (done before that day’s class)
Wulf (2010)
Bell (2009)
Optional: Mercury (1995)
Rucynski (2011)
Roell (2010)
Moran, Ch. 12
Savignon & Sysoyev (2002)
Fantini
Neff & Rucynski (2013)
Schenker (2012)
Ware & Kramsch (2005)
Moran, Ch. 11
Sapargul & Sartor (2010)
Illieva (2001)
Read first: DeCapua & Wintergerst
(2004)
Brown & Holloway (2008)
Jackson (2004)
Assignments due
Critical Incident
Report
Discourse Analysis and Design Project
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TESL 627 (Spring 2016)