TEACHING ENGLISH AS A SECOND LANGUAGE: METHODS AND MATERIALS
Semester Hours:
3
Semester/Year:
Summer, 2004
Instructor:
Barbara Williams Dusterhoff
Telephone:
(770) 429-8277
E-mail:
duster.hoff@att.net
COURSE DESCRIPTION
In this course, prospective ESOL teachers will learn approaches, methods, and techniques
for teaching English as a second language. Teachers will learn how to assess and teach
speaking, listening, reading, and writing to ESOL students. Emphasis will be placed on
teaching reading throughout the second language acquisition process. Teachers will
learn how to address the SST process with ESOL, scheduling, and working with other
teachers in the school system.
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Texts:
Herrell, A. & Jordan, M. (2004). Fifty Strategies for Teaching English Language
Learners. Upper Saddle River, New Jersey: Pearson.
Websites: (Copy and bring to first day of class)
The Georgia ESOL Resource Guide: http://www.glc.k12.ga.us/pandp/esol/resguide.htm
Jim Cummins, Learn About BICs and CALPS: www.iteachilearn.com/cummins/
ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY
Activities and Assessments:
Students are expected to:
Attendance and Participation: Participate with in-class discussions and read assigned
materials before class discussions. Students will attend every class.
Will put together an ESOL notebook to use as a future reference in their ESOL
classrooms broken into categories of assessments, portfolios, reading strategies, writing
strategies, speaking, and listening, teaching content areas, theories, SST process, and
selecting materials.
Will write a final paper telling what they have learned during the course and how it will
help them in the future as teachers.
Evaluation Procedures:
You will be evaluated using the following criteria: (1) individual and small group work
(2) whole class discussion with an emphasis on student interaction, (3) notebooks (4)
final papers.
Participation:
Notebooks
Final Paper
20%
40%
40%
CLASS OUTLINE (Tentative)
1. July 5
 Qualifying and exiting ESOL students – Georgia ESOL Resource Guide
 ESOL and the No Child Left Behind Act
 Why is this child in ESOL? What the research says Georgia Resource
Guide
 Accommodations
2. July 6
 Jim Cummins – stages of language acquisition – Read Theoretical
Overview – Fifty Strategies for Teaching English Language Learners
and website for Jim Cummins: Learn about BICS and CALPS
 Assessment – Portfolios – Same as above
 The Affective Domain – Chapter 1
 Reading, Writing, Listening, and Speaking – Do I teach these separately or
together? Chapter 11
 Using thematic units in ESOL – Chapter 22
 What do I teach?
 Cooperative learning groups – several variations – Chapter 18
3. July 7
Schema Theory Prior Knowledge
Teaching literacy –
 Reading – Chapters 12, 27
 Writing - Chapters 35, 37, 38
 Speaking
 Listening
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Visualizing – Seeing it in your head – Chapter 21
Visually representing – representing in pictures, what you’ve read.
The Four Blocks to Literacy
Using Word Walls – Chapter 31
Games – Chapter 16
4. July 8
Comprehension Strategies – Chapters 13, 14
Teaching Academic Content - Chapter 24
Strategies that work:
 Textbook Analysis
 DRTA – Directed Reading Thinking Activity
 Guided Reading – Chapter 39
 Using a multi-text strategy
Teaching Vocabulary – Chapters 29, 30
5. July 12
Using Multi-cultural Literature
Diagnosing Reading Problems
Teaching Concepts of Print
Affixes
Morphology
Sight Words
Fluency
Spelling
Reading Comprehension
6. July 13
The SST process and ESOL students
Scheduling and working with other teachers
Howard Gardner’s Multiple Intelligences – Chapter 50
Wrap – up group discussion – What have you learned?
Notebooks Due
Papers Due