Seattle Central Community College______________________________________________
TESOL Certificate Program
Winter 2009
Wednesday, 6:00pm-9:00pm
BE 4119
Saturday, 8:30-1:30
1/10, 1/24, 2/7, 2/21,
3/14, 3/21
INSTRUCTOR
Rebecca Boon
Jacquie George
Genevieve Halkett
PHONE
287-5525
587-5432
E-MAIL
rboon@sccd.ctc.edu
jgeorg@sccd.ctc.edu
GHalkett@sccd.ctc.edu
Office
BE3128
BE3103
BE3122
Course Description
Being an English speaker does not itself qualify one to be a teacher of English to speakers of
other languages. In order to teach a language, more than intuitive knowledge of the subject is
necessary. In this introductory course, we will explore important factors that influence
language teaching and learning and major theories and practices regarding the basic
approaches, methods and strategies used in ESL/EFL and Bilingual Education. We’ll discuss
how these methods and approaches can be adapted to various age groups and proficiency
levels. Students will demonstrate the ability to apply the knowledge gained in this class
through discussions and demonstrating their own lessons incorporating the methods studied
in this course. The course will offer ample opportunities for hands-on learning activities and
interactions with guest speakers in addition to working with your instructor and classmates.
Course Outcomes
By the completion of this course, students will have:
 developed an understanding of principles of effective communicative language teaching
 examined the stages of language acquisition and their significance on instructional
strategies and assessment
 developed an understanding of different learner factors and learning styles and
implication for selection of teaching methods
 examined and practiced the role of the teacher as facilitator of students’ language
development
 gained hands-on experience in learning different teaching methods to facilitate learners’
language skills and cultural knowledge
 utilized opportunities to gain practical experiences in language teaching through
classroom observations and demonstrations
 practiced preparing, presenting and critiquing lesson plans
 examined factors involved in the selection of appropriate instructional materials
Required Texts
Dang, Pinky Y. and Ruiter, Rik. (2005) Highway to ESL: A User Friendly Guide to
Teaching English As A Second Language. Lincoln, NE: iUniverse.
Dresser, Norine. (2005) Multicultural Manners: Essential rules of Etiquette for the 21st
Century. John Wiley & Sons, Hoboken, New Jersey.
Topics
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Principles of language learning and teaching
Overview of TESOL approaches, methods and strategies
Activities and methods in teaching language skills
Selection of controlled, semi-controlled and free language activities
Cooperative learning and active classroom participation
Classroom management
Theme-based and content-based language instruction
Communicative learning tasks
Assessing and evaluation
Materials development
Cultural values and their implications in teaching
Grammar refreshers
Course Requirements
Attendance and Participation
The classes will be a combination of short lecture and discussion, and it is imperative that the
reading assigned for each class be done prior to the class. You are expected to attend class
and participate actively. Also, you cannot miss more than 6 hours of instruction!
Mini-Lessons
You will teach two mini-lessons to your TESOL classmates during this course. One of the
lessons will be set up in advance, and you will have the opportunity to prepare for it. The
other lesson will be a “hot seat” lesson and could occur at any time after the third week of the
course. Please be assured that preparation and discussion will occur before these lessons
commence.
Classroom Observation
There are 10 hours of classroom observations total: four hours as part of the evening classes
and 6 hours to be completed on your own. After each observation, turn in the Observation
Form via e-mail to all three instructors.
Reflections
During this class, you will submit 5 reflection papers to the instructors who will respond with
their reflections and/or questions for further reflection. These should be submitted via e-mail
to all three instructors.
Final Project
The final project consists of a partial demonstration of a fully planned lesson that reflects the
principles and materials covered during the course. These projects will be presented to the
class on the last two Saturdays of the course. The rough draft is due on Saturday 21 February
2009.