LSLS6062
Course Name/Number:
LSLS6062 TESL Teaching Methods and Strategies
Description: This course is designed to explore classroom strategies, instructional
procedures, and pedagogical applications for ESL students in conjunction with
research/evidence-based principles and second language teaching and learning. Each
teaching strategy will be addressed from a theoretical perspective, and will exemplify the
ideas to be used in practical classroom settings.
Credit Hours: 3
Required or Elective: Required
Faculty Members who Teach the course: Virginia Gonzalez, Ph.D.
Prerequisites: None
Textbook(s):
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English as a second language (ESL)
teaching and learning: Classroom applications for Pre-K through Grade12th students.
Needham Heights, MA: Allyn & Bacon.
Herrell, A.L. & Jordan, M.L. (2008). Fifty Strategies for teaching English language learners.
3rd ed. Prentice Hall.
Resource Materials: Packet of readings available electronically on the Blackboard webpage for the course
Marker Assignments:
* Small Assignments from Textbook and/or Complementary Readings
*Instructional Application: Two lesson plans
*Participation in Forums for Reflection
Learning Outcomes:
Upon completion of this course, the student will be able to:
How is this outcome
assessed?
Demonstrate knowledge of language teaching methods in their
contemporary and historical contexts.
Forum Participation
Small Assignments
Plan standard-based ESL and content instruction linked to
performance-based assessment.
Lesson Plans
Forum Participation
Develop knowledge of how to create supportive and nurturing
classroom environments that respect and celebrate cultural and
linguistic diversity of ELLs and their families.
Plan differentiated learning experiences based on assessment of
students’ English and first language proficiency, learning styles,
and prior formal educational experiences and knowledge.
Lesson Plans
Forum Participation
Lesson Plans
Small Assignments
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LSLS6062
Use a range of resources, including the Internet, to learn about
world cultures and specifically the cultures of students in their
classrooms and apply that learning to instruction.
Lesson Plans
Small Assignments
Alignment with Transformation Initiative:
In view of this conceptual framework and our urban mission, the goal for our
Transformation Initiative is to improve the performance of students whose home language
is other than English by preparing educators who recognize the moral imperative to meet
the needs of each student. We will prepare educators who are committed to each student,
caring about each individual, and competent in evidence-based and data driven
instruction. Themes addressed:
 Theme: Helping candidates come to terms with unintentional barriers and bias.
 Theme: Implementing a reliable and valid Teacher Performance Assessment to
improve the consistency and quality of teacher effectiveness.
 Theme: Implementation of research-based strategies.
 Theme: Academic language development
 Theme: Reflection.
Alignment with Conceptual Framework:
Candidates of the University of Cincinnati are committed, caring, competent educators

with foundation knowledge, including knowledge of how each individual learns
and develops within a unique developmental context.

with content knowledge, able to articulate the central concepts, tools of
inquiry, and the structures of their discipline.

who successfully collaborate, demonstrate leadership, and engage in positive
systems change.

who demonstrate the moral imperative to teach all students and address the
responsibility to teach all students with tenacity.

able to address issues of diversity with equity and posses skills unique to urban
education including culturally responsive practice.

able to use technology to support their practice.

who use assessment and research to inform their efforts and improve student
outcomes.

who demonstrate pedagogical content knowledge, grounded in evidencebased practices, and maximizing the opportunity for learning, and
professionalism.
This course addresses these institutional standards:
-Students will become committed to issues of social justice, by caring about the diversity of
each student, and will support advocacy for ELLs and their families.
-Students will develop competence in evidence-based and transformative instructional
practice and data-driven pedagogical decisions for effectively serving ELLs in schools.
Alignment with Specialized Program Association:
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LSLS6062
This course aligns with the Ohio Standards for TESOL Endorsement in these ways:
Standard 6: Candidates demonstrate knowledge of and skills in the instruction of
linguistically diverse learners.
6.1. Candidates establish goals and objectives, and design curricula for second (new)
language learners that reflect Ohio’s grade-level learning outcomes in content areas and
Modified Ohio/TESOL standards.
6.2. Candidates apply current research to develop a repertoire of strategies to promote agegrade-appropriate social and academic English leaning.
6.3. Candidates select, adapt, create, and use varied resources appropriate to age, diverse
cultural groups, and different learning styles.
6.4. Candidates integrate technology in planning and delivering instruction.
Alignment with Ohio Standards for the Teaching Profession:
Ohio Teacher Standard 1: Teachers understand student learning and development, and
respect the diversity of the students they teach.
Ohio Teacher Standard 2: Teachers know and understand the content areas for which they
have instructional responsibility.
Ohio Teacher Standard 4: Teachers plan and deliver effective instruction that advances the
learning of each individual student.
Ohio Teacher Standard 5: Teachers create learning environments that promote high levels
of learning and achievement for all students.
Alignment with State Requirements:
-Students will be able to understand learning and development, and respect diversity of
cultures, language skills, and experiences among the students they teach.
-Students will be able to plan and deliver effective instruction that advances the learning of
each individual student and expect him/her to achieve to one’s full potential.
-Students will be able to collaborate and communicate with other educators,
administrators, students and parents and the community to support student learning.
Attendance Policies: Asynchronous attendance for this class is required. Lack of
participation in online discussion will negatively affect the candidate’s final grade in the
course. For class preparation, the candidate is expected to complete the
reading/assignments, prepare answers to the questions in preparation of the online
discussion, complete assignments, and participate in a lively class discussion.
Academic Integrity Policy The University Rules, including the Student Code of Conduct,
and other policies of the department, college, and university related to academic integrity
will be enforced. Any violation of these regulations, including acts of plagiarism, cheating,
or falsifying field work will be dealt with according to the severity of the misconduct.
Dishonesty in any form may result in a failing grade in a course and/or suspension or
dismissal from a program (e.g., graduate or undergraduate).
Electronic Communication Policy; All communication outside of class will be conducted via
email to the student’s bearcat online account. Replies will be within 72 hours, whenever
possible. At times I am engaged in national activities that preclude access to email.
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Grading: Description of Assessment and/or Evaluation of Student Learning:
40% Small Assignments from Textbook and/or Complementary Readings
20 % Instructional Application: Two lesson plans
40 % Participation in Forums for Reflection
Grading Scale
A =
950 - 1000 points
A- =
900 – 949.9 points
B+ =
850 – 899.9 points
B =
800 – 849.9 points
B- =
750 – 799.9 points
C+ =
700 – 749.9 points
C =
650 – 699.9 points
C- =
600 – 649.9 points
F =
<600 points
Topics:
Week
1
2
3
4
5
6
7
Exam
Week
Foundational context of ESL teaching and learning: Demographics and policy
Historical and state-of-the-art methodologies and strategies for teaching and
assessing ELLS from Pre-K-Grade 12
Alignment of federal, state, and professional organization standards to
instruction and performance-based assessments for ELLs
Designing lesson plans that respond to the diverse and individualized needs of
ELLs
Designing portfolios as record systems for linking assessment to instruction
for ELLs
Strategies for developing knowledge about the cultural and linguistic
backgrounds of ELLs, and their families and communities.
Integrating educational technology for designing instruction and assessment
for ELLs
Conclusions and recommendations for integrating policy, effective instruction
and assessment practices, and developing partnerships between home and
school
Special Needs Policy – ―If you have a disability (e.g., visual impairment, hearing impairment, physical
impairment, communication disorder, and/or specific learning disability, etc.) which may influence your
performance in this course, you must meet with the Disability Services Office (DSO) to arrange for
reasonable accommodations to ensure an equitable opportunity to meet all the requirements of this
course. If you require accommodations due to disability, please contact DSO at 513-556-6823, Campus
Location: 210 University Pavilion. You will be provided an Accommodation Form indicating your
accommodation needs for the quarter. Please present this form to me AS SOON AS POSSIBLE to ensure
LSLS6062
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your accommodation needs are discussed, agreed upon, and provided.‖ (see
http://www.uc.edu/aess/programs_services/disability.html).
Religious Observance and Class Attendance – ―Any UC student who is unable to attend classes or
participate in any examination, study or work requirement on some particular day(s) because of his or
her religious belief should be given the opportunity either to make up the work that was missed or to do
alternative work that is intrinsically no more difficult than the original exam or assignment — provided
that the makeup work does not create an unreasonable burden upon University of Cincinnati and its
faculty. Upon request and timely notice, students should be provided reasonable accommodation.‖ (see
http://www.uc.edu/registrar/policies_and_procedures/religious_observances_statement.html).
"I" (Incomplete) – No grades of ―Incomplete‖ will be assigned unless there are extreme circumstances
AND a contract to complete the work is developed and signed by the student and the instructor prior to
the last week of class. It is the student’s responsibility to approach the instructor with the request for an
incomplete. Please note that a grade of ―I‖ will automatically be converted to an ―F‖ grade one
calendar year after the initial grade was assigned. (see
http://www.uc.edu/registrar/faculty_resources/grading_scales.html).
Copyright – ―Copyright infringement is a violation of the Student Code of Conduct - Misuse of
Information Technology. Students who are found to be illegally sharing files will be subject to a
procedural review to determine responsibility under the Code. If responsible, this offense will become
part of each student's permanent judicial file with the University.‖ (see
http://www.uc.edu/conduct/Copyright_Infringement.html).
“AESS (Academic Excellence & Support Services) provides comprehensive, student-centered and
university-wide programs, resources and services designed to promote transformative academic
excellence through individual and group support. AESS comprises Disability Services and the Learning
Assistance Center. We encourage any student with a disability who needs academic assistance to
contact Disability Services. Learning Assistance is here to help all students who need help with tutoring,
study skills, or other services. Additionally, our services are designed to help all UC students become
successful independent learners, as well as assist in the retention and graduation of all students.
Disability services, tutoring, and other learning resources are free to students!‖ (see
http://www.uc.edu/aess.html).