Department of English
Course Number: EN 315
Foundations for Teaching English Language Learners
New Course: Fall 2011
I.
Catalog Description and Credit Hours of Course: The course focuses on teaching
strategies, materials, lesson plans and assessment to promote language and academic
development of ESL/EFL learners. (3 hours)
II.
Prerequisite (s): None
III.
Purposes or Objectives of the Course:
A. Students will develop an understanding of principles of second language acquisition.
B. Students will learn methods and techniques of ESL/EFL teaching.
C. Students will be able to assess progress of ESL/EFL learners.
D. Students will be able to develop lesson plans for ESL/EFL learners.
E. Students will use strategies for modifying content area lessons to accommodate ESL
learners.
F. Students will develop skills in using Sheltered Instruction Observation
Protocol(SIOP) Model to provide effective instruction to ESL learners.
IV.
Expectations of Students:
A. Compile a body of teaching and evaluation strategies.
B. Demonstrate ability to synthesize the learned knowledge of varying syllabus types.
C. Develop materials for teaching sessions.
D. Analyze their own lesson plans.
E. Complete all course assignments.
F. Evaluate second language (L2) teaching materials for cultural content.
V.
Course Content or Outline: The class will be conducted through a combination of
lecture, discussions, and group work. The reading will be moderate to substantial. The
course will examine the variety of syllabus types used in L2 instruction.
Introduction to course; defining EL learners and education policy
Second language acquisition
Second language teaching methods
Sheltered instruction and SIOP model
Assessment
Developing listening and speaking skills
Developing reading and writing skills
Technology use with ELLs
Approaches to Syllabus Design:
Structural Syllabus
Notional/Functional Syllabus
Situational Syllabus
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
Skills-Based Syllabus
Task-Based Syllabus
Content-Based Syllabus
Review of material
Total Hours
VI.
3 hrs.
3 hrs.
3 hrs.
3 hrs.
45 hrs.
Textbook(s) and/or Other Required Materials or Equipment:
Wright, W.E.(2010). Foundations for Teaching English Language Learners: Research,
Theory, Policy and Practice. Philadelphia: Caslon Publishing. ISBN: 978-1-934000-01-4
Companion Website for Wright. www.wright.caslonpublishing.com
VII.
Basis for Student Evaluation: The following elements will be evaluated by the
instructor throughout the semester.
Class participation
Syllabus Assignments (6 @ 15 pts. each)
Discussion responses (10x 10 pts. each)
Group projects (quick shares)
Mini-teaching
Poster presentation
Final exam
Total
45 pts.
90 pts.
100 pts.
25 pts.
50 pts.
40 pts.
50 pts.
400 pts.
VIII. Grading Scale: Letter grades will be assigned according to the following scale.
A
B
C
D
F
IX.
90 – 100 %.
89 – 80 %.
79 – 70 %.
69- 60%.
lower than 59%.
Academic Policy Statement:
The Undergraduate Bulletin defines academic dishonesty as “…those acts which would
deceive, cheat, or defraud so as to promote one’s scholastic record…”, and states that
“[v]iolations of academic honesty represent a serious breech of discipline and may be
considered grounds for disciplinary action, including dismissal from the university”. You
are expected to understand and abide by the rules governing academic honesty. The
official statement about academic honesty, including plagiarism, may be found in the
undergraduate bulletin. http://www.semo.edu/bulletin/pdf/2006Bulletin.pdf
A common example of academic dishonesty is plagiarism, defined in the university Code
of Student Conduct as “the act of passing someone else’s work off as one’s own” and,
additionally, as “using the essential style and manner of expression of a source as if it
were one’s own.” (If you fail to cite sources, you are passing someone else’s work off as
your own. As teachers-in-training (and ever after!) you will borrow a lot of materials
from others which is acceptable—just remember to give credit.) If you turn in an
assignment that fits either of these descriptions, you will, at the least, receive a zero on
that assignment with no opportunity to re-submit it. When in doubt, ask! There is no
clause here for ignorance/innocence.
X.
Student with Disabilities Statement:
Southeast Missouri State University and Disability Support Services remain committed to
making every possible educational accommodation for students with disabilities. Many
services and accommodations which aid a student’s educational experience are available
for students with various types of disabilities. It is the student’s responsibility to contact
Disability Support Services to become registered as a student with a disability.
Accommodations are implemented on a case by case basis. For more information visit the
following site: http://www6.semo.edu/lapdss/index.htm
XI.
Civility and Harassment:
The University strives to offer learning experiences and opportunities designed to help
students think effectively, develop the capacity to communicate, discriminate among
values, and make relevant judgments. A major determinant of a successful educational
experience is a shared sense of respect among and between the students and their
instructor. Mutual respect for all as well as a no tolerance policy on harassment of any
kind is expected. Every student at Southeast is obligated at all times to assume
responsibility for his/her actions, to respect constituted authority, to be truthful, and to
respect the rights of others, as well as to respect private and public property.
Additional issues regarding expected civil behavior are explicitly identified in the Student
Code of Conduct (http://www6.semo.edu/stuconduct/code.html).
Judicial Affairs is responsible for addressing disciplinary matters related to breaches of
accepted civility and harassment standards. Information about this process is available
at: http://www6.semo.edu/judaffairs/