KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC7783 TESOL
Department Special Education
Degree Title (if applicable) ) M.Ed Special Education/Collaborative Practices/TESOL
Proposed Effective Date January 2006
Check one or more of the following and complete the appropriate sections:
X
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog p. 112
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
In this course, prospective ESOL teachers will develop skills in writing and
adapting curricula, critiquing and selecting materials, and applying strategies for
teaching reading, writing, speaking and listening to speakers of other languages.
The course will also include assessment of linguistic proficiency and
development.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________________________________
Course Title _________________
________
Credit Hours
Prerequisites
Description (or Proposed Degree Requirements)
In this course, prospective ESOL teachers will develop skills in writing and adapting
curricula, critiquing and selecting materials, and applying strategies for teaching reading,
writing, speaking and listening to speakers of other languages. The course will also
include assessment of linguistic proficiency and development.
.
III.
Justification
The Department of Special Education at Kennesaw State University has
historically offered a program in Collaborative Practices, with endorsement in
ESOL. The proposed changes in this course are necessary to bring the exiting
endorsement program into alignment with national TESOL standards. Many of
the research-based practices for students with disabilities are also efficacious for
students who are culturally and linguistically diverse. This effort will pave the
way for classroom teachers in Georgia to educate all students within the Georgia
Performance Standards, including those who have disabilities and those who are
culturally and linguistically diverse.
The purpose of this course is to acquaint candidates with a variety of techniques and
materials that will help them be effective ESOL teachers. It will also include information
about assessment. During the course candidates will develop a portfolio of approaches,
techniques, materials, and resources that match their philosophy of language acquisition.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
EDUC 7783 Methods and Materials for Teaching ESOL
Department of Special Education
Kennesaw State University
Spring 2006
II.
Instructor:
Name:
Office:
Phone:
e-mail:
III.
Class Sessions:
Day and Time:
Place:
IV.
M 5:00-8:00 pm
KH
Text:
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. United
States: Heinle & Heinle
V.
Catalogue Description:
Prerequisite: Admission to M.Ed. program or ESOL endorsement program and EDUC
7781 and EDUC 7782.
In this course, prospective ESOL teachers will develop skills in writing and adapting
curricula, critiquing and selecting materials, and applying strategies for teaching reading,
writing, speaking and listening to speakers of other languages. The course will also
include assessment of linguistic proficiency and development.
VI.
Purpose/Rationale:
The purpose of this course is to acquaint candidates with a variety of techniques and
materials that will help them be effective ESOL teachers. It will also include information
about assessment. During the course candidates will develop a portfolio of approaches,
techniques, materials, and resources that match their philosophy of language acquisition
VII.
Conceptual Framework Summary & Related Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing,
and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that
includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to
develop rapidly. The historical framework included perceptual training, behavior
modification and task analysis. Current directions include multiple intelligence models,
systematic instruction, strategy approaches to teaching and learning, and direct
instruction. The field draws on research literature from educational psychology, medicine,
psychology and special education. The emphasis in this class will be on developing skills
in application of research-based best practice in the area of behavior management,
documenting impact on student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the
courses, candidates will be provided with opportunities to explore and use instructional
media, especially microcomputers, to assist teaching. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in
classrooms for students in their classrooms. Specifically, candidates will use spreadsheet
software to develop graphs, charts, and tables, word processing to write papers, and e-mail
to communicate with the instructors and their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables
outlined above.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the
portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate
reflects on each of the proficiencies on the CPI with regard to what evidence the
candidate has selected for his/her portfolio. In your portfolio, you need to include a
narrative, which includes descriptive, analytic and reflective writing in which you reflect
on each of the proficiencies and how you make the case that the evidence you have
selected in your portfolio supports a particular proficiency, using the Portfolio Narrative
Rubric as a guide. The narrative should be comprehensive, documenting research-based
best practices. In this class you will do projects that have been specifically designed to
assist you in portfolio development. For example, you will videotape you and a coteaching engaging in one of the five most common approaches to co-teaching in a
general education classroom. A videotaped lesson, along with critical analysis, is a
required element for graduation from the Bagwell College of Education. Therefore,
attend carefully to the assignments in this course and how they will assist you in meeting
future college requirements.
Extensions. Candidates should keep ongoing documentation of ways in which they
extended their learning and skills from this and other courses. For this course, this could
include identifying students who gain access to more inclusive educational environments,
actual changes implemented in the school as a result of the Building Plan, changes in
student behavior or learning that results from co-teaching, interactions with parents,
committees formed or served on related to inclusive education, peer mediated strategies
implemented in your class or other classrooms, workshops on co-teaching conducted at
the school, the establishment of additional co-teaching teams at your school and etc.
Impact on Student Learning Analysis
It is our assumption that you are already assessing the influence of your instruction on
your students’ learning and that you are considering what factors, such as student
diversity, might affect your students’ achievement. For this assignment, you will select a
lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact
on your students’ learning. Then, you will reflect on the impact on your students’
learning on that particular lesson, activity, unit, or skill using the “Impact on Student
Learning Analysis” Rubric as a guide. You will want to consider how the differences that
every student brings to the classroom setting may have influenced learning (see definition
of “every student” at the top of attached “Impact on Student Learning” rubric). Unless
your program area tells you differently, the length of the reflection is up to you, but it
should be concise. (See Directions for “Impact on Student Learning Analysis” that
accompanies the Rubric for greater detail.)
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
VIII.
Course Standards, Outcomes, Performance Indicators & Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
as described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
For the purposes of this syllabus, course goals and objectives are first delineated
according to development of candidate knowledge, skills & dispositions and then crossreferenced to the national professional standards of the Council for Exceptional Children
and Teachers of Speakers of Other Languages.
TESOL Performance
Indicators*
3.c.1. Select, adapt and use
culturally responsive, ageappropriate, and linguistically
accessible materials.
3.c.2. Select materials and
other resources that are
appropriate to students’
developing language and
content-area abilities,
including the use of L1.
1.b.1 Provide rich exposure to
English
1.b.2. Provide comprehensible
input and scaffolding
3.a.1 Plan standards-based
ESL & content instruction.
3.a.2. Create environments
that promote standards-based
language learning in
supportive, accepting
classrooms & schools.
3.a.3. Plan learning
experiences based on
assessment of language
proficiency and prior
knowledge.
1.b.3. Provide opportunities
for meaningful interactions.
1.b.4. Create a secure,
positive, and motivating
learning environment.
3.c.3. Employ an appropriate
variety of materials for
language learning, including
CPI Outcomes & Proficiencies
NCATE Standards
CPI Outcome 1: SME
1.1; 1.2; 1.3;.l.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
CPI Outcome 3: CP
3.1;.3.2
Course Objectives
1) Discuss appropriate
approaches, methods and
materials for different
grades and proficiencies
Evidence of
Mastery
List of 15 activities
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
2) Analyze commercial
ESOL products and
understand how and why to
adapt commercial products
to specific pedagogical
situations
3) Analyze the GPS’s
ESOL instruction in
content areas
4) Analyze traditional
methodologies in ESOL
instruction
5) Plan lesson
List of products
Quiz
6) Develop skills in
teaching the four language
skills (reading, writing,
speaking, &
listening)
7) Understanding why and
how to use realia in the
classroom
Microteaching and
lesson plans
Creation of picture
file
books, visual aids, props and
realia.
3.c.4. Use technological
resources to enhance language
and content-area instruction
for ESOL students.
3.c.5. Use software and
Internet resources effectively
in ESOL and content
instruction.
3.c.3. Employ an appropriate
variety of materials for
language learning, including
books, visual aids, props and
realia.
3.c.4. Use technological
resources to enhance language
and content-area instruction
for ESOL students.
4.b.1. Understand and
implement national & state
requirements for
identification, reclassification
and exit of ESOL students
from language support
programs.
3.a.3. Plan (and implement)
learning experiences based on
assessment of language
proficiency and prior
knowledge.
4.a.1. Demonstrate
understanding of purposes of
ESOL assessment and the
appropriate use of results.
4.a.3. Demonstrate
understanding of limitations of
assessment for ESOL &
appropriate accommodations
for students.
4.b.1. Understand and
implement national & state
requirements for
identification, reclassification
and exit of ESOL students
from language support
programs.
4.c.1. Use performance-based
assessment tools and tasks that
measure ESOL learners’
progress toward state and
national standards.
8) Reflect on how
materials reflect language
teaching philosophy
Discussion
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
9) Analyze the relationship
between formal language
instruction and language
acquisition
Microteaching and
lesson plans
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
10) Examine techniques
for giving corrective
feedback
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4; 2.5; 2.6
CPI Outcome 3: CP
3.1; 3.2
11) Examine Assessment
Techniques for ESOL
students
Discussion
12) Examine language
proficiency assessment
Discussion
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4; 2.5; 2.6
CPI Outcome 3: CP
3.1; 3.2
NCATE Standard I (KSD)
NCATE Standard II (Diversity
Exam
Exam
4.c.2. Use various instruments
and techniques to assess
content-area learning.
4.c.3. Prepare ESOL students
to use self-assessment and
peer assessment techniques
when appropriate.
* TESOL Standards addressed in this course are:
1.b.
3.a.
3.c.
4.a.
4.b.
4.c.
IX.
Language Acquisition and Development
Planning for Standards-Based ESL & Content Instruction
Using Resources Effectively in ESL Instruction
Issues of Assessment for ESL
Language Proficiency Assessment
Classroom-Based Assessment for ESL
Course Requirements:
Assignment
1) Materials examination
2) List of 15 activities
3)
4)
5)
6)
Microteaching and lesson plan
Creation of 20 item picture file
Quiz
Participation in discussion
Points Assessed
20
20
20
20
10
10
Explanation of Assignments
1) Materials examination
We will examine several commercial products in class. You will choose
two and write a one page critique of each. Here are some questions to answer:
- What is the age and proficiency target?
- Does it coincide with your language teaching philosophy?
- What is the emphasis? (reading, speaking etc.)
- Overall evaluation?
- Look at the textbook evaluation form on pages 425-427
2) List of 15 activities
I will be handing out materials with ideas about specific activities in class. I will also
point out websites with ideas. I want you to select 15 during the semester. Write a short
description of the activity and why YOU think it has real pedagogical and linguistic
value. No specific length here. May one page each but could be shorter or longer. You
must also list the where the activity came from: website, book etc.
3) Lesson plan and presentation
Each student will present a develop a lesson plan for some aspect of ESL. You may
choose
vocabulary development, grammar, listening skills, pronunciation etc. You then take five
minutes and tell the class about your lesson plan. Things to think about:
- What skill are you targeting?
- How proficient are the learners?
- How would you assess the material?
4) Creation of 20 item picture file
Realia is a wonderful language learning tool. Find 20 magazine pictures that are good for
language learning and are cultural appropriate.
5) Quiz
A short quiz over “traditional” methodologies
6) Participation
Candidates are expected to participate in all discussions.
X.
Evaluation and Grading:
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
XI.
Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate
candidates will pursue their academic programs in an ethical, professional manner. Any
work that candidates present in fulfillment of program or course requirements should
represent their own efforts, achieved without giving or receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be subject
to disciplinary action.
XII.
Class Attendance Policy
Since we only have 14 class days, it is vital that you attend each day. However,
circumstances do arise that make attendance impossible. Therefore, you may miss two
classes with no penalty. After two, each absence will result in a 2.5 grade reduction.
XIII. Course Outline
All Reading Assignments are from Teaching English as a Second or Foreign Language
Date
Topics/Activities/In-Class Assignments
Introduction, Traditional Methodologies
Communicative Language Teaching
Listening Skills
Speaking Skills
Reading
Writing
Assignment
pp. 3-10
pp. 13-27
Quiz
pp. 69 - 84
20 pictures
pp. 139 - 149
pp. 153 - 168
pp.
Content-based approaches
Lesson plans
Assessment
Teaching adults
15 activities
pp. 303 - 318
pp. 515 - 530
Lesson plan
Critique of resources
IVX. Bibliography
Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring,
background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring
for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi.
Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up.
Educational psychology review, 8(2), 175-185.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What
makes an expert student? Instructional Science, 26, 127-140.
Asher, J. (1977). Learning another language through actions: The complete teacher's
guidebook. Los Gatos: Sky Oaks Publications.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology
of second-language acquisition. New York: Basic Books.
Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to
second language teaching and testing. Applied linguistics, 1, 1-47.
Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition.
Englewood Cliffs, NJ: Prentice Hall.
Ford, C. (1997). 101 bright ideas: ESL activities for all ages. Addison-Wesley.
Fu, D. (1995). My problem is my English: Asian students and the American dream.
Portsmith N.H.: Boyton/Cook Publishers.
Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language
learning. Rowley, Mass.: Newbury House.
Herrell, A. (2000). Fifty strategies for teaching English language learners.
Upper Saddle River, New Jersey: Prentice-Hall.
Klippel, F. (2000). Keep talking: Communicative fluency activities for language
teaching. Cambridge: Cambridge University Press.
Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the
classroom. Oxford: Pergamon.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching.
Oxford: Oxford University Press.
Lightbrown, P. (2000). Classroom SLA research and second language teaching.
Applied linguistics 21 431-462.
Lightbrown, P. and N. Spada. (1999). How languages are learned. 2nd ed.. Oxford:
Oxford University Press.
Savignon, S. (1983). Communicative competence: Theory and classroom practice.
Reading: Addison-Wesley.
Sion, C. (1991). More Recipes for tired teachers. Canterbury: Addison-Wesley.
Sion, C. (1983). Recipes for tired teachers. Canterbury: Addison-Wesley.
Ur, P. & Wright, A. (2001). Five-minute activities: A resource book of short activities.
Cambridge: Cambridge University Press.