Welcome to San Diego State University-Imperial Valley Campus
Syllabus
Linguistics 555 (Schedule # 60037)
Practical Issues Teaching English as a Second Language
Fall-2114
Instructor: Susana Enriquez, B.A. M.P.A.
Office Hours: By appointment. Please email me to make arrangements and meet at the Brawley
Campus.
Email: senriquez@mail.sdsu.edu
If you contact me via e-mail, please include the course description in the reference line: EX.
RE: Ling. 555
Day
Time
Room
Units
Thursday
07:25 p.m. – 10:05 p.m. (Please be considerate of others: do not enter or exit
once class is in session—wait till the break. Thank you!)
LA-004
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Please do not interrupt class proceedings: keep all necessary exchanges with other students
to a whisper. Please turn set your cell phones in “vibrate” during class. If
you need to make a call or text, step outside.
According to a study conducted by Carrie B. Fried from Winona State University:
“Students who use laptops in class spent considerable time multitasking and
laptop use posed a significant distraction to both users and fellow students”
(www.sciencedirect.com) Note*the use of laptops is not allowed in the
classroom during lecture or practicum.
Prerequisite: Linguistics 420 or 520 and Credit or concurrent registration on 550.
Course Description (quoted from SDSU General Catalog, www.sdsu.edu)
Practical approaches to applications of the theory of English as a Second Language (ESL) and
methodology for speaking, reading, listening, writing; techniques for facilitating growth of
communicative competence.
Required Textbook –
Marianne Celce-Murcia, et.al. 2014, 4th Ed. Teaching English as a Second or Foreign
Language, Heinle & Heinle, Thompson Learning. [We will call this text “The Apple Book”]
Objectives
The goals for this course are:
1. To explore fundamental issues regarding the instruction of English as a second language.
2. To promote and develop individual skills teaching English as a second language.
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3. To learn the foundations of methodology critical to successful language instruction
4. To engage participating students intellectually through readings, discussion, action, and
reflection.
Learning outcomes:
Upon completion of this course, students will be able to:
1. Explain and apply different methods of language teaching and design lesson plans that
reflect these various methodologies.
2. Advocate for the implementation of proven classroom curricula that meet the linguistic,
social, and emotional needs of all students
3. Understand how to integrate the 4 language skills (listening, speaking, reading, and
writing) into a viable unit plan for an appropriate level
4. Create and develop innovative teaching artifacts and strategies to teach the four language
skills
5. Recognize the value and importance of “making connections” in order to facilitate
students’ learning.
Method of Instruction
The primary format of the course will be workshop/seminar. The instructor will lecture on
specific topics when necessary but will more often coordinate discussion and guide collaborative
relationships among all course participants. In-class activities will be combined with out of class
preparation. The instructor's role will be that of a facilitator of discussion and guide.
Instructional Activities for the semester (follow the Semester Calendar, please):
1) Students will read the following material from “the Apple textbook” and participate in
discussions and chapter presentations:
Unit I. Teaching Methodology
Language Teaching Approaches: An Overview
Unit II. Language Skills – A. Listening
Aural Comprehension Instruction: Principles and Practices
Skills and Strategies for Proficient Listening
Language Skills –B. Speaking
Teaching Oral Skills
Teaching Pronunciation
Developing Children’s Listening and Speaking in ESL
Language Skills –C. Reading
Teaching Children Literacy Skills in a Second Language
Reading for Academic Purposes: Guidelines for the ESL/EFL Teacher
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Language Skills –D. Writing
Functional Tasks for Mastering the Mechanics of Writing and Going Just
Beyond
Considerations for Teaching an ESL/EFL Writing Course
Grammar in Writing
Language Skills –E. Grammar and Vocabulary
Teaching Grammar
Vocabulary Learning and Teaching
2) Students will watch a video “Dreaming in Different Tongues: Languages and the Way
We Think” and present a Comment Paper (How to...and Rubric in Blackboard)
Three to four pages maximum. (Individual work)
3) Students will present innovative Teaching Artifacts of their own creation to be used as
instruments for teaching English as a Second Language. Please make arrangements
with the instructor prior to presenting your artifact(s). A calendar of presentations
will be completed during the first session of the class. (Individual work)
4) Students will prepare 5 reflective essays from any of the “Discussion Questions” located
at the end of each chapter or from the material we read/discuss in class. One-two page
max., per essay. (Individual work)
5) Students will be expected to prepare, present and lead a discussion on one of the chapters
from the apple book each week (Rubric in Blackboard) Use PowerPoint, Video, Posters
or any other innovative way.
Students are responsible for developing and presenting ONE assigned chapter from the
course textbook; you are expected to engage your audience and interact with the class.
Illustrate important concepts by providing at least one activity to do with the class. All
members of the class will participate in your activity. The day of your presentation
provide: one chapter outline/summary for each student & the instructor, and one copy of
the Chapter Presentation Rubric to the instructor for grading.
6) Students will prepare a research paper on an instructor’s approved issue related to
Teaching English as a Second Language. Students will turn in an abstract summary (half
a page) of the issue/topic selected for the research paper, including the sources to be used,
on the scheduled due date in order to get the instructor’s approval. (Individual work)
The length of your research paper will be 8-10 pages max. using MLA format.
You will use at least three sources of information:
One book (required)—and any two of the following: newspaper articles, journal articles,
trusted internet sites, interviews, or any other source used in academia for research
purposes.
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Attendance and participation: Students are expected to come to class having read the
assigned material. Attendance and active participation are crucial to receive 20 points this
semester. You are allowed one absence this semester with no effect in your grade.
All written work will be typed using Word, 12 pt. font, double-spaced, with a title and
appropriate bibliographic citation(s) following the format mentioned above. Your name
and the course information should appear on the left-top part of the first page. Please
proof-read your work before you turn it in. Points will be taken off for errors.
PLAGIARISM may result in expulsion from the university: make sure your written
assignments consist of your own original thoughts and statements, not a collage from other
sources. When citing from another source, it is best to summarize the information rather than
quote verbatim, unless the wording itself is the issue.
Please note: There will be no extra-credit assignments and no make-ups for missed
work/reflections/assignments. All work is due as shown on the Ling. 555 Calendar.
Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this class, it
is your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that accommodations
based upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Method of Assessment –Grading Summary
Chapter presentation-peer teaching
50
Reflective Essays (5 x 5 points each) (Individual)
(From the “APPLE” book)
25 points
Comment Essay – Video “Dreaming in Different
Tongues”
25 points
Teaching Artifacts (__ x 10 points each)
(Individual)
30 points
Active participation in class
20 points
Final – Research Paper (Individual)
50 points
Total Points
200 points
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Grading Scale and formula
Your final grade is based on your completion of the course requirements detailed above and
determined by the sum of all the points during the semester. A 200-point grading scale is used.
A= 180-200
B+=171-179
B=160-170
C+=151-159
C=140-150
D+=131-139
D=120-130
F=below 119 and
below
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