444.71Guided Readings in TESOL
Elfrieda Lepp-Kaethler, Ph.D.
Providence University College
2016-2017
SYLLABUS
(CBS August 31, 2016)
I.
COURSE DESCRIPTION:
This course is designed to help you to integrate insights and skills gained in your TESOL
training in order to assist you in formulating effective teaching principles and practices. It
also includes readings to prepare you to conduct research in this field. The course consists
of a series of readings in a number of major domains of TESOL/Applied Linguistics.
Your task is to choose readings from these and other topics of your choice, and formulate
a response.
II.
COURSE OBJECTIVES:
1.
To acquaint you with some of the material written in the disciplines related to
TESOL.
2.
To expand your base of theoretical knowledge in the study of language and
learning.
3.
To assist you in learning about current research and its classroom application.
4.
To develop your competence as a language teacher.
5.
To prepare you for conducting your own research in the field.
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III.
COURSE REQUIREMENTS & GRADING:
You will work alone on the assigned work, but I (the instructor) am available to meet (inperson, via email or skype) for discussion of questions that arise in the course of your
study.
1.
Seven Summary Reports .…………………………………………..70%
2.
Research Proposal……………………………………………………20%
3.
Final Dialogue with Instructor………………………………………10%
Details:
1. Seven Summary Reports .…………………………………………..70%
a. Choose seven topics that are of interest to you in the field of TESOL. Some
examples of major areas in this field are: Language Curriculum Development,
Second Language Acquisition, Sociolinguistics, Psycholinguistics, Methods and
Materials in TESOL, Non-native English Speaking Teachers, Bilingual Education,
technology in language teaching, assessment, standards, learner motivation,
changing contexts of contemporary language teaching. You may choose from the
reference sections below OR create your own list of references on a section not
listed. If you create your own reference list, submit the list to me before you do
substantial readings.
b. For each topic, read at least 430 pages from the suggested books and any additional
resources (please check with instructor). Some of your sources must be from academic
journals (e.g. TESOL Quarterly, TESOL Journal, TESL Canada Journal). Indicate what
you read in a reference list. Do not choose books you have used as texts for
course work.
c. Summarize your readings in a format most useful for future reference. Each paper
should be about 1500-2000 words in length (including reference list) with APA
formatting. Feel free to be creative e.g. – write up a ‘mock’ interview you might
have with the author; make a power point presentation you might give at a TESOL
workshop; write a letter to a colleague teaching English in some part of the world.
d. Some suggested questions to guide your responses:
 Is what you are currently reading challenging you in any way? In
what way?
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



What is puzzling you as you are reading at present? (About the
author, ideas etc.) What specific questions are being raised by what
you are reading?
Can you make any connections between what you are
reading/viewing and everyday life, history, situations in the world,
your own life?
Write down 3 questions you have for an author of a text you are
reading at present. Explain why you have asked those questions.
What are you learning about yourself from what you are reading?
(Your own values, attitudes and beliefs)
e. See page 5 of this syllabus for assessment criteria and rubrics.
2. Research Proposal……………………………………………………20%
For Section H Research in TESOL, your paper should consist of a 2500 word research
proposal outlining your plan for your thesis or project. See rubrics
p. 6-8.
3. Final Dialogue with Instructor………………………………………10%
a. Schedule 1 hour with the instructor in the final week of the course for a dialogue
about your reading.
To prepare, reread your eight responses in light of the following questions:
 What are some of the most important ideas that you take away from this
reading course?
 What did you find the most challenging? The most interesting? Most
puzzling? The most valuable?
 What specific questions have been raised by what you have read? If
you could chat with one or two of the authors, which ones would
you choose? What would you ask them?
 Looking back over the course, what connections can you make
between what you have read and everyday life, history, situations in
the world, your own life?
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

What have you learned about yourself from what you have read?
(Your own values, attitudes and beliefs)
Do you have any suggestions for how this course could be structured in a
more helpful manner for future language teachers?
A+ 100-98 A 97-94 A- 93-90 B+ 89-87 B 86-83 B- 82-80 C+ 79-77 C 76-73 C- 72-70 D+ 69-67
D 66-63 D- 62-60
Please note that from the time you register, you have 12 months to complete the
course.)
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Able to identify the important ideas to take away
from this reading course.
Able to articulate specific questions that have
been raised by what you have read.
Able to make connections between reading
and everyday life, history, situations in the
world, own life, teaching.
Able to identify and evaluate growth in own
values, attitudes and beliefs about language
learning and teaching.
Able to write with clarity and coherence, free
of errors in grammar, spelling and usage.
Ability to use APA formatting.
5
Your score
Exceeds expectations
Meets expectations
Meets expectations
with a few
improvements needed
Needs significant
improvement
Unacceptable
Grading Rubric for Sections A-G:
Providence University College MA TESOL Project
Research Proposal Evaluation Form
TITLE:
STUDENT
NAME:
Date:
Evaluator:
A.
EVALUATION OF THE PROPOSAL
Your research proposal will be evaluated against each assessment criterion on a 0-5 scale (0 = worst, 5 = best).
Assessment Criterion
Rating
1.
Title and Introduction. The title is (a) precisely formulated and (b) establishes a
sufficiently narrow and specific field of study. The introduction gives a general
overview of what
2.
Context/Background. You have (a) done sufficient preliminary investigation to
identify a genuine research problem, (b) demonstrated familiarity with existing
research in the field and (c) presented a plausible rationale for the study.
3.
Rationale. The topic of the study is relevant and significant; the study will make a
valuable theoretical or practical contribution.
4.
Methodology. The research methodology is (a) suitable for the chosen discipline of
TESOL, (b) described with sufficient clarity and detail and (c) appropriate to solve the
main problem.
5.
Other people involved: The proposal includes details about the students, faculty
members, participants/subjects, pilot groups, classes, institutions, etc. that will be
involved in the research project.
6.
Structure and Timeframes. The proposed structure (chapter outline) is (a) complete
and clear, (b) represents a logical movement from problem to resolution and (c)
adequately covers all the crucial elements of the study. (d) The proposed timeframes
are realistic.
7.
Feasibility of your work: Your projection of costs, cooperation of others, time
involved, etc.
8.
Coursework: Elective classes (or other studies) you will take to support your work on
this thesis.
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9.
10.
Bibliography. The bibliography is (a) formulated correctly and (b) covers sufficient
(at least 20) relevant, recent and scholarly titles to indicate that you are familiar with
the key resources in the necessary fields.
General and Technical. The overall nature of the proposed study is sufficiently
integrated into the TESOL field to justify the issuing of a Master of Arts in TESOL
degree. The writing style and language usage is of a sufficient standard to indicate that
you are capable of successfully completing MA level research.
OVERALL RATING OUT OF 50
B.
RECOMMENDATIONS ABOUT THE PROPOSAL
Recommendation
Tick
11.
You may proceed with the study under the guidance of your supervisor.
12.
You may proceed provided corrections are made to the satisfaction of your supervisor.
13.
You need to make the major changes suggested below and resubmit the proposal.
14.
General impression of the proposal
15.
Specific suggestions with respect to the proposal
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III. COURSE READINGS:
A. History of English
Burnley, J. D. (1992). The history of the English language : a source book. London ; New York:
Longman.
Canagarajah, A. S. (1999). Resisting Linguistic Imperialism in English Teaching: Oxford
University Press.
Crystal, D. (2010). Cambridge Encyclopedia of Language (3 ed.). Cambridge: Cambridge
University Press.
Crystal, D. (2012). English as a Global Language: Cambridge University Press.
Dillard, J. L. (1992). A history of American English: Longman.
Hoffman, R. L., & Myers, L. M. (1979). Companion to The Roots of Modern English: Little,
Brown.
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford: Oxford
University Press.
Jenkins, J. (2003). World Englishes: A Resource Book for Students: Routledge.
McCrum, R. (2011). The Story Of English: Faber & Faber, Limited.
Phillipson, R. (1992). Linguistic Imperialism: Oxford University Press.
B.
Sociolinguistics
Coupland, N. (2010). The Handbook of Language and Globalization: John Wiley & Sons.
Halliday, M. A. K., & Hasan, R. (1991). Language, context, and text: aspects of language in a
social-semiotic perspective: Oxford University Press.
Hornberger, N. H., & McKay, S. (2010). Sociolinguistics and Language Education: Multilingual
Matters.
Kramsch, C. (1998). Language and Culture. Oxford: Oxford University Press.
Labov, W. (2010). Principles of Linguistic Change: Cognitive and Cultural Factors (Vol. 3).
Ann Arbor: University of Michigan Press.
Lantolf, J. P., & Poehner, M. E. (2008). Sociocultural theory and the teaching of second
languages: Equinox Pub.
MacAulay, R. K. S. (2006). The Social Art: Language And Its Uses: Oxford University Press.
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McKay, S. L. (2011). English as an International Lingua Franca Pedagogy. In E. Hinkel (Ed.),
Handbook of Research in Second Language Teaching and Learning (pp. 122-139):
Taylor & Francis.
Nunan, D., & Choi, J. (2010). Language and culture : reflective narratives and the emergence of
identity. New York: Routledge.
Riley, P. (2007). Language, Culture and Identity: An ethnolinguistic Perspective. London:
Continuum.
Romaine, S. (2000). Language in Society: An Introduction to Sociolinguistics: OUP Oxford.
Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press.
Trudgill, P., & Hannah, J. (2008). International English: A Guide to the Varieties of Standard
English: Hodder Education.
Vittachi, N. (2010). A Short Course in Globalese In D. Nunan & J. Choi (Eds.), Language and
culture : reflective narratives and the emergence of identity (pp. 215-222). New York:
Routledge.
Weber, J. J. (1996). The Stylistics Reader: From Roman Jakobson to the Present: Arnold.
Wierzbicka, A. (2003). Cross-Cultural Pragmatics: The Semantics of Human Interaction:
Gruyter, Walter de GmbH.
Wolfson, N. (1989). Perspectives: sociolinguistics and TESOL: Newbury House.
Yule, G. (1996). Pragmatics: Oxford University Press.
C.
Psycholinguistics
Aitchison, J. (2011). The Articulate Mammal: An Introduction to Psycholinguistics: Taylor &
Francis.
Aitchison, J. (2012). Words in the Mind: An Introduction to the Mental Lexicon: Wiley.
Cairns, H. S. (1999). Psycholinguistics : an introduction. Austin, Tex.: Pro-Ed.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second
language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University
Press.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self:
Multilingual Matters.
Fernandez, E. M. (2010). Fundamentals of Psycholinguistics. Oxford: John Wiley & Sons Ltd.
Forrester, M. A. (1996). Psychology of language: a critical introduction: Sage Publications.
Geirsson, H., & Losonsky, M. (1996). Readings in Language and Mind: Wiley.
Kess, J. F. (1992). Psycholinguistics : psychology, linguistics, and the study of natural language
/ Joseph F. Kess. Amsterdam ; Philadelphia J. Benjamins Pub. Co.
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Pinker, S. (2008a). The Language Instinct: Penguin Group.
Pinker, S. (2008b). The Stuff of Thought: Language as a Window Into Human Nature: Penguin
Adult.
Pinker, S. (2011). Words and Rules: The Ingredients of Language: HarperCollins.
Scovel, T. (1998). Psycholinguistics: OUP Oxford.
Steinberg, D. D., Nagata, H., & Aline, D. P. (2001). Psycholinguistics: language, mind, and
world: Longman.
D.
Applied Linguistics
Cook, G. (2003). Applied Linguistics. Oxford: Oxford University Press.
Davies, A. (2007). An Introduction to Applied Linguistics: From Practice to Theory: Edinburgh
University Press.
Duff, P. A. (2008). Case Study Research in Applied Linguistics. New York: Routledge.
Kaplan, R. B. (2010). The Oxford Handbook of Applied Linguistics: OUP USA.
Larsen-Freeman, D., & Cameron, L. . (2007). Complex Systems and Applied Linguistics.
Journal of Applied Linguistics, 1(2), 287.
McCarthy, M. (1998). Spoken Language and Applied Linguistics: Cambridge University Press.
Schmitt, N. (2010). An Introduction to Applied Linguistics: Hodder Education.
Seidlhofer, B. (2003). Controversies In Applied Linguistics: Oxford University Press.
Simpson, J. (2011). The Routledge Handbook of Applied Linguistics: Taylor & Francis Group.
Widdowson, H. G., Cook, G., & Seidlhofer, B. (1995). Principle & Practice in Applied
Linguistics: Studies in Honour of H.G. Widdowson: Oxford University Press.
E.
Second Language Acquisition
De Bot, K., Lowie, W., & Verspoor, M. (2005). Second Language Acquisition: An Advanced
Resource Book: Routledge.
Doughty, C., & Long, M. H. (2003). The handbook of second language acquisition: Blackwell
Pub.
Duff, P. A. (2012). Identity, agency and second language acquisition. In S. M. Gass & A. Mackey
(Eds.), The Routledge Handbook of Second Language Acquisition (pp. 410-426). London
and New York: Routledge Taylor Francis Group.
Ellis, R. (2008). The Study of Second Language Acquisition: OUP Oxford.
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Gass, S. M., & Selinker, L. (2008). Second Language Acquisition: An Introductory Course:
Taylor & Francis.
Housen, A., & Pierrard, M. (2005). Investigations In Instructed Second Language Acquisition:
Mouton De Gruyter.
Larsen-Freeman, D. (2012). Complexity theory In S. M. Gass & A. Mackey (Eds.), The
Routledge Handbook of Second Language Acquisition (pp. 73-87). London and New
York: Routledge Taylor Francis Group.
Leaver, B. L., Ehrman, M., & Shekhtman, B. (2005). Achieving Success in Second Language
Acquisition: Cambridge University Press.
Saville-Troike, M. (2012). Introducing Second Language Acquisition: Cambridge University
Press.
Scovel, T. (2001). Learning new languages: a guide to second language acquisition: Heinle &
Heinle.
Segalowitz, N., & Trofimovich, P. (2012). Second language processing In S. M. Gass & A.
Mackey (Eds.), The Routledge Handbook of Second Language Acquisition (pp. 179192). London and New York: Routledge Taylor Francis Group.
VanPatten, B., & Williams, J. (2006). Theories in Second Language Acquisition: An
Introduction: Lawrence Erlbaum Associates.
F.
Classroom Application
Bailey, K. M., & Nunan, D. (1996). Voices from the Language Classroom: Qualitative Research
in Second Language Education: Cambridge University Press.
Breen, M. (Ed.) (2000). Classroom Decision-Making.
Burns, A., & De Silva, J. H. (Eds.). (2007). Planning and Teaching Creatively Within a Required
Curriculum for Adult Learners. Alexandria, VA: Teachers of English to Speakers of
Other Languages, Inc.
Burns, A. (Ed.) (2005). Teachers' voices 8: explicitly supporting reading and writing in the
classroom. Sydney NSW (Australia): National Center for Englsih Language Teaching and
Research, Macquarie University.
Celce-Murcia, M. (1997). Teaching Pronunciation: A Reference for Teachers of English to
Speakers of Other Languages. Cambridge, NY: CUD.
Dörnyei, Z. (2001). Motivational strategies in the language classroom: Cambridge University
Press.
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Dörnyei, Z., & Murphey, T. (2003). Group Dynamics in the Language Classroom: Cambridge
University Press.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, Motivating teachers: Building
vision in the language classroom. Cambridge: Cambridge University Press.
Egbert, J. (2005). CALL essentials: principles and practice in CALL classrooms: Teachers of
English to Speakers of Other Languages.
Ellis, R. (2003). Task-based language learning and teaching: Oxford University Press.
Folse, K. S. (2004). Vocabulary Myths: Applying Second Language Research to Classroom
Teaching: University of Michigan Press.
Folse, K. S. (2006). The Art of Teaching Speaking: Research and Pedagogy for the ESL/EFl
Classroom: University of Michigan Press.
Graves, K. (2000). Designing Language Courses: A Guide for Teachers: Heinle & Heinle.
Hadfield, J. (2006). Classroom dynamics: Oxford Univ. Press.
Hedge, T. (2000). Teaching and Learning in the Language Classroom: Oxford University Press.
Holmes, T. (2005). Integrating CLB Assessment Into Your ESL Classroom: Centre for Canadian
Language Benchmarks.
Puchta, H., Arnold, J., & Rinvolucri, M. (2007). Imagine That!: Mental Imagery in the EFL
Classroom: Helbling Languages.
Reid, J. M. (1995). Learning Styles in the Esl/Efl Classroom: Heinle & Heinle.
Reid, J. M. (1998). Understanding Learning Styles in the Second Language Classroom: Prentice
Hall Regents.
Richards, J. C. (1998). Teaching in Action: Case Studies from Second Language Classrooms:
Teachers of English to Speakers of Other Languages.
Richards, J. C., & Lockhart, C. (1994). Reflective Teaching In Second Language Classrooms:
Cambridge University Press.
Snow, D. B. (2007). From Language Learner to Language Teacher: An Introduction to Teaching
English As a Foreign Language: Teachers of English to Speakers of Other Languages,
Incorporated (TESOL).
Steinberg, J. (2009). Games Language People Play: Pippin Publishing Corporation.
Willis, D., & Willis, J. (2007). Doing Task-Based Teaching: Oxford University Press.
Woodward, T. (2001). Planning Lessons and Courses: Designing Sequences of Work for the
Language Classroom: Cambridge University Press.
G. Christian Faith and English Language Teaching
Bleistein, T., Wong, M. S., & Smith, D. (2012). A Working Bibliography: Faith and Language
Teaching. In M. S. Wong, C. Kristjánsson & Z. Dörnyei (Eds.), Christian Faith and
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English Language Teaching and Learning: Research on the Interrelationship of Religion
and ELT. New York: Routledge.
Dormer, J. E. (2011). Teaching English in Missions: Effectiveness and Integrity. . Pasedena:
William Carey Library.
Edge, J. (2003). Imperial Troopers and Servants of the Lord: A Vision of TESOL for the 21st
Century. TESOL Quarterly, 37(4), 701-709. doi: 10.2307/3588218
Edge, J. (2006). (Re- )locating TESOL in an age of empire: Basingstoke [England] ; New York :
Palgrave Macmillan.
Johnston, B., & Varghese, M. M. (2006). Neo-imperialism, evangelism, and ELT: Modernist
missions and a postmodern profession. In J. Edge (Ed.), (Re-)locating TESOL in an age
of empire (pp. 195-207). London: Palgrave.
Joseph, J. E. (2004). Language and identity: national, ethnic, religious: Palgrave Macmillan.
Pasquale, M. (2011). An ESL Ministry Handbook: Credo House Publishers.
Purgason, K. B. (2004). A clearer picture of “Servants of the Lord.”. TESOL Quarterly, 38, 711713.
Smith, D., & Carvill, B. M. (2000). The gift of the stranger : faith, hospitality, and foreign
language learning. Grand Rapids, Mich.: W.B. Eerdmans.
Smith, D. I. (2009). On Viewing Learners as Spiritual Beings: Implications for Language
Educators. CELEA News, 1(1), 5-12.
Smith, D. I., & Osborn, T. A. (2007). Spirituality, social justice, and language learning: IAP Information Age Pub.
Snow, D. B. (2001). English Teaching As Christian Mission: An Applied Theology: Herald Press.
Tennant, A. (2002). The ultimate language lesson. Christianity Today, 46(13), 32.
Wong, M. S., & Canagarajah, A. S. (2009). Christian and critical English language educators in
dialogue: pedagogical and ethical dilemmas. New York: Routledge.
Wong, M. S., Kristjánsson, C., & Dornyei, Z. (Eds.). (2012). Christian Faith and English
Language Teaching and Learning: Research on the Interrelationship of Religion and
ELT. New York: Routledge.
H. Research in TESOL
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative Inquiry in Language Teaching and
Learning Research: Taylor & Francis.
Bergvall, V. (2014). Rethinking Language and Gender Research: Theory and Practice: Taylor &
Francis.
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Booth, W. C., Colomb, G. G., & Williams, J. M. (2009). The Craft of Research, Third Edition:
University of Chicago Press.
Borg, S. (2013). Teacher Research in Language Teaching: A Critical Analysis: Cambridge
University Press.
Brown, J. (2014). Mixed Methods Research for TESOL: Edinburgh University Press.
Brown, J. D., & Rodgers, T. S. (2002). Doing Second Language Research. Oxford: Oxford
University Press.
Bui, Y. N. (2013). How to Write a Master's Thesis: SAGE Publications.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and
Mixed Methodologies. Oxford: Oxford University Press.
Freeman, D. (1998). Doing Teacher Research: From Inquiry to Understanding: Heinle & Heinle.
Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice: Teachers
College.
Hinkel, E. (2011). Handbook of Research in Second Language Teaching and Learning: Taylor &
Francis.
Johnstone, B. (2000). Qualitative Methods in Sociolinguistics. New York: Oxford University
Press.
Mackey, A., & Gass, S. M. (2005). Second Language Research: Methodology and Design.
Mahway, New Jersey: Lawrence Erlbaum Associates.
Mackey, A., & Gass, S. M. (2011). Research Methods in Second Language Acquisition: A
Practical Guide: Wiley.
Zacharias, N. T. (2012). Qualitative Research Methods for Second Language Education: A
Coursebook: Cambridge Scholars Publishing.
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