TESL 426 Pedagogy Primary (6 credits) Fall 2021 1. General Information • • • • • Schedule of in-person meetings: Tuesdays from 8h45 to 11h30 (during the first 7 weeks); LS 108 SGW Schedule of synchronous meetings: Thursdays from 9h00 to 10h30 (see dates listed on course schedule below) Instructor: Dr. Pamela Gunning, TESL unit, Department of Education Office: FG 5.423, pamela.gunning@concordia.ca Course website: https://moodle.concordia.ca/moodle/course/view.php?id=138308 2. Course Description This course builds upon principles and techniques introduced in TESL 326 and adapts them for primary schoolage ESL learners. The purpose of this course is to familiarize students with the principles of TESL pedagogy in regular and intensive ESL primary classrooms. This course emphasizes knowledge of MEES primary school programs and approved materials. Students learn classroom management techniques, assessment practices, and how to adapt materials to specific primary school contexts. For fall 2021, this course will be taught using an alternating hybrid mode, with sessions alternating between online and in-person. According to the dates stipulated by the administration, in-person sessions will be held on the dates listed in the course schedule (p.3), in the room listed above. Online sessions can be conducted synchronously or asynchronously. For synchronous activities, the instructor will hold a meeting via Zoom with all the students in the course; asynchronous activities will be done at your own pace/time. During the first 7 weeks of the term, in-person, synchronous and asynchronous activities will entail a 30 hours per week workload. During the second 7 weeks, while you are doing your primary internship, TESL 466, you will spend a minimum of 10 hours per week in activities pertinent to the primary internship. 3. Learning Outcomes PC #1: To act as a professional who is inheritor, critic and interpreter of knowledge or culture when teaching students. Targeted features Evidence of Learning Assessment task 1. Situates the discipline’s basic benchmarks and points of understanding (concepts, postulates and methods) in order to facilitate significant, indepth learning by students. Demonstrates an understanding of the subject-specific and programspecific knowledge to be taught. - All assignments PC #3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content with a view to developing the competencies targeted in the program of study. Targeted features Evidence of Learning Assessment task ________________________________________________________________________________________ TESL 426 1 Course Outline 1. Bases the selection and content of teaching sequences on data drawn from recent didactic and pedagogical research. Gathers and analyzes pertinent information about elementary school students. - Interview task - Class Management tasks 2. Selects and interprets subject-specific knowledge in terms of the aims, competencies and subject content specified in the program of study. 4. Takes into account the prerequisites, conceptions, social differences (i.e. gender, ethnic origin, socioeconomic and cultural differences), needs and special interest of the students when developing teaching/learning situations. Demonstrates an ability to select the appropriate aims, goals and competencies for the content to be taught. - Cycle one task - Storybook task Presents sound justification of selection of resources and activities to fit the characteristics of the students. - Cycle one task - Storybook task 6. Anticipates obstacles to learning posed by the content to be taught. Demonstrates an ability to anticipate problems and propose possible solutions. - Cycle one task - Storybook task - Class Management tasks 7. Plans learning situations that provide opportunities to apply competencies in different contexts. Demonstrates an ability to plan lessons to target specific competencies at the elementary school level. - Cycle one task - Storybook task - Lesson plan template PC #6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development. Targeted features Evidence of Learning Assessment task 4. Develops strategies for preventing inappropriate behavior and dealing effectively with it when it occurs. Collects and presents efficient practical tips and techniques for classroom management. - Class Management task 1 PC#8: To integrate information and communications technologies (ICT) in the preparation and delivery of teaching/learning activities and for instructional management and professional development purposes. Targeted features 2. Assesses the instructional potential of computer applications and networking technology in relation to the development of the competencies targeted in the programs of study. 5. Uses ICT effectively to build networks that facilitate information sharing and professional development with respect to his or her own field of teaching or teaching practice. Evidence of Learning Assessment task The ICT components are effectively integrated and appropriate to the age group. - Cycle one task - Storybook task - Class Management tasks ICT tools are used to communicate with peers to exchange ideas regarding teaching practices. - Lesson plan template - Professionalism (throughout all lectures and tasks) PC#12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties. Targeted features Evidence of Learning 1. Understands the values underlying his or her teaching. Arrives on time, attends, and leaves lectures on time. Respects professors, classmates and visitors. Follows given instructions. Actively participates in class activities; comes to class prepared. Assessment task - Professionalism (throughout all lectures and tasks) ________________________________________________________________________________________ TESL 426 2 Course Outline 4. Schedule All assignments and readings are to be completed by 10 pm the night before the dates posted on Moodle. The information provided in this course description is subject to modification based upon mutual agreement of students and instructor or upon unforeseen circumstances. In the event of extraordinary circumstances beyond the University's control, the content and/or evaluation scheme in this course is subject to change. WEEKS WEEK 1 Sep 7 – Sep 11 asynchronous WEEK 2 Sep 13 - Sep 18 Tuesday, Sep. 14 in person Thursday synchronous WEEK 3 Sep 20 - Sep 25 Tuesday, Sep. 21 in person Thursday synchronous WEEK 4 Sep 27 – Oct 2 1st class asynchronous Thursday, Sep 30 in person WEEK 5 Oct 4 – Oct 9 Tuesday, Oct. 5 in person 2nd class asynchronous WEEK 6 Oct 11 – Oct 16 Tuesday, Oct. 12 in person Thursday synchronous WEEK 7 Oct 18 – Oct 23 Tuesday, Oct. 19 in person 2nd class asynchronous WEEK 8 Oct 25 – Oct 30 Asynchronous TOPICS Graded assignments due (Mondays 10pm) - TESL 426 course structure/content - Getting to know you - Your experiences - ESL teaching landscape in Quebec - Teaching Young learners - QEP – General part: History and school mission - QEP – General part: Competencies & Evaluation - Interview Assignment explained - Attitudes towards learning English - Proactive vs. Reactive discipline - QEP – Cycles 2 & 3: Competencies & Evaluation - Classroom Management task parts 1 & 2 explained - QEP – Progression of Learning - QEP – Framework for the evaluation of learning - Using Songs & Rhymes to teach English- QEP – Cycles 1: Competencies & Evaluation - Cycle 1 task explained Interview task (Monday Sept 20 at 10pm) - Assessment & giving feedback - Differentiation: providing support & scaffolding - QEP – Strategies (Introduction) - Self-monitoring - Strategies (how to teach) - Activate prior knowledge –Assessment task (hands-on) - Cooperative learning - Being realistic (Halliwell) - Published materials cycle 2 & 3 - Published materials cycle 1 - Creating lesson plans: Planning - Backwards planning - ESL specific: Intensive English - Creating lesson plans: LESs -Creating lesson plans: Stories - Lesson’s Storyline - Selecting a storybook (workstations) - Storybook assignment explained Cycle 1 task (Monday Oct. 11 at 10pm) - ESL specific: Focus on form - ESL specific: Using English in the classroom - ESL specific: Generating oral interaction Test Storybook selection - Establishing rules and consequences - Routines - Giving instructions - Differentiated discipline Work on storybook assignment (Monday Oct. 18 at 10pm) Test (Thursday Oct 21 at 9 am) ________________________________________________________________________________________ TESL 426 3 Course Outline WEEK 9 Nov 1 – Nov 6 Lab – Evening - date TBA Synchronous WEEK 10 Nov 8 – Nov 13 Lab – Evening - date TBA Synchronous WEEK 11 Nov 15 – Nov 20 WEEK 12 Nov 22 – Nov 27 WEEK 13 Nov 29 – Dec 4 - Theory of the bumps - ICT integration - Creating effective handouts - Experience vs. expertise - How to develop expertise in teaching Storybook assignment (Monday Nov. 8 at 10pm) - Work on Classroom Management task 1 Classroom Management task 1 (Monday Nov. 16 at 10pm) - Work on Lesson Plan template Lesson plan templates (Monday Nov.23 at 10pm) - Work on Classroom Management task 2 Classroom Management task 2 (Monday Nov. 30 at 10pm) DNE deadline: September 20, 2021 DISC deadline: November 1, 2020 5. Course Materials Required Reading: 1) The following readings are available through the Moodle course site: Bennett, B. & Smilanich, P. (no date). Classroom management: A thinking and caring approach. Ajax ON: Bookation Inc., Chapters 4, 5, 7, 10 Ministère de l’Éducation, et de l’Enseignement supérieur (2017). Intensive ESL Teacher’s Guide. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/Guide -soutien-anglais-intensif-EN.pdf Ministry of Education documents (also available through the MEES site: http://www.education.gouv.qc.ca/enseignants/pfeq/primaire/ Ministère de l’Éducation du Québec (2001). Québec Education Program: Elementary Education, Introduction (pp.1-10): http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ _presentation-primaire_EN.pdf , Broad Areas of Learning (pp. 41-50): http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ _competences-transversales-primaire_EN.pdf , Cross-Curricular Competencies, (pp. 11-13,15-23, 25-29, 31-39) http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ _domaines-generaux-formation-primaire_EN.pdf . Montréal, Québec. Ministère de l’Éducation du Québec (2001). Programme de formation de l’école québécoise: English as a Second Language. Elementary School, Cycles 2 & 3, (pp.351-364) http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ _anglais-langue-seconde-2e-3e-cycles-primaire_EN.pdf . Montréal, Québec. Ministère de l’Éducation, du Loisir et du Sport (2006). Programme de formation de l’école québécoise: anglais, langue seconde. Enseignement primaire, Premier Cycle (pp.1-19) http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ _anglais-langue-seconde-primaire_2006_EN.pdf . Québec. ________________________________________________________________________________________ TESL 426 4 Course Outline Ministère de l’Éducation, du Loisir et du Sport (2007). Self-monitoring. A handbook on developing metacognitive strategies with first-year Elementary Cycle One ESL students. Montréal, Québec. https://eslinsight.qc.ca/Elementary/Resources/Handbooks/Self-monitoring-Cycle-One Ministère de l’Éducation, du Loisir et du Sport (2009). Programme de formation de l’école québécoise: Progression of learning, English as a Second Language. Elementary School (pp.1-19). Québec http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PDA_ PFEQ_anglais-langue-seconde-primaire_2009_EN.pdf Ministère de l’Éducation, du Loisir et du Sport (2011). Framework for the evaluation of learning. English as a Second Language. Elementary School, Cycles One, Two, and Three (pp.1-10). Québec. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/CE_P FEQ_anglais-langue-seconde-primaire_2011_EN.pdf Ministère de l’Éducation, du Loisir et du Sport (2002). Using English in the class. Montréal, Québec. https://eslinsight.qc.ca/IMG/pdf/Using_English_in_the_ESL_Classroom.pdf Ministère de l’Éducation du Québec (2002). Strategies in the ESL classroom: A handbook for teachers using strategies. Montréal, Québec. https://eslinsight.qc.ca/Elementary/Resources/Handbooks/Strategies-in-the-ESL-ClassroomCycle-Two-and-Three Ministère de l’Éducation du Québec (2002). Storytelling: Tips for teachers. Montréal, Québec. https://eslinsight.qc.ca/Elementary/Resources/Handbooks/Storytelling-Cycle-Two-and-Three Ministère de l’Éducation du Québec (2003). Planning a Learning/Evaluation Situation. Montréal, Québec. http://www.education.gouv.qc.ca/en/references/tx-solrtyperecherchepublicationtxsolrpublicationnouveaute/results/detail/article/elementary-english-as-a-second-languageplanning-an-esl-learning-and-evaluation-situationles/?a=a&cHash=c027ccca7b76fc12e825d39d3eec669e. Ministère de l’Éducation du Québec (2002). Focus on form: A handbook on how to deal with grammar for elementary-level English as a Second Language teachers. Montréal, Québec. http://pedagogie.cssh.qc.ca/wp-content/uploads/2012/12/FocusOnForm_MEQ_29mai01.pdf Ministère de l’Éducation, du Loisir et du Sport (2004). Frequently asked questions about vocabulary and functional language. Montréal, Québec. 2) The following readings available through the library course reserves (links also on Moodle): Curtain, H. & Dahlberg, C. (2004). Languages and children, making the match: new languages for young learners, Grades K-8. “Characteristics of Young Learner” (pp.16-21). Boston: Pearson/Allyn and Bacon. Halliwell, S. (1992). Teaching English in the primary classroom. Chapter 3: Being realistic (pp. 19-38). London: Longman. Gunning, P. & Oxford, R. (2014) Children’s learning strategy use and the effects of strategy instruction on success in learning ESL in Canada. System, 43, 82-100. Moon, Jayne. (2000 or 2005). Children learning English. Oxford UK: Macmillan Publishers, Chapters 4, 6. White, J., & Goulet, C. (1995). Getting your primary ESL students hooked on books. SPEAQ-Out, 24(2), 7-13. 6. Assignments and Grading • General grade descriptors: “A” indicates exceptional performance with a clear evidence of breadth and depth of knowledge of the subject matter and the principles treated in the course; exceptional application of theoretical and/or technical knowledge to achieve the course goals; a very high degree of originality and independence of thought; a ________________________________________________________________________________________ TESL 426 5 Course Outline superior ability to organize, analyze, synthesize, ideas; an outstanding ability to make insightful critical evaluation of the material given; an outstanding ability to communicate. “B” indicates very good performance with a clear evidence of substantial knowledge of the subject matter and the principles treated in the course; very good application of theoretical and technical knowledge to achieve the course goals; a moderate degree of originality and independence of thought; a good ability to organize, analyze, synthesize, ideas; a good ability to make insightful critical evaluation of the material given; an excellent ability to communicate. “C” indicates satisfactory performance with a clear evidence of an acceptable knowledge of the subject matter and the principles treated in the course; adequate degree of theoretical and technical knowledge to achieve the course goals with few obvious flaws; some ability to organize and analyze ideas; moderate ability to make insightful critical evaluation of the material given; a good ability to communicate. “D” indicates performance with evidence of rudimentary knowledge of the subject matter and the principles treated in the course; limited ability to put theory into practice; significant weaknesses in the ability to organize and analyze ideas; some ability to make insightful critical evaluation of the material given; some significant weaknesses in the ability to communicate. “F” indicates performance with evidence of an inadequate knowledge of the subject matter and the principles treated in the course; lack of any real application of skills to meet learning outcomes; failure to complete the required work; an inability to develop solutions to difficult problems related to the subject matter; an inability to organize and analyze ideas; an inability to communicate. The scale of equivalencies between total marks obtained and final letter grade for the course is as follows: 0-49 = 50-52 = 53-56 = 57-59 = 60-64 = 65-69 = 70-74 = • F DD D+ CC C+ Failure Marginal Pass Satisfactory 75-79 = 80-84 = 85-89 = 90-93 = 94-96 = 97-100 = BB B+ AA A+ Good Outstanding Calculation of final grade A global letter grade will be given for each assignment. A numerical grade will then be calculated according to the weighting of the assignment on the course outline. For the purposes of this calculation, the numerical value used will reflect the mid-point of the corresponding letter grade on the scale of equivalencies below. For example: Numerical grade, according to the Assignment Letter grade Numerical value weighting of the assignment Interview task B 82 8.2% The value of each component, in terms of the percentage of the final grade, is given below. Note that part of the grade for each assignment will be allocated to the quality of your written English. You will be expected to follow APA style when making in-text citations and constructing reference lists on all written assignments. For help with citation style, please consult The Concordia Library Citation Guide. ________________________________________________________________________________________ TESL 426 6 Course Outline - Interview task - Cycle 1 task (pair-work) - Storybook assignment - Classroom Management task 1 - Classroom Management task 2 - Test - Participation and professionalism - Personalized lesson plan templates • 10% 15% 25% 5% 15% 10% 10% 10% Total 100% Failing Grade: Failure to submit any of the assignments results in an ‘F’ grade for the course. Plagiarism, absenteeism, lack of preparation, and lack of effort will result in a failing grade as well. See student’s responsibilities below. There is no supplemental examination, you must submit all assignments to pass the course, and obtain at least a ‘C’ grade for the Storybook assignment. Also, you must earn an overall grade of at least “C” grade for this course to be recommended for Quebec provincial teacher certification upon completion of the B.Ed. program, as presented in the Undergraduate Calendar: “To be recommended for certification, students must achieve at least a "C" grade in methodology and teaching practice courses: that is, TESL 326, 330, 331, 426, 427, 466, 467, 471, 486 and 487. Students who earn a passing grade that is below the level required for recommendation for certification will be placed on conditional standing within the program and will be so informed in writing by the TESL Program Director. Students will be allowed to repeat the course(s) in question only once in order to achieve the required grade. (For the status of this grade as part of the student record, see Calendar §16.3.13.) Students who fail to achieve the above minimum grade in two methodology/practice teaching courses (i.e. failing to achieve a grade of "C" in the same methodology/practice teaching course twice or two different methodology/practice teaching courses) will be withdrawn from the Teaching English as a Second Language Specialization program and will also be so informed in writing by the TESL Program Director (see §16.3.13).” 7. Academic Code of Conduct: Academic Integrity You are subject to the Academic Code of Conduct. Take the time to learn more at https://www.concordia.ca/students/academic-integrity.html Any form of cheating, plagiarism, personation, falsification of a document as well as any other form of dishonest behaviour related to the obtention of academic gain or the avoidance of evaluative exercises committed by a student is an academic offence under the Academic Code of Conduct and may lead to severe penalties up to and including suspension and expulsion. As examples only, you are not permitted to: • Copy from anywhere without indicating where it came from • Let another student copy your work and then submit it as his/her own • Hand in the same assignment in more than one class • Have unauthorized material or devices in an exam. Note that you do not have to be caught using them – just having them is an offence • Copy from someone’s else exam • Communicate with another student during an exam • Add or remove pages from an examination booklet or take the booklet out of an exam room • Acquire exam or assignment answers or questions • Write an exam for someone else or have someone write an exam for you • Submit false documents such as medical notes or student records • Falsify data or research results ________________________________________________________________________________________ TESL 426 7 Course Outline 8. Student’s Responsibilities • • • • • Due to the nature of the course, attendance at in-person and synchronous meetings is very important. If you need to be absent you will be required to complete an academic accommodation request process for students by filling out the new Short-Term Absence form (housed on the Student Hub). Absences from in-person or synchronous meetings that exceed the 2-day stipulation will entail a deduction of 2% of the final grade. Repeated lateness at the beginning of a meeting or after a break will entail a deduction of 2% of the final grade as well. Students are expected to read the assigned material and to actively participate in class discussions. See PC#12 above for more details related to professionalism. Students must submit all the work assigned, even ungraded tasks. Failure to submit work will entail a deduction of 2% of the final grade per missing task. Students are expected to be respectful of other people’s opinions and to express their own views in a calm and reasonable way. Disruptive behaviour will not be tolerated. Students are expected to be familiar with the Code of Rights and Responsibilities: http://rights.concordia.ca 9. Student Services Concordia Counselling and Development Concordia Library APA Citation Guide Student Advocacy Center Student Success Center Office for Students with Disabilities Academic Integrity http://cdev.concordia.ca http://library.concordia.ca/help/citing/apa.php https://www.concordia.ca/offices/advocacy.html http://www.concordia.ca/students/success/about-ssc.html http://www.concordia.ca/students/accessibility.html https://www.concordia.ca/students/academic-integrity.html Note regarding external software and/or websites Students are advised that external software and/or websites will be used in the course and students may be asked to submit or consent to the submission of their work to an online service. Students are responsible for reading and deciding whether to agree to any applicable terms of use. Use of this software and service is voluntary. Students who do not consent to the use the software or service should identify themselves to the course instructor as soon as possible to discuss alternate modes of participation that do not require them to give copyright or the right to use their work to a third party. By using the external software or websites, students agree to provide and share their work and certain personal information (where applicable) with the website/software provider. Students are advised that the University cannot guarantee the protection of intellectual property rights or personal information provided to any website or software company. Intellectual property and personal information held in foreign jurisdictions are subject to the laws of such jurisdictions. —Concordia University Legal Note regarding the recording of synchronous meetings Note that, as a part of this course, some of the lectures and/or other activities in this course may be recorded. Recordings will be focused on the instructor and will normally exclude students. It is possible, however, that your participation may be recorded. If you wish to ensure that your image is not recorded, speak to your instructor as soon as possible. Also, please note that you may not share recordings of your classes and that the instructor will only share class recordings for the purpose of course delivery and development. Any other sharing may be in violation of the law and applicable University policies and may be subject to penalties. —Concordia University Legal ________________________________________________________________________________________ TESL 426 8 Course Outline
