ELL Strategies Cohort: Syllabus Outline 2014
Date
Description
Homework
February 1 ,14
9:00-1:00
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Introductions
Course Overview
Materials overview
Study Guide overview
Participants will compare and contrast the
different teaching methods and techniques in
second language teaching. Participants will be
able to identify instructional methods
appropriate for different proficiency and or
educational levels.
From ‘Teaching English
as a Second or Foreign
Language,’ read
chapters 1 and 2
Complete graphic
organizer.
Complete test
questions: 21, 26, 27,
34, 35, 38, 43,49, 50, 52,
53, 54, 55, 58, 69, 70,
73, 74, 76, 77, 78, 79,
80, 92, 93
February 22nd, 14
9:00-1:00
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Review of teaching methods and techniques:
Practice of test questions corresponding to
these sections
What is Language? (Ch.1)
Phonetics: Participants will identify consonant
sounds, their place and manner of
articulation, voiced/voiceless and nasal/oral
sounds. Participants will explore similarities
and differences between phonologies (L1 and
L2), American English sounds and its
corresponding phonetic symbols, intonations
and activities to help ELLs with pronunciation.
Phonetics: Participants will identify vowel
sounds. Participants will explore similarities
and differences between phonologies (L1 and
L2), American English sounds and its
corresponding phonetic symbols, intonations
and activities to help ELLs with pronunciation.
Phonology: Participants will identify the
sound patterns of language; phonemic
patters across languages, rules of phonology,
and prosodic phonology.
Morphology: Participants will identify types of
words and types of morphemes.
From “ An Introduction
to Language,”
Read Chapter 1 (pp.321) and Chapter 6
st
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March 8th,14
9:00-1:00
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March 22nd,14
9:00-1:00
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Review of phonology: Practice of test
questions corresponding to this section.
Analysis of students speech
Morphology: Participants will explore rules of
word formation, similarities and differences
between morphologies (L1 and L2), the stages
(For further reading:
Teaching English as a
Second or Foreign
Language, Unit II part b.
Speaking (pp.106-152))
From ‘An Introduction
to Language,’
Complete
exercises:1,2,3,6,7,12,17
(pp. 261-265)
Read chapter 7 on
Phonology
Read chapter 3 on
Morphology
Complete test
questions: 8, 9, 10, 11,
12, 13, 14, 15, 24, 29,
30, 31, 87,
From ‘An Introduction
to Language,’
Read chapter 4 and
chapter 5
From ‘Principles of
Language Learning and
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April 5th, 14
9:00-1:00
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April 26th, 14
9:00-1:00
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May 10th,14
9:00 – 1:00
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of morphological development, and strategies
and activities to help ELLs derive meanings by
using their knowledge of morphology.
Syntax: Participants will explore similarities
and differences between L1 and L2 syntactic
systems, the stages of syntactic development,
parts of speech, multiple meaning words,
non-literal expressions and types of activities
that would benefit ELLs in the development of
English syntax.
Analysis of students’ language production
Review of morphology and syntax. Practice of
test questions corresponding to these
sections.
Semantics: Participants will identify basic
features of semantics and how combinations
of words convey meaning.
Psycholinguistics: Participants will identify
theories of language acquisition, basic
concepts related to second language
acquisition and stages of language
development.
Participants will also examine the role of
motivation in second language learning as
well as different learning styles.
Review of language acquisition theories,
psycholinguistic: Practice of test questions
corresponding to these sections.
Sociolinguistics: Participants will identify
sociolinguistic concepts relating to language
learning and classroom instruction.
Cultural Issues: Participants will recognize
cultural variables affecting second language
learning. Participants will also explore nonverbal communication across different
cultures.
Legal Foundations: Participants will recognize
how federal and state regulations influence
ESL programs and their implementation in
schools.
Review of cultural issues: Practice of test
questions corresponding to these sections.
Assessment: Participants will be able to judge
the appropriateness of assessments for
Teaching’, Read chapter
9 and 10
Complete test
questions: 1, 2, 3, 5, 7,
17, 18, 19, 20, 22, 32,
48, 65, 83, 85,
(For further reading:
Teaching English as a
Second or Foreign
Language, Unit II part e.
Grammar and
Vocabulary (pp.256-302)
From ‘An Introduction
to Language,’
Read chapter 8 and 10
Complete test
questions: 4, 6, 33, 36,
64, 71, 72, 82, 90
(For further reading:
Teaching English as a
Second or Foreign
Language, Unit V Focus
on the Learner(pp.518583)
From ‘Principles of
Language Learning and
Teaching’, Read chapter
6 and 7
Complete test
questions: 16, 66
Complete test
questions: 23, 25,37, 39,
40, 41, 42, 44, 46, 45,
47, 51, 56, 57, 59, 60,
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specific skills and identify appropriate criteria
for ELL’s status and placement.
Professional Issues: Participants will be able
to recognize different types of curriculum
design and their purpose. Participants will
familiarize with acronyms of the ESL field.
Participants will identify different ESL
program models.
Review
61, 62, 63, 67, 68, 75,
88, 95, 96
For further reading:
Teaching English as a
Second or Foreign
Language, Unit I
Syllabus Design(pp.5565)Unit V, Skills for
teachers