TSL 59991 - University of West Florida

TSL 59991
ESOL Methods
Course Prefix/Number: TSL 5991
Course Title: ESOL Methods
Course Credit Hours: 3 Credit Hours
Semester- Spring 2013
Instructor Name and Contact Information:
Dr. Gwendolyn Williams
Assistant Professor of ESOL
Office: 85/190
Phone: 850-473-7321
Office Hours: 10-3 on Tuesdays and Thursdays
Prerequisites: none
Course Description:
The course is designed to assist practicing and prospective teachers of second
language learners in developing a knowledge base and the skills necessary for
delivering effective and appropriate instruction to English language learners. This
course will provide a historical foundation of ESOL methods before going on to focus on
current theory-supported methods in listening, speaking, reading, writing, and
vocabulary instruction.
Purpose of the Course: The Empowered Person and Professional Making a
Difference is theme of the Professional Education Unit conceptual framework. This
theme focuses learning experiences on activities that permit the candidate to examine
what he/she does and to take an active role in the instructional process. The subject
matter, class activities, and skill development of this course were selected to assist your
personal growth in one or more of the following Empowered Person and Professional
Making a Difference characteristics: a) critical thinker, b) lifelong learner, c)
counselor/mentor, d) decision maker, e) problem solver, and f) ethical/moral
The State of Florida has responded to national and state initiatives in education reform
and accountability by creating legislative policies relative to the preparation of
educators. Florida's Uniform Core Curricula outline the knowledge, skills, and
dispositions that candidates require to be successful in Florida's educational system.
To monitor your progress in this teacher preparation program, Key Assignments are
required. Key Assignments are specific learning activities that directly relate to the
course and program learning outcomes. A passing grade (70% or higher) is required on
each of the student learning outcomes identified on the assignment in order to receive a
grade for the course and advance in the teacher education program. (Specific details
are provided in your Teacher Education Handbook.)
Program Student Learning Outcomes:
1.2 Content: Explore the theoretical and practical literature base related to effective learning
environments and design and establish a classroom environment that is conducive to high
achievement of students
1.3 Content: Articulate and apply the content and practices central to the areas of
3.1 Communication: Communicate research findings accurately and effectively through the written wor
share research results so that others can replicate ideas and deliver high quality education
4.1 Values/Integrity: Engage in self-reflection regarding research-based performance
and pursue opportunities for feedback to demonstrate commitment to continuous
improvement in effective goal-setting
5.1 Project Management: Use emergent instructional technology hardware and software
to manage, evaluate, and improve instruction
5.2 Diversity Skills: Design and execute effective strategies taking into account
students’ learning styles, cultural backgrounds and developmental levels.
6.1 Diversity Skills: Create educational climates that foster openness, inquiry and
concern for others
6.2 Diversity Skills: Act as a student advocate by seeking information about students’
culture, home situations and backgrounds, and use the community to provide a variety
of experiences
Student Learning Outcomes:
1. Demonstrate knowledge of the historical context of ESOL teaching methods and
explain how teaching trends have evolved.
2. Demonstrate awareness of current research relevant to best practices in second
language and literacy instruction
3. Describe the evolution of laws and policy in the ESL profession, including program
models for ELL instruction
4. Organize standards based instruction for ELLs at various levels.
5. Develop ELL’s listening and speaking skills for a variety of purposes.
6. Provide standards based reading and writing instruction for ELLs at various levels.
7. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic
instruction (through traditional resources and instructional technology.
8. Incorporate activities, tasks, and assignments that develop authentic uses of the
second language and literacy to assist ELLs in learning academic vocabulary and
content-area material.
9. Provide instruction that integrates listening, speaking, reading, and writing for ELLs
of diverse backgrounds and varying English proficiency levels.
10. Use culturally responsive/sensitive, age-appropriate and linguistically accessible
materials for ELLs of diverse backgrounds and varying English proficiency levels.
TSL 5991 Course Alignments by Assessments, Outcomes, and Standards:
Name and
Competencies Standards Standards
and Skills
Critical Thinker
Decision Maker
Problem Solver
Critical Thinker
Critical Thinker
Decision Maker
Problem Solver
Lifelong Learner
1.a, 1.b,
5.2, 5.3, 5.4,
1.c, 1.e,
6.3, 6.4. 6.8, 3.1.b,3.1.c, 3.b.2,3.b.3,
1.f, 2.f,
6.9, 8.7, 8.8, 3.2.a.,3.2.b, 3.b.4, 3.b.5,
8.9, 8.10, 11.1, 3.2.c, 3.2.d, 3.b.6, 3.b.7,
11.2, 11.3 3.2.f, 3.2.g, 3.b.8, 3.c.2,
3.3a, 3.3b, 3.c.3, 3.c.4,
3.3, 3.4, 6.6, 3.1.a,3.1.b, 5.a.1, 5.a.2
1.a, 1.b,
5.2, 5.3, 5.4,
1.c, 2.e,
6.3, 6.4. 6.8, 3.2.a.,3.2.b, 3.b.2,3.b.3,
8, 9,10 2.f, 2.g, 2.i,
3.b.4, 3.b.5,
3.b.6, 3.b.7,
3.2.f, 3.2.g, 3.b.8, 3.c.2,
8.9, 8.10
3.3a, 3.3b, 3.c.3, 3.c.4
3.g, 5.d,
3.1b, 7,
5.c, 5.d,
3.3, 3.4 5.6. 3.2.h, 3.3.c, 5.b.1, 5.b.3,
5.8, 5.9, 5.11.
5.b.5, 5.b.c,
Critical Thinker
Problem Solver
1.a, 1.f,
2.e, 3.e,
5.2,5.3, 5.5,
5.6, 5.7, 6.6, 3.1.b,3.1.c, 3.b.2,3.b.3,
6.8. 8.4,8.7,
3.b.4, 3.b.5,
3.b.6, 3.b.7,
3.b.8, 3.c.2,
3.c.3, 3.c.4
Topics Covered:
Historical and Political Contexts of ESOL Methods
Listening Methods
Teaching Pronunciation
Reading Methods
Writing Methods
Vocabulary Methods
Teaching Grammar
Historical and Political
Contexts of ESOL
Teaching Listening
Diaz-Rico Chapter 6
Brown Chapter 4
Chart from Celce-Murcia p.
Nation & Newton Chapter 3 ESOL
Celce-Murcia et al, Chapter Methodology
Critique due
Teaching Speaking
Celce Murcia et al, Chapter
Teaching Reading
Nation & Newton, Chapter
Nation, Chapter 5
Hedgcock & Ferris,
Chapter 5
Teaching Writing
Williams Chapter 3
ESOL Teacher
Interview due
Peregoy Chapter 7
Teaching Grammar
Cowan Chapter 3
Folse Chapter 5
ESOL Tutoring
Project Due
Teaching Vocabulary
Herrera et al, Chapter 5
Hedgcock Chapter 8
Exam Due 2/26
All of the course readings will be uploaded to e-learning, so you will not have to
purchase a textbook for this course.
References for Required Readings
Brown, H.D. (2007). A methodological history of language teaching, In Teaching by
principles: An interactive approach to language pedagogy (pp. 47-72). New
York: Pearson.
Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Chapter 9:
Techniques, tools, and technology. In Teaching pronunciation: A course book
and reference guide (pp. 335-364). New York: Cambridge University Press.
Celce-Murcia, M., Brinton, D. M., Goodwin, J. M., & Griner, B. (2010). Chapter 10:
Pronunciation and listening. In Teaching pronunciation: A course book and
reference guide (pp. 365-393). New York: Cambridge University Press.
Cowan, R. (2008). Teaching grammar. In The Teacher’s Grammar of English (pp. 2859). New York: Cambridge University Press.
Diaz-Rico, L.T. & Weed, K. Z. (2009). Chapter 6: Theories and methods of bilingual
education) (pp.138 -173). New York: Pearson Education.
Folse, K. S. (2009). Chapter 5: Specific techniques for teaching ESL grammar. In Keys
to teaching grammar to English language learners: A practical handbook (pp.
263-283). Ann Arbor: University of Michigan Press.
Hedgcock, J. S. & Ferris, D.R. (2009). Chapter 5: Designing an Intensive Reading
Lesson. In Teaching Readers of English: Students, Texts and Contexts (pp. 160204). New York: Routledge, Taylor & Francis.
Hedgcock, J. S. & Ferris, D.R. (2009). Chapter 8: Vocabulary Learning and Teaching in
L2 Reading Instruction. In Teaching Readers of English: Students, Texts and
Contexts (pp. 283-322). New York: Routledge, Taylor & Francis
Herrera, S.G., Perez, D.R. & Escamilla, K. (2010). Chapter 5: Vocabulary development:
A framework for differentiated and explicit instruction. In Teaching reading to
English language (pp. 103-131). San Francisco: Pearson.
Nation, I.S.P. (2009). Chapter 5: Reading faster. In Teaching ESL/EFL reading and
writing (pp. 61-74). New York: Routledge.
Nation, I.S.P. & Newton, J. (2009). Chapter 3: Listening. In Teaching ESL/EFL listening
and speaking (pp. 37-58). New York: Routledge.
Nation, I.S. P. & Newton, J. (2009). Chapter 5:Pronunciation. In Teaching ESL/EFL
listening and speaking (pp. 75-96). New York: Routledge.
Peregoy, S.F. and Boyle, O.F. (2008). Chapter 7 Process writing (pp. 227264). In Reading, writing and learning in ESL: A resource book for K12 Teachers (4th edition). New York: Addison Wesley Longman, Inc.
Williams, J. (2005). Chapter 3: Tasks and activities for second language writing. In
Teaching writing in second and foreign language classrooms. (pp. 39-74).
Boston: McGraw-Hill.
Notable Websites for ESOL Methods
http://projectglad.com/ an explanation of the GLAD Method
http://esl.fis.edu/teachers/support/method.htm a summary of the older ESOL methods
http://connect.ocde.us/Strategies.htm Videos of different ESOL method strategies
Grading/Evaluation Criteria
Summary of Graded Assignments
Weekly Discussions & Dropboxes
Methodology Critique
ESOL Tutoring Project
ESOL Teacher Interview
Semester Exam
Point Value
Grading Scale
A = 100-94
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
F = 62 or below
Incompletes are offered only in rare circumstance and extreme emergencies.
Course Requirements
A. Discussion Posts & Dropboxes
Discussions: In order for discussions to be meaningful to all students, your initial
postings should be completed by Saturday (11:59 PM). You should respond to
your classmates by Monday (11:59 PM). I understand sometimes you are unable
to make these deadlines but this could result in deductions of your grade for that
discussion. These guidelines are meant to help you build a learning community
with your classmates. Your contributions to the discussions are valuable and a
critical element of online learning.
A topic or issue will be assigned and you are required to submit your original
thoughts or comments in response to the topic. These comments should be
reflective and meaningful. They should be clearly written and detailed. You
should also respond to three or more of your classmates’ postings. This does not
have to be posts from three different people, but you should have three
subsequent postings after the initial post. These should also contribute to the
discussion and be of significance. (Poor examples: I agree. Good idea. I did not
think about this. ….) Discussions will be worth 2 points per week.
Dropboxes: Dropboxes are weekly assignments that assess your
comprehension and mastery of the content that is presented. Be sure to answer
all the parts of the assignment required. Dropbox are also worth 2 points.
B. Methodology Critique
You will critique one of the language methods that is mentioned in the Brown
chapter. You will have to do outside research to Specifically you must answer the
following questions:
1. What is the historical context of this method? (How did this method get
started? What was the perceived need for this method)
2. What are the tenets on which this method is based? (What are the theories of
language development and language learning that were represented through
this method.)
3. If this method has waned in popularity, what were the issues that led to this
decline? If the method is still popular today, what are the issues that
contribute to its continued relevance?
C. ESOL Tutoring Project
You will tutor an ELL for a total of 3 hours over the length of the course. Specifically,
you should tutor an ELL who needs assistance in predominantly reading and writing.
While the first hour may be devoted to a diagnostic overview of the strengths and the
weaknesses of the student, you will have to write a formal SIOP lesson plan for the
second two hours. (These lessons should be split into an hour at a time, so it is crucial
that you start as soon as you can.) Your reflections should focus on what you have
learned as a teacher from your tutoring session. This should discuss how your methods
work, what you would do differently, etc. This should be completed after each of the
three sessions. The notes for future instruction should be completed after the first two
sessions as an overview what you would like to cover in the next session with the ELL.
The project synthesis is overall conclusion about what you have learned about teaching
ELLs from your experience that you will apply to future ESOL instruction.
You will be graded on the following
Lesson Plans: 8 pts x2 =16 (2 pages a piece)
Reflections 6 pts x 3 =18 (1 complete page double space per session)
Notes for future instruction 2 pts x2=4 (1 paragraph per session)
Project Synthesis 8 points (2 pages)
See rubric in elearning for more specifics.
D. ESOL Teacher Interview Project
You are to interview an ESOL teacher. Specifically your interview should focus on which
ESOL methods or strategies that they have found to be particularly effective in teaching
language and content to ELLs. Additionally, your interview must include a discussion on
the role of advocacy in their setting. What are the issues in which they have to advocate
for their ELL students? Additional information will be provided in elearning.
E. Semester Exam
The exam will be a cumulative essay exam that assesses the standards and content
taught in this course.
Policy on Late Assignments
It is your responsibility to submit your work into the proper dropbox. Do not email
work. If your work is late, you can submit it into the late assignments folder in the
dropbox for partial credit. Late work will be penalized 10% per day. You will have
one free late assignment for the term, as I understand that sometimes life happens.
Late Work Policy
Due to the intensive nature of this course, it will be imperative that you keep up with
the coursework each week. Late work will be penalized 10% per calendar day.
Instances where you accidentally submit incomplete or incorrect documents will be
treated as late.
Special Technology Utilized by Students:
Each UWF Student is expected to:
activate a UWF ArgoNet email account
access email two to three times weekly
have basic word processing knowledge
Student Handbook: (PDF Format)
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Statement of the University Policy on Academic Conduct: The Student Code of
Conduct sets forth the rules, regulations and expected behavior of students enrolled at
the University of West Florida. Violations of any rules, regulations, or behavioral
expectations may result in a charge of violating the Student Code of Conduct. It is the
student’s responsibility to read the Student Code of Conduct and conduct themselves
accordingly. You may access the current Student Code of Conduct at
Expectations for Academic Conduct/Plagiarism Policy: As members of the
University of West Florida, we commit ourselves to honesty. As we strive for excellence
in performance, integrity—personal and institutional—is our most precious asset.
Honesty in our academic work is vital, and we will not knowingly act in ways which
erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to
plagiarize the work of others. We pledge to share community resources in ways that are
responsible and that comply with established policies of fairness. Cooperation and
competition are means to high achievement and are encouraged. Indeed, cooperation is
expected unless our directive is to individual performance. We will compete
constructively and professionally for the purpose of stimulating high performance
standards. Finally, we accept adherence to this set of expectations for academic
conduct as a condition of membership in the UWF academic community.
The Student Code of Conduct sets forth the rules, regulations and expected behavior of
students enrolled at the University of West Florida. Violations of any rules, regulations,
or behavioral expectations may result in a charge of violating the Student Code of
Conduct. It is the student’s responsibility to read the Student Code of Conduct and
conduct himself/herself accordingly. You may access the current Student Code of
Conduct at http://www.uwf.edu/judicialaffairs. If you are caught plagiarizing any part of
an assignment, you will receive a 0 for that particular assignment.
Assistance: Students with special needs who require specific examination-related or
other course-related accommodations should contact Barbara Fitzpatrick, Director of
Disabled Student Services (DSS), [email protected], (850) 474-2387. DSS will provide the
student with a letter for the instructor that will specify any recommended
UWF TurnItIn notice: UWF maintains a university license agreement for an online text
matching service called TurnItIn. At my discretion I will use the TurnItIn service to
determine the originality of student papers. If I submit your paper to TurnItIn, it will be
stored in a TurnItIn database for as long as the service remains in existence. If you
object to this storage of your paper:
1. You must let me know no later than two weeks after the start of this class.
2. I will utilize other services and techniques to evaluate your work for evidence of
appropriate authorship practices.