TSL 59991 ESOL Methods Syllabus 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 professional. 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 specialization 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: Project Name and Assessment Tool Conceptual Framework Outcomes (Characteristics) Course SLOs FEAPs FL ESOL FL ESOL NCATE Competencies Standards Standards and Skills Weekly Discussions & Dropboxes Critical Thinker 1,2,3,4 Ethical/Moral Professional 5,6,7,8, 9,10 Decision Maker Problem Solver ESOL Methodology Critique ESOL Tutoring Project Critical Thinker Critical Thinker Counselor/Mentor Decision Maker Problem Solver ESOL Teacher Interview Lifelong Learner Semester Exam 1,2,3 1.a, 1.b, 5.2, 5.3, 5.4, 3.1.a, 3.b.1, 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, 2.g, 8.9, 8.10, 11.1, 3.2.c, 3.2.d, 3.b.6, 3.b.7, 3.c,3.e, 11.2, 11.3 3.2.f, 3.2.g, 3.b.8, 3.c.2, 3.f,3.g, 3.3a, 3.3b, 3.c.3, 3.c.4, 5.a,5.b, 3.3.c 5.d,5.e 5.b 3.3, 3.4, 6.6, 3.1.a,3.1.b, 5.a.1, 5.a.2 6.7, 3.1.c, 1.a, 1.b, 5.2, 5.3, 5.4, 3.1.b, 3.b.1, 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, 6.9, 8.7, 8.8, 3.2.c, 3.2.d, 3.a, 3.b.6, 3.b.7, 3.2.f, 3.2.g, 3.b.8, 3.c.2, 8.9, 8.10 3.b,3.c, 3.3a, 3.3b, 3.c.3, 3.c.4 3.g, 5.d, 3.3.c 4,5,6, 3.1b, 7, 5.c, 5.d, 5.e, 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 1,2,3,4 Problem Solver 5,6,8, 1.a, 1.f, 2.e, 3.e, 5.2,5.3, 5.5, 3.1.a, 3.b.1, 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, 3.2,184.108.40.206, 3.b.8, 3.c.2, 3.c.3, 3.c.4 Ethical/Moral Professional 9,10 Topics Covered: 1. 2. 3. 4. 5. 6. 7. Historical and Political Contexts of ESOL Methods Listening Methods Teaching Pronunciation Reading Methods Writing Methods Vocabulary Methods Teaching Grammar Week Starting 1/8 Topic Readings Assignment Historical and Political Contexts of ESOL Methods 1/15 Teaching Listening Diaz-Rico Chapter 6 Brown Chapter 4 Chart from Celce-Murcia p. 449. Nation & Newton Chapter 3 ESOL Celce-Murcia et al, Chapter Methodology 10 Critique due 1/21 1/22 Teaching Speaking Celce Murcia et al, Chapter 9 1/29 Teaching Reading Nation & Newton, Chapter 5 Nation, Chapter 5 Hedgcock & Ferris, Chapter 5 2/5 Teaching Writing Williams Chapter 3 ESOL Teacher Interview due 2/4 Peregoy Chapter 7 2/12 Teaching Grammar Cowan Chapter 3 Folse Chapter 5 ESOL Tutoring Project Due 2/18 2/19 Teaching Vocabulary Herrera et al, Chapter 5 Hedgcock Chapter 8 Semester 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 Assignments Weekly Discussions & Dropboxes Methodology Critique ESOL Tutoring Project ESOL Teacher Interview Semester Exam TOTAL POINTS Point Value 20 15 50 25 40 150 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 http://www.uwf.edu/judicialaffairs. 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 accommodations. 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.