Teaching ESL/EFL Reading & Writing
Spring 2011
Instructor: Adeline Teo
Office: SF829
e-mail: adelineteo2001@yahoo.com
Office Hours: Tuesday 12:10 - 12:50; Wednesday 12:10 - 13:50
Phone: (O) 2905-3809
Course Days & Time: Thursday, 9:10 – 12:00
Course Credit: 3 credits
Room:
*This is a tentative course syllabus.
Course Description
The objectives of this course is to introduce to our MA students various ESL/EFL reading
and writing teaching methodologies and theories. Due to the nature of our MA
multimedia track program, one of the primary focuses in this course is to provide students
with the opportunity to learn to design ESL literacy lessons using computer-assisted
language learning (CALL) tools. Students are also expected to engage in critical
discussions about concepts on L2/foreign language literacy development and what it
takes to effectively promote English language learners’ literacy development. The
organization and structure of the course is designed to offer guidelines on how to
incorporate ESL/EFL literacy theories with application in real classroom settings.
Course Goals
 To introduce important theories in L2/foreign language literacy development
 To analyze research conducted in the field of L2/foreign language literacy
development
 To learn to use CALL tools to design lesson plans related to ESL/EFL literacy
development
 To train students to incorporate ESL/EFL literacy theories with application
 To provide students with the opportunity to present ESL/EFL literacy related
lessons they create to their peers in class
Class Activities
- Instructor’s lectures
- Academic texts analysis and group discussion
- CALL-oriented lesson plan design, presentation and in-class practices
- ESL literacy lessons presentation
Required Textbook/Reading
1. Reading Packet (RP)
2. Assigned research articles
3. Published Manual of the American Psychological Association (6th edition), 2010.
Grading Policy
1. Attendance & Participation……………………………………………………10%
(see explanation in the section “Attendance and Punctuality” below)
2. Assignments:
A. ESL/EFL literacy teaching approach presentation ……………………………20%
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a. Each student will read an article related to recent ESL/EFL
literacy approach and present it in class. The student will
introduce the approach to his/her peers and critique it.
b. It has to include all the following components:
What L2 literacy theory (theories) has/have been mentioned in this
article?
How is/are the theory (theories) tied in with the teaching
approach(es) the author mentioned in the article?
Explain in details how the teaching approach was/can be
implemented in a classroom.
Think about whether the teaching approach recommended by the
author can be entirely used in an EFL classroom in Taiwan. If not,
what types of modification would you implement to fit the needs
of Taiwanese students?
c. Each student should pass out the article copies or scan & e-mail
the article to the instructor and all the classmates a week before
the presentation.
B. Literacy Approach Analysis .……………………………………..................20%
a. Students will write a short essay summarizing and critiquing
reading materials about the literacy approach presented.
b. Length of article: 500 words.
c. Format: doubled-spaced, font 12
d. It is due on the day you are assigned to do the oral
presentation on the chapter
e. Your analysis has to include all the following components:


What L2 literacy theory (theories) has/have been mentioned in this
reading?
How is/are the theory (theories) tied in with the teaching
approach(es) the author mentioned in the reading?

What are the teaching lesson examples the author introduced in the
reading that you believe will work in an EFL classroom in
Taiwan? Explain why you think so.
C. CALL lesson plan designs…………………………………………………30%
a. The lesson plan should be about using CALL to teach EFL
reading or writing.
b. It should incorporate some of the theoretical approaches or
framework we went over in class.
c. Students are expected to email their lesson plan to the teacher at
least FIVE days before the presentation day. After receiving the
corrected version from the teacher, the presenters should email
their CALL lesson plan to all class members at least TWO days
before the presentation day. Students must read all these lesson
plans prior to class. In class, they will discuss and critique the
presenters’ lesson plans.
D. CALL lesson presentation …………………………………………….............20%
a. Students are expected to present the lesson in class. The
presenter is expected to act as an ESL/EFL teacher and teach a
literacy lesson to the audience.
b. 1 hour per presentation
d. Students who are not presenting are expected to submit a
feedback sheet titled “Peers’ CALL Lesson Plan Comments” in
response to the presentation.
*** If possible, I will try to arrange a Freshman English class at FJU for each
presenter to teach their lesson. I believe it will be a very valuable hands-on
experience for the presenter.
Grading Scale
A+
A
AB+
B
BBelow 70 = fail
MA 2nd track
91 and above
87-90
83-86 (average: 84)
79-82
75-78
70-74
Note: 91 and 92 are still possible for exceptionally good students.
Attendance and Punctuality
Please try your best not to miss any classes and be on time. Each unexcused absence will
result a 3% deduction from the final grade. If you are or will be absent for medical or
personal reasons, please inform me in advance and show permission slips or proofs (e.g.
medical excuse from your doctor). According to the university regulation, more than two
unexcused absences or six excused absences will result in your failing in this course.
Assignments Punctuality
Two or more late assignment submissions will result in failing in this course.
All assignments submitted must be typed.
Preparation
Please be prepared to discuss the assigned reading, write and participate in class.
Plagiarism
Plagiarism is forbidden. You must obey the principles of academic integrity. If you
quote or refer to another person’s work, please remember to give credit to the author(s).
A plagiarized product will result in a 0% of your assignment.
Tentative Course Syllabus
Date
Activities
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2/16/2012
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2/23/2012
3/1/2012
3/8/2012
3/15/2012
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Self-introduction & e-mail exchange
Go over syllabus: Introduction of this
course & assignments
Assign individual literacy teaching
approach presentation
Instructor’s lecture on “Research on ESL
reading & writing (Peregoy, Chap. 7 & 8)
Instructor’s lecture on ‘Vygotsky’s
Sociocultural Approach’ (RP, p. 1 – p. 18)
Instructor continues lecture on ‘Vygotsky’s
Sociocultural Approach’ (RP, p. 1 – p. 18)
 Instructor’s lecture on Teo’s article: Social
Interactive Writing for ELLs (CATESOL)
 Instructor’s lecture on ‘Technology as a
mediation tool for literacy instruction’ (RP,
p. 61-p. 75)
 Instructor’s lecture on Teo’s article:
SWELL (English Teaching Forum)
 Instructor’s lecture on ‘The Concept of
Activity’ (RP, p. 21-34)
Assignments for Next
Session
 Read RP (p.1-18)
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Read RP (p. 1-18)
Read Teo’s article:
Social Interactive
Writing for ELLs
Read RP (p. 61-75)
Read Teo’s article:
SWELL
Read RP (p. 21- 34)
Read RP (37-46)
3/22/2012
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3/29/2012
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4/5/2012
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4/12/2012
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4/19/2012
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4/26/2012
5/3/2012
5/10/2012
5/17/2012
Literacy Approach Presenter 1:
Brainstorm and discuss lesson project
Instructor’s lecture on ‘Assessment &
Instruction’ (RP, p. 37-46)
Literacy Approach Presenter 2:
Brainstorm and discuss lesson project
Instructor’s lecture on ‘Vygotsky & AtRisk Readers’ (RP, p. 47-58)
Literacy Approach Presenter 3:
Brainstorm and discuss lesson project
Individual Project Conference (20 minutes)
per person: discuss your CALL lesson plan
Instructor’s lecture on ‘Strategic Thinking’
& ‘Strategic Reading’ (RP, (p. 77-100 )
Brainstorm and discuss lesson project
Instructor’s lecture on ‘Visualizing &
Inferring’ & ‘Determining Importance in
Text’ (RP, p. 103-150)
Brainstorm and discuss lesson project
Instructor’s lecture on Article : The
Digital Connection : An exploration of
computer-mediated reading instruction
 Instructor’s lecture on Teo’s article
‘Dynamic Assessment’
 Individual Project Conference (20
minutes) per person: discuss your CALL
lesson plan
 Students present EFL literary lessons using
Viewlet program in language lab (BE
CREATIVE!)
Lesson presentation 1 + Discussion: Presenter
___________

Read RP (p. 47-58)
Prepare questions and
comments for your
individual conference
Read RP (p. 77-100)
Read RP (p. 103-150)
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Read article ‘‘The
Digital Connection :
An exploration of
computer-mediated
reading instruction’

Read Teo’s article
‘Dynamic Asessment’
Prepare questions and
comments for your
individual conference
- Continue working on
your lesson plan project
- Work on a Viewlet lesson
Read : Lesson Plans the
presenter gave you
Read : Lesson Plans the
presenter gave you
5/24/2012
Lesson presentation 2 + Discussion: Presenter
___________
Read : Lesson Plans the
presenter gave you
5/31/2012
Lesson presentation 3 + Discussion: Presenter
___________
6/7/2012
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Research on CALL related
software for teaching
ESL/EFL literacy
Research on CALL related
software for teaching
ESL/EFL literacy
Each student shares in class ONE CALL
related software that can be used to teach
ESL/EFL literacy (Part 1)
6/14/2012
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Each student shares in class ONE CALL
related software that can be used to teach
ESL/EFL literacy (Part 2)
Lesson Plan Due
Happy Summer Break !