EDN 417
Second Language Methods and Assessment
Spring 2008
Catalog Description: Introduction to the instructional cycle used with English
language learners. Topics include the design, implementation and assessment
of instruction. The course includes a 20 hour field experience component.
Conceptual Framework: This course is designed to focus on key components of
the Watson School of Education’s conceptual framework: The WSE develops
highly competent professionals to serve in educational leadership roles. All
educators must use data for decisions, reflect upon their practices, exemplify
their commitment to professional standards, implement appropriate
communication strategies, and strive to meet the needs of all learners and
constituents. Assignments in this course will assist students in preparing to be
competent professionals and effective leaders at the school district level and
beyond.
Course Objectives:
1. Candidates apply theoretical knowledge to the instructional cycle.
2. Candidates demonstrate a diverse knowledge of the different types of
strategies and methods used with English language learners.
3. Candidates develop an extensive knowledge of a variety of instructional
materials and their application in the classroom.
4. Candidates demonstrate appropriate use of methods and strategies to
facilitate educational opportunities and achievement of English language
learners.
5. Candidates develop and implement appropriate assessment strategies to
gather information and facilitate educational opportunities and achievement of
English language learners.
6. Candidates reflect on their own practices to improve the academic outcomes
of English language learners.
7. Candidates serve as professional resources to colleagues and build
partnerships across their schools to facilitate educational opportunities and
achievement of English language learners.
8. Candidates use their knowledge of assessment to make informed decisions
regarding English language learners.
9. Candidates assess and implement the most useful technologies to facilitate
educational opportunities and achievement of English language learners.
Course Outcomes/Projects:
1. Lesson Plans
2. Activity Analysis
3. Article Reviews
4. Assessment project
Instructional Methods and Activities:
Candidates will learn in teams as well as individually to enhance course
outcomes. Inquiry techniques will be employed to gain knowledge from school
and community sectors. Classroom projects and activities will be implemented to
increase student awareness of course issues, concepts and knowledge base.
The field experience will be used to provide a ‘real world’ context for concepts
and knowledge learned in class.
Candidates will be expected to attend class either on-line or face-to-face
dependent upon the content delivery medium. Candidates will need to be
proficient in their understanding of computer access to enable them to interact
with Candidates, and access databases.
Evaluation and Grade Assignment:
Evaluation of student performance will include assessment of products including
on-line communication, projects, class activities, and tests.
Grading is based on the successful completion of the course requirements. The
grading scale will be based on the following percentages.
A = 90 - 100
B = 80 - 89
C = 70 -79
D = 60-69
F = < 59
Texts
nd
Brown, H. D. (2001). Teaching by principles: An interactive approach (2 ed.).
White Plains, NY: Longman.
Herrell, A. & Jordan, M. (2000). Fifty Strategies for Teaching English Language
Learners (2nd ed.). Upper Saddle River, NJ: Pearson.
Law, B. & Eckes, M. (1995). Assessment and ESL: A handbook for K-12
teachers. Winnipeg, Manitoba: Peguis.
Related Sources for Resource Access, Development and Implementation
Aebersold, J. A., & Field, M. A. (1997). From reader to reading teacher: Issues
and strategies for second language classrooms. New York: Cambridge University
Press.
Burns, A., & de Silva Joyce, H. (Eds.). (2005). Teachers’ voices 8: Explicitly
supporting reading and writing in the classroom. Sydney, Australia: National
Centre for English Language Teaching and Research.
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign
language (3rd ed.). Boston: Heinle & Heinle.
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied
linguistic perspective. New York: Longman.
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New
York: Longman.
Larimer, R. E., & Schleicher, L. (Eds.). (1999). New ways in using authentic
materials in the classroom. Alexandria, VA: Teachers of English to Speakers of
Other Languages.
Macaro, E. (2001). Learning strategies in foreign and second language
classrooms. London: Continuum.
McDonough, J., & Shaw, C. (1993). Methods and materials in ELT: A teacher's
guide. Cambridge, MA: Blackwell.
Nation, P. (Ed.). (1994). New ways in teaching vocabulary. Alexandria, VA:
TESOL.
O’Malley, M.J. & Chamot, A.U. (1990). Learning Strategies in Second Language
Acquisition. Oakleigh, Melbourne: Cambridge.
Pennington, M. C. (Ed.). (1995). New ways in teaching grammar. Alexandria,
VA: TESOL.
Silberstein, S. (Ed.). (1993). State of the art TESOL essays: Celebrating 25
years of the discipline. Alexandria, VA: TESOL.
Stahl, S. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.
Ur, P. (1988). Grammar practice activities: A practical guide for teachers. New
York: Cambridge University Press.
White, R. (Ed.). (1995). New ways in teaching writing. Alexandria, VA: TESOL.