EDESL 770 Adult ESL Curriculum and Materials
Hunter College
Fall 2008
Tuesdays 4:30 – 7:50
Instructor: Julia Frazier
General Course Description:
Adult ESL Curriculum and Materials is a 4-credit course designed to provide a general
introduction to the design and role of curriculum and materials in standards based ESL/EFL and
content instruction. In its focus on curriculum, the course begins with the assessment of learners’
needs, and the development of appropriate curriculum, based on those needs. In the design of that
curriculum, sub-topics including the setting of goals and objectives, choice of syllabus type,
integrating standards and content, teaching methodology and assessment will be covered. The
focus on materials includes a survey of options in materials selection as well as their development,
application to the teaching of specific skills and content, and criteria for their evaluation. This
course will feature many hands-on activities, authentic materials, curricula and assessment tools.
Specific Course Objectives:
1.
To provide an overview of the various issues and criteria teachers need to consider in the
choice and development of a curriculum and materials.
2.
To provide students with the experience of developing their own actual syllabus and
materials as applied to a specific language learning/teaching context.
3.
To develop critical thinking and analysis skills with regard to determining course content
and developing/evaluating materials for facilitating second language acquisition.
4.
To integrate second language acquisition theory, research findings, methodology, ESL/EFL
standards and content into the development of curriculum, syllabus design, materials and
lessons.
Class Activities
The class will be conducted in a combination of lecture, interactive discussion, problem solving,
and workshop formats. Parts of the lesson may include presentations, demonstrations, discussions,
or the completion of tasks in pairs or small groups. Active participation in discussions and small
groups is an integral part of the class.
Required Textbook and Other Readings
Graves, Kathleen (2000). Designing language courses: A guide for teachers. Boston: Thomson
Heinle.
Course packet
Other readings to be made available during the semester on Blackboard
Required Technology
Blackboard will be used in this course. It is strongly suggested that you visit our class’ Blackboard
site frequently to get updates on assignments and readings, information about teaching sites, and
external links to relevant websites (lesson ideas, curricula, standards, professional organizations,
etc.) To log in, go to: http://bb.hunter.cuny.edu. You will need a CUNY Portal ID and password.
Course Requirements and Grading
1.
Assigned readings/homework, attendance and class participation (10%) Since there is a lot to cover in
just one semester, it is vital that you keep on top of the readings and assignments. Participation in class
discussions is also an important part of your grade. Attendance in class is extremely important.
2.
Observation (20%) 10 hours of observation is required for this course. You will need to submit 2
observation reports (2-3 typed pages), which focus on an assigned topic. Your observation log will be due
on December 9. There is a packet of observation tasks in the course packet. For each observation report,
choose one of the tasks. You may need to modify the task somewhat in order to make it work in your
observation setting. Use the task to guide you in your observation. In your observation report,
summarize what you observed using the task guidelines. Be sure to sum up what you learned from the
observation and task in your concluding paragraph. Please attach your notes to your report.
Observation report #1 due: Oct 7, report #2 due: Nov 18.
3.
Curriculum evaluation 5-6 typed pages (15%) Due Oct. 28
Obtain a curriculum from an ESL/EFL program that you might want to teach in someday. (For example,
if you are interested in working with an elementary school student population, choose a curriculum
from an elementary school; if you are interested in teaching vocational ESL to adults, choose a
curriculum from a vocational ESL program.) Assess the strengths and weaknesses of the curriculum in
terms of the following areas: needs/situational analysis, goals and objectives, teaching, materials, and
assessment. Many students find that not every curriculum covers all those areas. If your chosen
curriculum does not address every area, comment on that. What would be helpful for a new user of the
curriculum to know? Approach the curriculum evaluation from where you are now, whether seasoned
teacher or a newcomer to the profession. In what ways would the curriculum support and guide you?
Consider theory and examples from class readings as well as your own questions, concerns, and
experiences as an educator in your evaluation. Your evaluations should be written in narrative form.
4.
Material evaluation 3-4 typed pages (10%) Due Nov. 25
Select a sample of commercially-produced English language teaching/learning material and review it.
This may be a book, kit, workbook, audio- or videotape, etc. which address a specific skill, several skills
or content area. Evaluate the materials in terms of students’ needs and interests, course objectives,
layout/design, teaching support, supplemental materials and assessment. Use a checklist from one of
the readings to critique your material, and attach the checklist to your finished evaluation. You may
want to comment on the use of the checklist if you find it to be notable in any way. The structure of your
paper may follow the checklist or the topics listed in this assignment – choose the organization that
works best for you. Be sure to consider both aspects that you consider good and shortcomings that you
notice.
5.
Curriculum Project (35%) Due December 16 (Parts ABC first draft due November 11)
Write a curriculum for an adult course you have taught, are teaching or expect to teach. As part of this,
you will need to:
a.
Conduct a needs/situational analysis. Be sure to include information about the program, class,
students (education background, 1st language, ethnicity, age, length of stay in the U.S., language
proficiency, language/education/standardized assessment goals, stakeholders, teaching context,
etc.). Describe any resources or challenges that could affect the implementation of your course.
(2-4 pages)
b.
Determine which type of syllabus you will use (structural, notional-functional, situational,
content, integrated, etc.) Provide a detailed rationale for your syllabus. What is the purpose of
your syllabus? How does this syllabus type match your students’ needs? How does this syllabus
relate to your understanding and beliefs regarding second language pedagogy and second
language acquisition? How will your syllabus be organized? What principles will be employed?
(1-2 pages)
c.
State your overarching goals and objectives. These should reflect your students’ needs.
(Explain how these goals and objectives meet your students’ needs.) You might want to integrate
the adult standards into your overarching goals and objectives (See Standards in Blackboard
Websites). The syllabus must incorporate content, the 4 skills and technology/media in some
way. A scope and sequence for the course should give an overview of the organization and
goals/objectives. (2-3 pages)
d.
Create 10-12 detailed lesson plans. Be sure to include goals, objectives, materials, procedures
and assessment tools. Also, remember to include content, the 4 skills and media/technology.
The lessons should be threaded, linked and connected to one another. Explain how you will
assess whether your students have met the learning objectives (make sure that you have a way
to assess, formally or informally, your students’ attainment of your objectives in each lesson).
Keep in mind different learning styles and preferences, and present a variety of activities so that
different learning styles can be supported. (10-24 pages)
e.
Materials development course materials plus rationale (additional 10%)
You will, no doubt, create many of your own materials for your lesson plans. For 2 of the lesson
plans that use materials you have created yourself, provide a short, 1-2 paragraph rationale for
your materials. This may be the principal material for teaching a concept, function, sub-skill,
and/or structure, or it may supplement existing material. Ideas for this project may include, but
are not limited to: a grammar unit, a game, a theme-based unit, some original chants, computerbased language unit, or material for teaching some sub-skill or aspect of the language for which
you have never found satisfactory materials available. Consider and try to apply theoretical and
methodological issues discussed in class or other classes as you create this material and explain
this in your rationale. You will be asked to present your materials on the last day of class in a
poster session format. (Further details will be provided.) (1 page)
f.
Provide curriculum assessment. Describe how you will assess not only your students’ progress,
but also the effectiveness of your curriculum. Consider a variety of methods/tools you could
use to evaluate how effectively the course met your overarching goals. (1 -2 pages)
Class Schedule
#
Date
Topic
1
Sept 2
Introduction
2
Sept 9
Situational Analysis
Needs Analysis/Assessment
Learning Styles
Teacher’s Beliefs
Conceptualizing Content
Organizing the Course
3
Sept 16
4
Sept 23
5
Oct 7
6
7
Oct 21
Oct 28
Designing a Syllabus
Integrating Content
Goals and Objectives
Integrating Standards
8
Nov 4
Testing and Assessment
9
Nov 11
10
Nov 18
Using Computers as
an Instructional Resource
Computer Lab Visit
Evaluating Materials
11
Nov 25
Adapting Materials
12
Dec 2
Developing Materials
13
Dec 9
Developing Materials 2
14
Dec 16
Materials Swap
15
Dec 23
Reading
Other
Graves ch. 1
Graves ch. 2 and 6
Graves** ch. 2
BB
Oxford, pp. 359-366
BB
Graves ch. 3
Graves ch. 4 and 7
Nunan, pp. 55-65
P
Snow, pp. 303-318
P
Richards, Chapter 6
Pally ch. 1
P
Graves ch. 5
Brown, Chapter 3
P
Short, pp 103-136 (optional)BB
Look at standards on internet
Graves ch. 10
Cohen, pp. 515-534
P
May-Landy ch. 12
P
Sokolik, pp. 477-488
BB
Byrd, pp. 415-427
Tomlinson ch. 1
P
P
Observation Report
#1
Curriculum
Evaluation
Curriculum project
peer review ABC
Observation Report
#2
Graves ch. 9
Tomlinson ch. 6 & 9
P
Much more optional on BB
Graves ch. 8
Maley, pp. 279-294
P
Islam ch. 15
BB
Materials
Evaluation
Mendelsohn, pp. 116-127
Stempleski and Arcario
Using Music…
Field Work
Observation Log
P
P
BB
Lesson plans 1-5
peer review
Curriculum Project
On-line assignment
To be determined
during the semester
Note: No Class on September 30 and October 14
P = Course Packet
BB = Blackboard
Academic Integrity Policy—“Hunter College regards acts of academic dishonesty (e.g., plagiarism,
cheating on examinations, obtaining unfair advantage, and falsification of records and official documents)
as serious offenses against the values of intellectual honesty. The College is committed to enforcing the
CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the
Hunter College Academic Integrity Procedures.”