QATAR UNIVERSITY
COLLEGE OF EDUCATION
EDEC 456: ESL and Young Children (3CHS )
SEMESTER AND YEAR:
INSTRUCTOR:
OFFICE NUMBER:
PHONE:
EMAIL:
OFFICE HOURS:.
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in
this course)
Teaching
1. Content: Demonstrate understanding of the key theories and
√
concepts of the subject matter.
2. Pedagogy: Plan effective instruction to maximize student
√
learning.
3. Technology: Use current and emerging technologies in
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instructionally powerful ways.
4. Diversity: Foster successful learning experiences for all
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students by addressing individual differences.
Scholarship
5. Scholarly Inquiry: Actively engage in scholarship by
√
learning from and contributing to the knowledge base in
education.
6. Problem Solving: Arrive at data-informed decision by
systematically examining variety of factors and resources.
Leadership
7. Ethical Values: Apply professional ethics in all educational
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contexts.
8. Initiative: lead positive change in education.
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COURSE DESCRIPTION
This course deals with theory and best practice in teaching, listening, speaking, reading and
writing that are aligned with the State of Qatar National Curriculum Standards for grades KG to
Three. It also introduces instructional strategies that foster language development in elementary
school that are consistent with current theories of child second language acquisition. Language
assessment, integrating technology and materials, planning lessons and curricula, and classroom
organization and management will also be also explored. This course includes an extensive
field-based component (10 hr ) .
Prerequisites: Acceptance into the Bachelor of Education in Primary Education Program
\Early childhood
COURSE OBJECTIVES
In this course, candidates will:
1. Explore most widely accepted theories related to emergent second language learning.
2. Investigate different ways of diagnosing the needs of emergent second language learners.
3. Become familiar with a range of strategies for teaching and evaluating the progress of
emergent second language learners.
4. Practice designing and conducting lessons in second language classrooms with a focus
on the integration of technology in teaching.
5. Recognize quality instruction in second language acquisition for young learners.
COURSE LEARNING OUTCOMES
Upon completion of this course, candidates will be able to:
1. Recognize most widely accepted theories related to emergent second language learning
2. Evaluate the applicability of most widely accepted theories related to emergent second
language learning to the local context
3. Research a specific diagnostic tool commonly used for emergent second language
learners, and compare and contrast it with other diagnostic tools.
4. Recognize and appropriately apply specific strategies for teaching young learners a
second language based on the context.
5. Select and evaluate appropriate tools to assess emergent second language learner progress
6. Design and conduct language instruction lessons for young learners.
7. Reflect on second language instruction in an authentic context.
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TEXTBOOKS & READINGS
Required text
Fromberg, D. & Williams, L. (2006). Teaching young children a second language. Santa
Barbara, CA: Greenwood Publishing Group.
Supportive texts and articles
Aaron, P. G. & Joshi, R. M. (2004). Reading problems: Remediation and consultation. New York:
Guilford Press.
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2003). Words their way. Upper
Saddle River, NJ: Merrill/Prentice Hall
Beck, I.L., McKeown, M.G., & Kucan, L. (2001). Bringing words to life: Robust vocabulary
instruction. New York: Guilford press.
Blachman, B.A., Ball, E.W., Black, R., & Tangel, D.M. (2000). Road to the code. Baltimore,
MD: Paul H. Brookes
Block, C.C. & Pressley, M. (2002). Comprehension Instruction: Research-based best practices.
New York, NY: Guilford Press.
Carlisle, J.F., & Rice, M.S. (2003). Improving reading comprehension: Research-based
principles and practices. Baltimore, MD: York Press
Cecil, N.L. (2001). Activities for striking a balance in early literacy. Scottsdale, AZ: Holcomb
Hathaway Publishers.
Fox, B.J. (2000). Word identification strategies. Upper Saddle River, NJ: Merrill/Prentice Hall
Ganske, K. (2000). Word Journeys. New York: Guilford Press.
Gunning, T.G. (2001). Building words. Boston, MA: Allyn & Bacon
Gunning, T.G. (2003). Creating literacy instruction for all children. Boston, MA: Allyn &
Bacon.
Heilman, A.J., Blair,T. R., & Rupley, W. H. (2002). Principles and practices of teaching
reading (10th ed.). Columbus, OH: Merrill Publishing Co.
Henry, M. (2004). Unlocking literacy, Baltimore, MD: Brookes Publishing Co.
Johns, J. (2001). Basic Reading Inventory (8th Ed.). Dubuque, IA: Kendall/Hunt Publishing
Company.
Jones, R. (2001). Teaching English, language, and literacy. London: Routledge Falmer.
McCardle, P., & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore,
MD: Brookes Publishing Co.
McKenna, M.C. (2002). Help for struggling readers. New York: Guilford Press.
McKenna, M.C., & Stahl, S. (2003). Assessment for reading instruction. New York: Guilford
Press.
Moats, L.C. (2002). Speech to print. Baltimore, MD: Brookes Publishing Co.
Moats, L.C. (2003). Speech to print workbook: Language exercises for teachers. Baltimore,
MD: Brookes Publishing Co.
Sweet. A.P. & Snow, C.E., (2003). Rethinking reading comprehension. New York: Guilford
Press.
Tierney, R. J., & Readence, J. E. (2005). Reading strategies and practices: A compendium.
Boston, MA: Pearson, Allyn and Bacon.
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Supportive Websites
 TESOL Organization http://www.tesol.org/s_tesol/index.asp
 TESL EJ http://writing.berkeley.edu/tesl-ej/index.html
 Internet TESL Journal http://iteslj.org/
 TEFL Community side http://www.TEFLcommunity.com
 On line papers on ELT and other related issues www.gabrielatos.com
 Nonnative English speaking members of TESOL http://nnest.moussu.net/
 Center for Applied Linguistics http://www.cal.org/
 National Clearinghouse for English Language Acquisition http://www.ncela.gwu.edu
 Lesson plans and other information on Internet TESL Journal http://iteslj.org/Lessons/
 ERIC Clearinghouse on Languages and Linguistics (provides short articles on important
topics by key writers). http://www.cal.org/ericell/digest/subject.html
 Lesson plans http://www.starfall.com/n/level-a/learn-to-read/load.html
 Lesson plans www.lessonplanpage.com
 For Sight boards, Sight phrases, Sight words, Sight work worksheets, see
http://www.createdbyteachers.com/sightfreemain.html
 http://grammar.qdnow.com/
COURSE REQUIREMENTS
1.
Each candidate is expected to attend class and contribute to the community of
learners by being a positive participant in discussions, presentations, and hands-on
projects.
2.
Cell phones shall remain off during all of class.
3.
Candidates are expected to be on time to class and to remain in class the entire
session.
4.
All assignments should be submitted by uploading them to the course Blackboard site
drop box no later than the specified due date. Assignments turned in later are subject
to point deductions.
5.
All written assignments should have a cover sheet with assignment title, candidate
name, course title, and date.
6.
All written assignments should be word processed, double spaced, and in 12 point
standard font.
7.
All written assignments shall use appropriate citations and references in APA style.
8.
All written assignments should use correct grammar and spelling.
9.
In-class mid term and final exams will be given in this class. Each candidate is
expected to be present for these exams except in cases of certified emergency
10.
All students must access the Blackboard system at least three times a week, to check
for updates.
11.
All students must have a working email QU address, to enable efficient
communication.
USE OF BLACKBOARD
All class documents will be posted to Blackboard. No paper handouts will be given in class.
Candidates are expected to visit the site frequently for announcements and discussions. All
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assignments are expected to be uploaded to the Blackboard drop box. Graded assignments will
be returned via Blackboard.
COURSE MATRIX
Unit Learning
Outcomes
Scholarly Inquiry
Diversity
Content
Technology
Pedagogy
Content
Pedagogy
Diversity
Ethical Values
Content
Pedagogy
QNPS
Course
Objectives
Course
Learning
Outcomes
3, 7, 10
2, 3
3, 5
Diagnostics
Research and
Presentation
1, 2, 8, 9
3, 4, 5
2, 4, 5, 6
Micro Teach
1, 2, 3, 4, 8, 9
3, 4, 5
2, 4, 5, 6, 7
Field-based Lesson
12
1, 3
1, 2
Midterm and Final
Exams
Assessment
(Tasks/Artifacts)
COURSE OUTLINE
Week
Topic
1
Course and assignments overview; ESL policies
in Independent Schools
2
3, 4
5
6
7
8
9, 10
11
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Children as language learners
Theory and practice for emergent second
language speakers
Developing literacy skills of young language
learners
Assignments
Fromberg & Williams,
Chapter 3
Fromberg & Williams,
Chapter 4
Fromberg & Williams,
Chapter 5
Diagnostic tools presentations
Midterm Exam
Teaching Grammar to emergent second
language learners
Assessment of student progress
Centers Activity
Fromberg & Williams,
Chapter 6
Fromberg & Williams,
Chapter 11
12
13
14
15
Micro teaches
Micro teaches
Review session
Final Exam
ASSESSMENTS
Diagnostics Research and Presentation (20%). The instructor will assign a specific diagnostic
tool to small groups (three to four). The group will thoroughly research the tool, following the
guidelines provided in the full project description (and rubric) provided on Blackboard. The
group will give a summary presentation of their research in a 15-minute, technology-supported
presentation. The group should be prepared to compare and contrast the strengths and
weaknesses of this tool as compared to others that have been assigned to be researched.
Field-hours (20%). (10h hours) Each candidate will be evaluated in the field setting in
independent school . The candidate will submit a lesson plan prior to the observation visit and
get feedback on the plan. While teaching a lesson of no less than 20 minutes, she will arrange to
be observed by two class mates who will use an observation form (proposed by the instructor) to
record peer observation notes. The observation form may be downloaded from the class
Blackboard site. Each candidate will do at least two peer observations. Each candidate has to do
micro teach and write a reflection (no less than one page) on her microteaching (what worked
well, what did not work and how to improve her teaching).
Midterm Exam (15%). A midterm exam will be administered in class. It will assess the
concepts and skills studied to this point and may include objective questions, short answer,
and/or essay.
Final Exam (25%). A final exam will be administered in class. It will assess the concepts and
skills studied throughout the course and may include objective questions, short answer, and/or
essay.
GRADING SYSTEM
A
=
100 – 90
B
=
84.99 – 80
C
=
74.99 – 70
D
=
64.99 - 60
F
=
59.99 - 0
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B+
C+
D+
=
=
=
89.99 - 85
79.99 - 75
69.99 - 65
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members
of this community, students are expected to recognize and honor standards of academic and
intellectual integrity. The College of Education supports the ideals of scholarship and fairness
by rejecting all dishonest work when it is submitted for academic credit. Qatar University
encourages students to be responsible and accountable for their decisions and actions. Any
attempt by students to present the work of others as their own or to pass an examination by
improper means is regarded as a most serious offense and renders those students who do so liable
to disciplinary action. Assisting another student in any such dishonesty, or knowing of this
dishonesty and not reporting it, is also considered a grave breach of honesty. Academic
dishonesty and plagiarism are described on page 37 in the Qatar University Student
Handbook.
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar:
"Education is the right of all", and "the State shall extend efforts to achieve fair and
appropriate access in education for all". Qatar University seeks to ensure fair and
appropriate access to programs, services, facilities, and activities for students with special
needs. Any student who feels s/he may need an accommodation based on the impact of a
disability should contact the instructor privately to discuss your specific needs. Please
contact the Office for Disability Services to coordinate reasonable accommodations for
students with documented disabilities.
SpecialNeedsSection
StudentActivitiesbuilding
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802;
Email: specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
Student Complaints Policy:
Students at Qatar University have the right to pursue complaints related to faculty, staff,
and other students. The nature of the complaints may be either academic or nonacademic. For more information about the policy and processes related to this policy, you
may refer to the students’ handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to
supplement their in-class instruction and ability to meet course requirements. These services include
tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in
conjunction with the Counseling Center), and writing labs and workshops. Information about the
Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
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Disclaimer
Instructor may modify the syllabus if it is in the best interest of the students.
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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