QATAR UNIVERSITY
COLLEGE OF EDUCATION
EDPR 453: Teaching Primary Level English (ESL I) (3 CRS)
SEMESTER AND YEAR
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
PHONE:
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
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learning.
3. Technology: Use current and emerging technologies in
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instructionally powerful ways.
4. Diversity: Foster successful learning experiences for all
√
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
contexts.
8. Initiative: lead positive change in education.
√
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COURSE DESCRIPTION
This course deals with the techniques, methods and strategies for teaching beginning EFL/ESL
students. It deals with the effective teaching of English language skills, with special emphasis on
the curriculum standards of the state of Qatar, English for grades from 4-6. Participants in this
course will be exposed to the major concepts, theories and research related to teaching English as
a second or a foreign language. The course will also cover scaffolding techniques, material
selection, and evaluation and assessment techniques appropriate to Qatar standards and ESL/EFL
reading and writing classrooms. This course includes field-based experiences in a primary school
setting ( 10 ) hours .
Prerequisites: Acceptance into the Bachelor of Education Primary Education Program \English
concentration .
COURSE OBJECTIVES
As a result of this course, candidates will:
1. Study the major approaches and methods of teaching ESL
2. Explore standards-based practices and strategies and assessing related to planning,
implementing, and managing ESL and content instruction.
3. Review the most recent strategies for teaching ESLreading and writing to grades from 46
4. Review Qatar Curriculum standards for the primary level reading and writing to grades
from 4-6
5. Create safe, supportive and challenging learning environments for instruction.
COURSE LEARNING OUTCOMES
By the end of this course, candidates will:
1. recognizes the historical stages included in ESL development.
2. identify the major approaches and methods of teaching ESL
3. design reading and writing lessons that incorporate technology & media for ESL
instruction
4. teach reading and writing lessons that appropriately use a wide range of ESL strategies.
5. align instruction with Qatar National reading and writing Curriculum Standards for
English.
6. Use scaffolding techniques to support the teaching of reading and writing for grades from
4-6.
7. use different forms for assessing ESL reading and writing for grades from 4-6
8. reflect on self-growth as an ESL reading and writing teacher.
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TEXTBOOKS & READINGS
Required Text
Peregoy, S., & Boyle, O. (2004). Reading, writing and learning in ESL: A resource book for K12 teachers. Boston: Allyn & Bacon, Inc.
Supportive Texts
Swick, E. (2005). English grammar for ESL learners. Columbus, OH: McGraw-Hill.
Supportive Articles
Aaron, P. G. & Joshi, R. M. (1994/2004). 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.
Chall, J.S. (1967/1983). Learning to read: The great debate. New York: McGraw Hill.
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.
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.
Moats, L., & Lyon, G.R. (1996). Wanted: Teachers with knowledge of language. Topics in
learning disorders, 16, 73-81.
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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.
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
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10.
11.
All students must access the Blackboard system at least three times a week, to check
for updates.
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
assignments are expected to be uploaded to the Blackboard drop box. Graded assignments will
be returned via Blackboard.
COURSE MATRIX
QNPS
Course
Objectives
Course
Learning
Outcomes
Pedagogy
1, 2
3, 5, 6
1, 2, 6
Scholarly Inquiry
Diversity
1, 9
1
1
Pedagogy
1, 2, 3, 4
2, 4
3, 4, 5
Pedagogy
8
2
1, 2
Content
Pedagogy
8
1, 2, 3, 4, 5
1, 2
Unit Learning
Outcomes
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Assessment (Tasks/Artifacts)
Strategies Evaluation
ESL Theory Paper
Field-Based Lesson(class
observation)
Field-Based Lesson &
Strategies Evaluation
Midterm and Final Exams
COURSE OUTLINE
Week
1
Assignment
Course overview and syllabus
2
Theory Paper Presentations
Web-based
reading
Peregoy & Boyle
(TBA)
Peregoy & Boyle
(TBA)
ESL Theory Paper
due
Major methods and approaches for Teaching ESL through
content areas
http://www.cal.org/resources/archive/rgos/content.html
Peregoy & Boyle
(TBA)
Different techniques and strategies for developing ESL
language and literacy skills in the classroom
http://www.esl-literacy.com/essentials-life/classroomstrategies/methods-and-techniques-esl-literacy-instruction
Peregoy & Boyle
(TBA)
History of ESL
3
+4
Methods and Approaches of teaching ESL
5
6
7
8
9
10
11
12
13
14
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Topic
Midterm Exam
Appropriate learning outcomes for lessons
Qatar Curriculum National Standards for the primary
school
Appropriate learning strategies supporting active learning
for ESL students
Different classroom organizations and choosing and
adapting classroom resources (Micro teach set 1)
Different techniques for making ESL input comprehensible
to limited English-proficient students and in content areas
Micro teach set 2)
Effective lesson planning for the ESL classroom
(Micro teach set 3)
Resources for creating safe and supportive learning
environments for ESL learners (Micro teach set 4)
15
Technology resources for ESL instruction
16
Final Exam
No additional
assignment
QNPS (available
online)
Peregoy & Boyle
(TBA)
Peregoy & Boyle
(TBA)
Peregoy & Boyle
(TBA)
Web-based
reading
Strategies
Evaluation due
Web-based
reading
ASSESSMENTS

ESL Theory (Research) Paper and Presentation (20%).
Each candidate will be assigned a method related to ESL teaching. The candidate is
expected to thoroughly research the method and how it has been applied in practice. The
candidate will prepare a 10-15 minute presentation on her research and present it to the
class. A rubric for evaluating the research paper may be downloaded from the class
Blackboard site or from the Dropbox.

Field-hours (10 hours ) (20%). Small Group Assistance
Students are required to visit a school and attend two classes. They should help the
teacher in some small group work activity. This is done according to specific rubrics that
are included in the work field package provided by the department. It has also to be
carried out under the course teacher supervision.

Strategy Evaluation and Micro teaching (20%)
Each student chooses a certain teaching or assessing strategy, summarizes it, backs it with
theory, shows its application advantages and presents it in class as a micro teaching
activity.

Midterm Exam (20%). A mid-term exam will be given to assess candidates’
comprehension of the information presented in weeks during the first half of the course.
The exam will have multiple-choice questions, matching questions, short answer questions,
and possibly an essay.

Final Exam (20%). A final exam will be administered at the end of the term. It will be
comprehensive, assessing the candidate’s comprehensive of all topics discussed in class or
in the assigned reading. It will be a combination of multiple-choice questions, matching
questions, short answer questions, and possibly one or more essays.
GRADING SYSTEM
A
=
100 – 90
B
=
84.99 – 80
C
=
74.99 – 70
D
=
64.99 – 60
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B+
C+
D+
F
=
=
=
=
89.99 - 85
79.99 - 75
69.99 – 65
59.99 - 0
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.
Plagiarism: Plagiarism is the act of taking the words or ideas of another and representing them
as one’s own. A further description of plagiarism can be found in the Student Handbook.
Cheating: Examples of cheating include, but are not limited to, receiving unauthorized
assistance, before, during, or after an examination or assignment, falsification or
misrepresentation of information in an academic exercise or assignment, unauthorized use of
someone else’s password or account number, and submitting work more than once without the
consent of the department.
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/
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 non-academic. For more
information about the policy and processes related to this policy, you may refer to the students’
handbook.
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Accommodations for Students with Disabilities
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.
Special Needs Section
Student Activities building
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
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.
________________________________________________________________________
Disclaimer
Instructor may modify the syllabus if it is in the best interest of the students.
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