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 √ learning. 3. Technology: Use current and emerging technologies in √ 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. √ .. 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. .. 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. .. 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 .. 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 .. 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 .. 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 .. 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. .. 8 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. .. 9 .. 10