COURSE DESCRIPTION AND REQUIREMENTS

ENGL 547: Current Methods in ESOL Instruction

Accelerated Career Enhancement (ACE TESOL Degree-2003)

USDE GRANT: T195N020104

Salisbury University

Course Designer: ANJALI PANDEY

(June 24 - July 2) 8.30 -11.00 & 1.00 -5.00 p.m.:

(Room 123: Henson Science Building)

Office: 367 Holloway Hall

Mail Box: Department of English, Holloway Hall

Phone:  Office: 410-677-5387

             Home: 410-572-6033

E-mail: axpandey@salisbury.edu

Office Hours: 12 - 1 (T, W), or by Appointment.

Detailed Evaluation Criteria

Submission Dates

Video Exchange Due Date

Requirements and Structure of the Course

Final Project Due Date

OVERVIEW OF THE COURSE[1]

            This course aims to acquaint students with the theories, approaches, methods, and specific techniques concerning the teaching of English as a Second Language.  In effect, it explores the relationship between second language acquisition theory and research on the one hand, and actual classroom language learning and instruction on the other. 

The course is divided into two major parts with the first part focusing on a historical review, analysis and intense evaluation of major 20th and 21^st century approaches and methods in language teaching utilized in predominantly western, canonized paradigms of language teaching. The aim of this part of the course is to equip you with a contextualized, cohesive, and theoretical understanding of major and minor changes in past and current language teaching trends in order to facilitate your own personal choice of language teaching pedagogy.

          The second part of the course focuses on the macrostrategies of second language teaching with a specific emphasis on the microstrategies/techniques meant to enhance the creation of a personalized, and contextually relevant theory of English language teaching. Such strategies include but are not limited to the following: maximizing language learning opportunities; monitoring classroom discourse; minimizing anxiety in the language learning class; promoting negotiated, cooperative interaction; increasing metalinguistic awareness; promoting discovery learning; contextualizing language input; enhancing relevancy; fostering the holistic integration of listening, speaking, reading and writing skills; and finally, providing a battery of key cultural considerations to effectuate relevant and efficient instruction for multi-level and diverse learners in rural settings.  In keeping with the goal of exposing students to theory, research and application in pedagogy, each institute will focus on the areas of theory/research, application and praxis.

COURSE OBJECTIVES

By the end of the course, students should not only have a clearer understanding of the relationship between second language theory, research and pedagogy, but also will be able to:

1. Display an informed theoretical understanding of the variables of learner, context, classroom and linguistic input in the shaping of trends in language teaching methodology.
2. Exhibit a detailed understanding of the major historical trends in language teaching in the 19^th, 20^th and 21^st centuries concerning the specific areas of approach, design and procedure.
3. Demonstrate a critical awareness of the specific details of specific methods via a praxis experience entailing the utilization and juxtaposition of two ‘diametric’ methods in a microteaching event.
4. Present a thorough comprehension of macrostrategies necessary for the effective teaching of language classes in general.
5. Generate a personal, theoretically sound and informed theory of second language teaching based on previous models, principled pragmatism and responsible eclecticism.

            The long-term outcome is to equip teachers with the expertise and confidence to handle ESOL populations that exhibit multiplex variation, that is students who come from a variety of ethnic, linguistic, educational and experiential backgrounds, and to provide educators with a repertoire of approaches to trigger meaningful curricula design and classroom instruction.  The ultimate goal is to equip educators with dynamic pedagogical techniques that will instigate informed decisions concerning the approaches and methods that will enable students to most efficiently achieve their desired level of language proficiency. 

REQUIRED TEXTS/MATERIALS 

Jack C. Richards and Theodore S. Rodgers 2001. Approaches and Methods in

               Language Teaching. Second Edition.  Cambridge: Cambridge University Press.

Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language Teaching.

                New Haven, Connecticut: Yale University Press.

**** Additional readings will be distributed in class or placed on reserve at the library. 

WRITING ACROSS THE CURRICULUM (WAC) STATEMENT

All written work in this course including, but not limited to, the formal assignments, such as the written assignments, as well as the formal project, are in support of the University’s Writing across the Curriculum Program.

ACADEMIC DISHONESTY/PLAGIARISM POLICY

The English Department takes plagiarism, the unacknowledged use of other people’s ideas, very seriously.  As outlined in the Student Handbook under the “Policy on Student Academic Integrity,” plagiarism may receive such penalties as failure on a paper or failure in the course.  The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly.  Since the research paper is a very important component of this class, please familiarize yourself with the details below.

Each of the following constitutes plagiarism:

1.  Turning in as your own work a paper or part of a paper that anyone other

     than you wrote.  This would include but is not limited to work taken from

      another student, from a published author, or from an Internet contributor.

2.  Turning in a paper that includes unquoted and/or undocumented

     passages someone else wrote.

            3.  Including in a paper someone else's original ideas, opinions or research

                without attribution.

            4.  Paraphrasing without attribution.

A few changes in wording do not make a passage your property.  As a precaution, if you are in doubt, cite the source.  Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay.  In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. 

SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible.

ESOL/TESOL: NCATE STANDARDS[1] AND LINKAGES TO THE COURSE

Please refer to Domains 3 and 5 on pp. 40-50 and 61-68 respectively in the document: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf

Standard 5.a. ESL Research and History: “candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning” (p. 60).

Also, please refer to the Rubric for Domain 3 under Planning, Implementing and Managing Instruction: “Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources” p. 40.

MSDE/NCATE Technology Requirements

All students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio.  Detailed hypermedia presentations done for this course can be included in this electronic portfolio.  When including your portfolio selection, be sure to include: (just some tips!)

1. A brief narrative argument explaining why the selection will be integrated into your classroom pedagogy—explain why it is of importance.
2. The extent to which the selected material meets outlined course objectives—show its connection to the actual course.
3. A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards and your evaluation of whether it:

a)  Approaches the specific standard

b)  Meets the specific standard

c)  Exceeds the specific standard

Please consult the following web page: http://trc.salisbury.edu/portfolio/Portfolio.htm 

ATTENDANCE POLICY AND CLASS STRUCTURE

You are responsible for coming to every class meeting barring any emergencies. This course is dependent on your previous videotaping of 20 hours of your teaching.  There will be unannounced in-class work assignments. Since this is a very practical course, be sure come to class rested and alert. Always come to class with your textbooks and a video of your 20 hours of videotaped teaching.  The short duration of the course will require that you take careful notes throughout the duration of the course. These notes will aid in your recall of key information to be used later for exercises and in-class work.  Your in-class work assignments will constitute part of the grade awarded for class participation/review.  If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work will be assigned.  Otherwise, missed in-class work may not be made up. The tight schedule of this class will require you to manage your time very wisely. As much as possible, assignments and projects are due on dates to ensure the effective use of both in-class and out-of-class time. Please let me know if you have any questions or concerns as soon as possible

REQUIREMENTS AND STRUCTURE OF THE COURSE

DETAILED EVALUATION CRITERIA

1.  Journaling Teaching: Part 1 (based on 20 hours of

       videotaped teaching):

·        Your homework for the first two institutes will be a critical:

Ø      Self-observation;

Ø      Self-analysis, and

Ø      Self-evaluation

of your videotaped teaching on a number of crucial points discussed in class which will constitute a rubric for investigation.

·        Each day you will be given a detailed rubric of macrostrategies of teaching in general and language teaching in particular to observe, analyze and evaluate in your own teaching.

·        To facilitate guided observation, the rubric will entail that you separate your journal observations into 15-minute slots of videotape and concentrate on observing one key macrostrategy at a time.

·        You will observe 5 key macrostrategies on Day 1 (June 24) and five key macrostrategies on Day 2 (June 25).

·        You will have observed a total of ten macrostrategies (15 minutes x 10 = 150 minutes of your videotape)—75 minutes each day of actual viewing plus additional time to record notes in your journal. 

·        You will detail your observations for each macrostrategy in the form of a teaching journal (for those who prefer to type their observations, you may want to have a laptop handy)—for those who prefer scribing, think of a way to capture your observations as efficiently as possible.

·        It is your choice to start your analysis at whatever point in your tape you want.

NOTE:  It is very important that you take specific note of what point you started the observation because at the end of the two-day period, you will be required to exchange the tape with a colleague (assigned through a lottery system) who will begin observation at that same point.

OTHER IMPORTANT PROCEDURES:

2.  Journaling Teaching: Part II (based on observing the videotaped

       teaching of another teacher).  

**** Because others will read your observations, you will have the weekend to do this activity, and to ensure that your observations are typed or legibly handwritten (whichever is easier).

Your TASK:

Ø      Observation;

Ø      Analysis, and 

Ø      Evaluation

of the videotaped teaching of a colleague (assigned via a lottery system) on the same number of crucial points discussed in class in the previous two institutes. Once again, these key points will constitute the rubric for investigation.

3. Microteaching: Juxtaposing Two Methods: During Institute 1 (through a lottery system), you will have picked the names of two methods (Please reference appropriate parts of your textbook on Methods and Approaches in your preparation to design this task).

1.      Theoretical comprehension of details of the method

2.      Creative choice and design of the lesson plan-content itself

3.      Creativity of materials, props, paraphernalia and tasks in the teaching

4.      Organization of the lesson

5.      Utilization of key macrostrategies of language teaching

To guide you in the planning process, give consideration to the following in your microteaching: (Please refer to the chart on p. 33 in Approaches and Methods in Language Teaching for a synopsis).

·        Objectives of the method

·        Content choice and organization/overall syllabus design of the method

·        Types of permissible learning and teaching activities of the method

·        Assumed learner roles of the method

·        Assumed teacher roles of the method

·        Assumed role of instructional materials in the method

3. Procedures

·        Macrostrategies of the method concerning resources, interactional patterns and strategies employed.

To further help, you may also design your lesson using the following key questions. These should enhance in the design of each of your micro-lessons.

1. How much of a role does grammar instruction play in each lesson? Is it overt or covert in each lesson?
2. How important is the development of accuracy in your learners in each lesson?
3. How important is the role of fluency development in each of your lessons?
4. How important is vocabulary development in each of your lessons?
5. How important is it for learners to speak in each of your lessons? (Productive skill enhancement).
6. How important is it for learners to write in each of your lessons? (Productive skill enhancement).
7. How important is it for learners to listen in each of your lessons (receptive skill enhancement).
8. How important is it for learners to read in each of your lessons? (Receptive skill enhancement).
9. How much responsibility for learning is placed on learners in each of your lessons?
10. How much responsibility for teaching is placed on learners in each of your lessons?
11. How much of a role do memorization, retrieval and recall of linguistic elements play in each of your lessons?
12. What kinds of strategies to motivate learners are embedded in each of your lessons?
13. What kinds of learning strategies are encouraged in each of your lessons?
14. What specific procedures are utilized to teach the skills of reading, writing, speaking and listening in each of your lessons?
15. What role does the creative use of materials play in your lesson?
16. How important is the use of creative technology in each of your lessons?

Remember: The goal here is for you to deliver the method in its purity—no matter how strongly opposed you are to its methodology! Give your own catchy titles to each micro lesson.

4. MEMORY JOLTS/CLASSROOM EXERCISES: Due to the short duration/span of the course, please take extremely detailed notes of all lectures, discussions and exercises. You will be required to remember key facts, and will need to be alert at all times in order to effectively remember details

5. CONFERENCE REACTION PAPER:

Students will also have to turn in one critical evaluation/reaction response to any presentation given during the Principals’ Summer Institute conference held at Salisbury University (June 26-June 27). Your evaluation should include pertinent information such as: the title of the talk, the presenter(s), and the time and day of the presentation.   The format of the review is dependent on the reviewer, but emphasis must be on evaluating the piece as critically as possible.  You can precede your critique with a brief summary of the main points of the talk followed by an in-depth critique of the presentation based on a number of points/issues you find intriguing.  Links made to material learned in this class are strongly encouraged. (Due: June 30, 2003).

6. Teaching Theory Profile: REFLECTIVE PRACTICE

Topic: “Theorizing my teaching: Conceived vs. Perceived Practitioning-A detailed Analysis.” (Give your own individualized titles).

This is the final project of this class.  Your task is to synthesize your personal journal observations with the journal observations of your colleague into a coherent teaching profile. How you choose to organize your report depends on you. It could take the form of a comparative synthesis of conceived and perceived theories regarding all 10 macrostrategies, or it could be a summative account of each piece separately.  To guide you in the preparation of your report please think of including the following key points.

1. Background to the videotaped observation (important facts regarding school, content area, student population and other important facts).
2. Summary of your conceived theory of teaching (what you conceive your macrostrategies to be based on your journaling).
3. Summary of your perceived theory of teaching by another observer (what she conceives your teaching to be).
4. Discussion of points of agreement and points of disjuncture between conceived vs. perceived theories of teaching.
5. Speculations or hypotheses as to why this may be the case.
6. Lists of novel things learned about your teaching (valuable vs. not valuable etc.).
7. Also relevant will be the extent to which federal mandates such as The No Child Left Behind Act have either enhanced or constrained your teaching style.

8. Summary of key adjustments you would have to make when teaching an ESOL class (if this is not an ESOL class regarding the same macrostrategies).
9. Speculations on how effective an ESOL teacher you will be (Why yes, why no)?
10. A record of the most rewarding part of this activity.
11. Conclusion: Outlining your theory of language teaching.
12.  Any further recommendations to yourself regarding your theory of teaching.

SUBMIT: (Due July 7, 2003 in class @ 8.30a.m.)

1. Final report-typed—(no page limit)
2. Self-journal
3. Other  person’s journal
4. Videotape
5. You will be graded on:
   1. Innovation;
   2. Organization;
   3. Ability for critical reflection;
   4. Ability to make connections to material learned in class;
   5. Maturity/depth of insight.

NOTE: The syllabus that follows is subject to changes.  Both the pacing and the content will be dictated by your needs and intended outcomes for this class.

GRADING CRITERIA

GRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Papers, presentations and the research project will have to include a greater range and depth of exploration, will have to demonstrate originality of ideas, and be presented in extremely professional terms (such as at national and international conferences). The following grading system will used:

GRADING SCHEME

                                                90-100%:         A

                                                85-89%:           B+

                                                80-84%:           B

                                                75-79%:           C+

                                                70-74%:           C

                                                65-69%:           D

                                                0-64%:             F

SYLLABUS

ENGL. 547: Current methods In ESOL Instruction

Salisbury University

Course Designer: Anjali Pandey

Summer 2003

Phone: Office: 410-677-5387

            Home: 410-572-6033

Institute 1:      MAJOR LANGUAGE TEACHING TRENDS OF THE 2OTH CENTURY; AN INTRODUCTION TO THE ELEMENTS OF REFLECTIVE TEACHING

T June 24         Introduction to the course, syllabus and course objectives.

                        Part I: Theory & Research: Language Teaching Methods

                        Theoretical issues in language learning and teaching.

A historical overview;

 Introduction to key theoretical frameworks in Methods analysis.

                        Part II: Application: Focused Macrostrategies

                        Conceptualizing teaching acts—an introspective study

                        In-class tasks

                        Part III: Theory & Research: Language Teaching Methods

                        Showcasing the underpinnings of:

                        The Oral Approach and Situational Language Teaching

                        Part IV: Application: Focused Macrostrategies

                        Theorizing pedagogy: advantages of a strategies-based approach

                        An-in-depth analysis

                        Part V: Theory & Research: Language Teaching Methods

                        Theoretical issues concerning the Audiolingual Method.

                        Part VI: Application: Focused Macrostrategies

                        Maximizing learning opportunities in the language classroom

                        A detailed study of some strategies.

                        Homework: Self-Observation of Videotaped Teaching (5 macrostrategies)

Institute 1I:     ALTERNATIVE APPROACHES AND METHODS OF LANGUAGE TEACHING; MONITORING TEACHING ACTS

W June 25        Part I: Theory & Research: Language Teaching Methods

                        Theoretical considerations in Total Physical Response vs. The Silent Way

                        Part II: Application: Focused Macrostrategies

                        Minimizing perceptual mismatches

                        Identifying your learner’s needs

                        Part III: Theory & Research: Language Teaching Methods

Understanding the underpinnings of Community Language Learning and Suggestopedia

                        Part IV: Application: Focused Macrostrategies

Facilitating negotiated interaction in the language class—the How and Why?

                        Part V: Theory & Research: Language Teaching Methods

                        Theoretical issues: Whole Language and Multiple Intelligences

                        Part VI: Application: Focused Macrostrategies

                        Promoting learner autonomy: teaching to learn—learning to liberate

Homework: Self-Observation of Videotaped Teaching (5 additional macrostrategies)

Homework: Conference critique

Note Thursday and Friday (June 26-27) is The Principles’ Summer Institute: Scarborough Leadership House

Videotaped exchanges to occur at the site. Please make necessary arrangements with your assigned partner as to when and where you will make the exchange.

Also, please plan to attend the first of “The Art of Language Teaching” presentations

 By Ruth L. Young

Institute 1II:   CURRENT TRENDS IN LANGUAGE TEACHING; KEY MACROSTRATEGIES FOR LANGUAGE TEACHING

M June 30       DUE: Conference Reaction Response in class

                        Part I: Theory & Research: Language Teaching Methods

Theoretical issues in Neurolinguistic Programming and the Lexical Approach.

                        Part II: Application: Focused Macrostrategies

                        Fostering language awareness.

                        Discovery learning and learning to discover

                        Part III: Theory & Research: Language Teaching Methods

Understanding the theoretical underpinnings of: Competency Based Language Teaching and Communicative Language Teaching

                        Part IV: Application: Focused Macrostrategies

Contextualizing linguistic input and integrating language skills: a holistic approach

                        Part V: Theory & Research: Language Teaching Methods and Praxis

Theoretical issues: distinguishing between the natural approach and cooperative language teaching

                        Increasing social relevancy in language learning

                        Part VI: Application: Focused Macrostrategies

                        Analyzing content-based instruction and task-based language teaching

Revisiting the post Methods era: raising cultural consciousness in learners and teachers. 

                        Homework: Preparing your microteaching event

Institute 1V:    LANGUAGE TEACHING IN ACTION: PART 1 OF THE ART OF LANGUAGE TEACHING

T JULY 1        DUE: Journal and teaching video exchange

                               Part I: Praxis

Microteaching via juxtaposition:

                        Presenter ________________________________________

                        Actualizing the methodologies of:

§         Total Physical Response

§         The Silent Way

                        Part II: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         Community Language Learning

§         Suggestopedia

                         Part III: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         The Natural Approach

§         The Audiolingual Method

                       Part IV: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         Whole Language

§         The Lexical Approach

                        Part V: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         Multiple Intelligences

§         Content Based Instruction

Part VI: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         Cooperative Language Teaching

§         The Silent Way

Homework: Preparing your microteaching event

Institute V:      CONCLUSION: LANGUAGE TEACHING IN ACTION: PART II OF THE ART OF LANGUAGE TEACHING  

W July 2           Part I: Praxis

Microteaching via juxtaposition:

                        Presenter ________________________________________

                        Actualizing the methodologies of:

§         Neurolinguistic Programming

§         Communicative Language Teaching 

                        Part II: Praxis

Microteaching via juxtaposition:

                        Presenter ________________________________________

                        Actualizing the methodologies of:

§         Competency Based Language Teaching

§         Total Physical Response                       

                        Part III: Praxis

Microteaching via juxtaposition:

                        Presenter ________________________________________

                        Actualizing the methodologies of:

§         Task-based language teaching

§         The Audiolingual Method 

                        Part IV: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         Content-based instruction

§         The Silent Way 

                        Part V: Praxis

Microteaching via juxtaposition:

Presenter ________________________________________

                        Actualizing the methodologies of:

§         The Oral Approach/Situational Language Teaching

§         The Natural Approach 

                        Part VI: Praxis

Conclusion: Final Evaluation

FINAL PROJECT DUE IN CLASS ON JULY 7, 2003 (8.30a.m.)

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