COURSE DESCRIPTION AND REQUIREMENTS

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ESOL materials Assessment

Salisbury University, Summer 2004

Instructor: Anita Pandey, Associate Professor

Office: 367 Holloway Hall

Mailbox: Department of English, Holloway Hall

Phone: Office: (410-677-5387)

            Home:  (410-572-6033)

E-mail: apandey@jewel.morgan.edu

Office Hours: After class (1:00-2:00 p.m. M, Tu, W, and Th), or by appointment

OVERVIEW OF THE COURSE

In this course, you will be acquainted with the impact of language learning theories, methodologies, and practices on materials selection/design for ESOL instruction and learning. In effect, this class will provide you with the evaluative expertise needed in the adoption, adaptation, supplementation, and creation of materials for effective ESOL/foreign language program development and/or instruction.  We will focus on both print and non-print materials, including online materials.

This course conforms to NCATE’s TESOL standards, specifically the requirements specified in standards (3c), (3b), (4b), and (4c), while satisfying other relevant standards in the other (three) domains, including (1a), (2a), (2b), (5b), and (5c).  Standard (3c), “Using Resources Effectively in ESL and Content Instruction” stipulates that instructors must be “familiar with a wide range of standards-based materials, resources and technologies, and choose, adapt and use them in effective ESL and content teaching.”  The standards most directly applicable to this course are reproduced on page 8 of this document, alongside course tasks and assessments designed to meet them. 

COURSE OBJECTIVES

Participants will develop a heightened awareness of ESL learner needs, and learn to critically evaluate materials for their applicability to, first and foremost, ESL learners, followed by monolingual English speakers (in the form of valuable cross-cultural and linguistic exchanges in which materials serve as bridges).   The collaborations initiated in this course will enable you to (co-)construct an assortment of ESL materials that can be used in a variety of instructional-learning contexts, including your classroom(s).  These will include useful e-materials, as well as a variety of created, adapted, and supplemented and supplemental resources applicable to different lessons, content areas, ages, and proficiency and grade levels. 

By the end of the course, you will have a clearer understanding of the relationship between language learning theory and ESL materials design.  You should be able to:

1.         Utilize skills needed to critically evaluate the efficacy of existing materials in both print and nonprint domains, to ensure that such materials are authentic, engaging, relevant, interesting, and motivating for one’s ESL students.

2.         Locate, adopt, adapt existing materials to suit different learners’ needs, so as to ensure that materials are culturally responsive, linguistically accessible, inclusive, and age-appropriate. 

3.         Create effective ESL materials for content and other instructional-learning areas.

4.         Determine the extent to which linguistic theory, research, and practice impact the design of second language learning materials.

5.         Identify innovative (e.g., learner-generated) avenues for materials design.

The central goal is to equip participants with the expertise to handle student populations that exhibit multiplex variation; that is, students who come from a variety of ethnic, linguistic, educational, and experiential backgrounds, and to provide candidates with the expertise to critically assess and effectively utilize materials with ESL students, so that participants make informed decisions.

PRIMARY TEXTS

1. McGrath, Ian. 2002. Materials Evaluation and Design for Language Teaching. Edinburgh University Press.

2. Bell, Jill. Teaching Multilevel Classes in ESL. 2002. Dominie Press.

3. Cummins, Jim and Sandra R. Schecter 2003. Multilingual Education in Practice.  Portsmouth, NH: Heinemann.

 

4. Fry, Edward Benard, Jacqueline E. Kress and Dona Lee Fountoukidis. 2000. The Reading Teacher’s Book of Lists. (Fourth Edition).

 

As our focal area is only briefly discussed in most texts, relevant information and materials will be drawn from a variety of relevant works, including the following:

SUPPLEMENTAL TEXTS

Dubin, Fraida and Elite Olshtain. 1986 [1991].  Developing Programs and Materials for Language Learning.  Cambridge: Cambridge University Press.

Sherman, Jane.  2003.  Using Authentic Video in the Language Classroom.  Cambridge: Cambridge University Press.

Weinstein, Gail.  1999.  Learner’s Lives as Curriculum.  Delta Systems & the CAL. 

Derman-Sparks, and the A. B. C. Task Force. 1989. Anti-Bias Curriculum: Tools for Empowering Young Children.  Washington, D.C.: NAEYC

Celce-Murcia, Marianne. 2001. Teaching English as a Second or Foreign Language. Boston, Massachusetts: Heinle and Heinle.

Graves, Kathleen, 2000. Designing Language Courses: A Guide for Teachers. Pacific Grove, Albany: international Thompson Publishing Company.

Shrum, Judith, L. and Eileen W. Glisan. 2000. Teacher’s Handbook: Contextualized Language Instruction. Boston, Massachusetts: Heinle and Heinle.

Ur, Penny. 1999. A Course in Language Teaching: Practice and Theory.  Cambridge: Cambridge University Press.

Stevick, Earl 1998. Working with Teaching Methods: What’s at Stake? Pacific Grove, Albany: International Thompson Publishing Company.

Brown, Dean. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Development. Boston, Massachusetts: Heinle and Heinle.

Attendance Policy

You are responsible for coming to every class meeting.  Please be prepared.  The quality of your in-class assignments and participation count.  Missed in-class work may not be made up, except in emergency situations.  If you miss a class, please contact one of your classmates or me, to find out what was covered and what announcements were made.  Frequent unexcused absences, as well as consistent tardiness could negatively impact your course grade.

CELL PHONE POLICY: This course assumes professional conduct at all times.  Cell phones will be permitted in class, as long as they do not disrupt class. Please turn ringers off once class begins.

Writing across the curriculum (WAC) statement

All written work in this course conform to 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 result in expulsion or failure.   When doubt, cite the source.   Plagiarism includes:

1.  Turning in work that includes unquoted and/or undocumented passages someone else wrote.

            2.  Including someone else’s original ideas, opinions or research results without attribution.

            3.  Paraphrasing without attribution.

SPECIAL NEEDS

If you have special needs, please share your concerns or requests with me as soon as possible.

NCATE TESOL STANDARDS[1]

Please refer to Domains 3 and 5 in the document: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf

As ELL materials assessment is integrated in the entire document, all standards are relevant. Some specific standards are: 3a-c (“Planning, Implementing and Managing Instruction). Please refer to Standard 3c (Using Resources Effectively in ESL and Content instruction), as well as numerous other standards in Domain 5. Please refer to the following Web site for exact details: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf

All tasks in this course are linked to these standards—verbatim, for the most part. The assessment chart in this document indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate “Exceeds Standards”; scores of 80-89% assume that the candidates “Meets Standards”; and scores of 70-79% assume that the candidate “Approaches Standards.”

NCATE Requirements: Data collection

The M.A. TESOL at Salisbury University is an NCATE-accredited program. In order to meet national accreditation requirements, and to collect data necessary for annual program review,  samples of work completed in this course may be copied and retained for review.  All material thus obtained will be kept confidential and used for the purpose stated above.  For further inquiries related to this matter, please contact the Chair of the English Department.

MSDE/NCATE Technology Requirements

In keeping with MSDE/NCATE’s technology mandate, all students seeking TESOL certification must submit an ESL Materials Kit (essentially a materials portfolio) containing a sizeable number (at least 30%) of electronic materials, many of which could be e-materials created, adapted, or supplemented during the course.  For continued (future) collaboration with colleagues in your school districts, in particular, you are encouraged to create an electronic version of your portfolio.  For guidelines, visit http://trc.salisbury.edu/portfolio/Portfolio.htm.

REQUIREMENTS AND STRUCTURE OF THE COURSE

5 Journal entries:                                         20%

Collaborative in-class exercises:                20%

Individual in-class exs:                                20%

Content Teacher’s ESL Kit:                        30%

*Detailed evaluation criteria and information are provided below.

GRADUATE CREDIT: You will be assessed on all assignments using expectations of graduate school. All course work, including your final project must be presented in a professional manner (such as expected at national and international conferences), and must demonstrate originality, evidence of constructive collaboration (whenever applicable), and a range and depth of analysis (i.e., critical thinking).  The following grading system will apply:

Grading Scheme: Graduate

                                                90-100%:         A

                                                85-89%:           B+

                                                80-84%:           B

                                                75-79%:           C+

                                                70-74%:           C

                                                65-69%:           D

                                                0-64%:             F                     

EVALUATION CRITERIA

This course is a synthesis of a seminar and a typical lecture-discussion class.          You are expected to:

            (a) Participate constructively in discussions (as much as possible), 

            (b) Raise questions, and

            (c) Critically evaluate readings and materials related to the course.

The evaluation of the course will proceed in the following areas:

1. Journal Entries (5 total)

You are strongly encouraged to assess a variety of ESOL-friendly materials using criteria discussed in class, including electronic materials (highly encouraged), assigned readings, chapters of choice, and materials presented in class by your peers and me. Daily responses must include a title, a brief summary and a follow-up critique in the form of three to five (5) positive points gleaned from the readings/class discussion, and three to five (5) negatives, questions or concerns that the material(s) raise.  You are encouraged to maintain a database of these responses for your own records, particularly since you may wish to research these in the near future. While the format is somewhat flexible, emphasis must be on evaluating material as critically as possible (drawing on your personal experiences, other resources, etc.). You will be evaluated on your ability to demonstrate insight, imagination, and critical skepticism in your questions—features demanded in any academic endeavor.  At least two entries must be turned in per week (at the end of class).  Typed responses are preferred.  [Due dates will vary.]

2. Collaborative In-class Exercises: These will include scheduled pair and group exercises, such as observed insights offered during in-class collaborations, oral presentations, and other assigned collaborative exercises. [Assessed daily--in class]

3. Individual In-class Exercises: These will include participation in daily discussions, reading template entries, and the like [Assessed daily--in class]

4. The Content Teacher’s ESL Kit.: Think of this as essentially a handy materials portfolio for use in your school(s).  The Reading Teaches' Books of Lists should ease your task considerably, so please consult it as soon as possible after the course begins.  With the exception of online materials (a core component--at least 30% of your materials), you are not required to refer to other published sources—in order to excerpt materials for inclusion in your kit.  You are, however, encouraged to evaluate and include (in relevant ways—adaptation and supplementation, for instance) materials already in use in your classrooms, and include a sampling of created, adapted, and supplemented materials.  To make your task more relevant, you are encouraged to work on this project in pairs.  If you would like to work individually, please see me (and explain your reasoning).  By July 22, please pair up with a colleague from the following (tentative) participant pools:

A.     Elementary School: Dorothy, Indra, Kamesha, Kelly, Lavern, Marie, & Melissa

B.     Middle School: Jeffrey, Kris, Linda, Karen, Kimberly, Barbara & Kairlyn

C.     High School: Judy, Janna, & Kimberly

Further project details will be provided in class.  No late kits will be accepted without a valid explanation. A suggested format follows:

ü      Title page (on the outside cover of the folder or packet)

ü      Table of Contents (can be categorized by type of material, chronology of intended use, language proficiency, or source, e.g., e-materials vs. audio and video)

ü      1-2 page narrative (outlining your target audience, purpose, organization, your rationale for the selections included, how the kit could be incorporated in lesson plans/classroom pedagogy--including yours--and your evaluation of whether your kit:

a) Approaches the specific standard

b) Meets the specific standard

c) Exceeds the specific standard

ü      A relevant assessment grid or checklist applicable to the items included (preferably one per item/collection of materials), to ease instructional use of your kit

[Due: July 29]

Key Considerations in Designing Your KIT:

Theoretical Underpinnings:

·         Learning theory;

·         Cognitive factors;    

·         Personality factors;

·         Sociocultural factors

Targeted Learner(s):

·         Motivation

·         Age (toddler, child, adolescent, adult)

·         Linguistic level/educational level (illiterate, preliterate, literate)

·         Grade Level (K-12 or beyond), (elementary, middle, high-school, college, or other)

             Primary Linguistic Area Under Focus:

·         Pronunciation

·         Vocabulary                            

·         Grammar/syntax

·         Pragmatics

Target Content Area

Target Skill Area:

·         Listening

·         Speaking

·         Reading

·         Writing

·         Integrated

Recommended Usage Approach/Method and Accompanying Activities

5. Oral presentation of final project:

Your presentation will be evaluated on the basis of: its organization, including your ability to relate what you present to concepts discussed in class (2.5pts.), originality of content (2.5pts.), clarity, grasp of materials/research conducted, effectiveness and relevance of presentation and presented materials (2.5pts.), style of presentation/use of A/V aides and ability to handle questions (2.5pts.). This formal presentation will be on your ESL materials kit.  Below are some guidelines: 

ORAL PRESENTATION GUIDELINES

Please note that the format and style of your presentation should reflect your own creativity.   Here are a few pointers to guide you.  Please aim for a 10-minute presentation, with 2-5 minutes for questions.

1.                  Outline your objective(s) at the outset of your talk.

2.                  Outline the key components of your kit.

3.                  Clarify your intended audience, purpose, etc.

4.                  Comment on the design and relevance of your assessment grid.

5.                  Share examples from each section of your kit.

6.                  Comment on the collaborative dimension and continued collaborative potential of this exercise (in your schools/school districts).

7.                  Specify implications/potential problems/areas for further research.

8.                  Provide a clear conclusion and supply a Bibliography/Reference sheet.

PLS. NOTE:

You do not have to follow this format per se.

NCATE COURSE-SPECIFIC ASSESSMENT BREAKDOWN: 

: 

PLS. NOTE: The syllabus that follows is subject to changes.  The pacing and the content will be dictated by your needs and the intended outcomes.  Unless specified, please bring ALL course texts to each meeting.

SYLLABUS

WEEK 1:        INTRODUCTION: PRELIMINARY CONSIDERATIONS IN MATERIALS ASSESSMENT: INTERNAL AND EXTERNAL FACTORS

M July 19       Introduction to the course, syllabus, and curricular objectives

                        What constitute (SLA/ELL) “materials”?

                        Are materials ideology-free?

                        The place and role of materials in language instruction & learning

Approaches to materials assessment & evaluative stages (Chp. 1, MG)

Pre-use evaluation: key considerations in adoption (Chp. 2, MG)

                        Candidate needs assessment: revisiting your classroom materials

Theory & Research:

Theoretical issues in the content classroom: modular vs. whole language instruction & implications for materials design/assessment

Break

                        Application/Praxis:

Quiet reading (Chp. 3 in Schecter & Cummins)

Pair and whole class/group collaborations lead by Kamesha & Kelly

More practice exercises

Q & A

T July 20        Discussion of assigned reading lead by Karen and Melissa

Systematizing materials assessment: determining evaluative criteria

(Chp. 3 in McGrath)

Practice exs.

Quiet reading (pp.19-29 in Bell & Chp. 4 in Schecter & Cummins

(8 readers per Chp.)

Break

Pair and whole class/group collaboration (Exs.)

Lab resarch: relating concepts & ideas to your classrooms

Q & A            

W July 21       Discussion of assigned reading lead by Indra & Jeffrey

Personality Factors in Language Learning: The Role of Affect and Motivation in the selection of Materials

Adapting material (Chp. 4 in McGrath)

                        Practice exs.

Break

                        Lab time: researching & evaluating e-materials

Pair and whole class/group collaboration (Exs.)

More practice exercises: relating concepts & ideas to your classrooms

Q & A

Th.  July 22   Discussion of assigned reading lead by Barbara & Lavern

Learning styles and strategies: implications for materials design

Materials supplementation (Chp. 5 in McGrath)

Practice exs.

Break

Lab time: researching & evaluating e-materials, followed by pair planning for your final project (the materials kit).

Pair and whole class/group collaboration (Exs.)

More practice exercises: relating concepts & ideas to your classrooms         

Q & A

WEEK 2:        E-MATERIALS & (E-)MATERIALS’ ASSESSMENT GRIDS

M July 26       Discussion of assigned reading lead by Dorothy and Kris

                        Sociocultural Factors and their Impact on Materials Assessment

The value of literature (as language-instructional material)

Authentic & authenticating text(s)-- Chp. 6 in McGrath

Mini readings (TBA) & practice exs.

Assessing audio and video, followed by pair planning for your final project (the materials kit).

Break

Pair and whole class/group collaboration (Exs.)

More practice exercises: relating concepts & ideas to your classrooms                     

Q & A

T July 27        Discussion of assigned reading lead by Linda & Marie

Learner-generated materials: learners as facilitators (Chp. 8 in McGrath)

                        Primary Focus: New Technologies: How authentic are E-Materials?

Online lab materials assessment. 

[Feel free to consult the URLs provided at the end of this document]

Break

Pair and whole class/group collaboration (Exs.)

More practice exercises: relating concepts & ideas to your classrooms         

Q & A

W July 28      Journal entry # 4 or 5 due

Discussion of assigned reading lead by Kairlyn and Judy

Putting it all together

Evaluating outcomes (Chp. 9 in McGrath)

Break

Ongoing materials assessment: Directions for the near future (Chp. 10 in McGrath revisited)

Online lab

In-class preparation time allocated to your final (group) project. 

Q & A

Th. July 29    Discussion of assigned reading lead by Janna & Kimberly

Ongoing materials assessment: areas for further study

Materials kit presentations (10 mins. per person, conference-style)

Showcasing The Content Teacher’s ESL Kit- Part I

Break

Showcasing materials- Part II

Course (and course materials) evaluation

APPENDIX

Some Useful Web Sites for Computer-Assisted Language Learning (CALL) Materials[2]

Instructional materials: http://www.cln.org/subjects/esl_inst.html

Dave’s ESL Café: www.eslcafe.com

http://towerofenglish.com/

http://wwwedu.gech/cptic/prospective/projets/anglais/exercises/welcome.html

http://www.angelfire.com/on/topfen/

http://www.eslhome.com/esl/listen/

http://owl.english.purdue.edu/handouts/esl/eslself.html

http://www.palomar.edu/esl/lab/

http://www.iei.uiuc.edu/web.pages/grammarsafari.html

http://www.eleaston.com/grammarqz.html

http://www.powerup.com.au/~ozesl/

http://www.englishgrammar101.com/

National Clearing House for English Language Acquisition:

http://www.ncela.gwu.edu/resfor/teachers/11_web.html

TESOL (www.tesol.org)

National Institute for Literacy: http://www.nifl.gov/

Center for Applied Linguistics (www.cal.org)

http://www.lavasurfer.com/pooh-guide.html

http://www.storyplace.org/eel/activities/threelilcritters.asp

http://www.crayola.com/cardcreator/index.cfm

http://www.4esl.com

http://www.esl-lounge.com/

http://www.ling.lancs.ac.uk/staff/visitors/kenji/kitao/material.htm

http://www.cal.org/ncle/DIGESTS/INNOVATIVE_PROGRAMS.HTML http://www.cal.org/ncle/DIGESTS/PLANNINGQA.HTM

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