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ENGL 591 Language Learning, ESOL Instruction and Materials Assessment
Instructor: Mark Connelly, Ph.D. dewriters@aol.com
Course Description: This course builds on ENGL 527 (Tests and Assessment) by a consideration of curriculum and materials assessment. Materials assessment is defined here as a description and evaluation of the techniques and exercises, along with the texts and supplementary materials, used in the delivery of ESL instruction. Such assessment is inseparable from a consideration of overall curriculum design and delivery, instructional planning and delivery, and assessment of ELLs. Specifically, the course has two aims: (1) to acquaint the student with the theory and practice of materials assessment, and (2) to integrate this into a broader evaluation of curriculum, instruction, and assessment (testing).
Course Goals and Objectives: Students in this class are expected to keep the following goals and objectives in mind:
Goal (1) ACE participants are expected to complete a program of study and demonstrate competence in program planning using appropriate, research-based models of instruction that are adapted to limited English proficient students. Objective: Students will examine research-based models of materials assessment which are explicitly linked to models of instruction and curricular planning. Students are required to identify the strengths and weaknesses of current materials, both in-class and standardized, in view of the needs and abilities of ELLs.
Goal (2) ACE participants are expected to complete a program of study to demonstrate competence in applying a variety of instructional methodologies to teach, to assess student learning, and to reflect on teaching and learning language arts and all content areas. Objective: In keeping with the above, attention is given in this class to the integration of instruction and materials assessment in the language arts and other content areas. Students are required to give a critical evaluation of materials design and use in language arts and other content areas (as dictated by the certification of students in the class) and master the current options in assessment of ELLs in these disciplines.
Goal (3) ACE participants are expected to demonstrate competence in administering and evaluating assessments which determine students’ (1) English language proficiency (for purposes of placement in or exiting a program), (2) achievement in content areas, and (3) general academic language proficiency. Objective: Students will be required to link materials choice and design to the assessment of ELLs. Students will be required to adopt, adapt, or design materials for ELL instruction, and link these to appropriate forms of assessment.
Goal (4) ACE participants are expected to demonstrate competence in selecting and using materials appropriate to the age, developmental level, cultural and linguistic backgrounds, and exceptionalities of students. Objective: Particular issues of concern in the design, use, and evaluation of materials used to instruct culturally and linguistically diverse students, and those in this group with exceptional needs, will be addressed and discussed in this class.
Course Organization: This course will be blocked out into 50-minute periods. As indicated below, some of these will be lecture/review, brainstorming, reading time, and creative time (formulating, justifying, and presenting appropriate materials, and integrating these into curricular, instructional, and assessment goals and objectives).
Course Expectations: A grade is assigned on the basis of participation in discussion and evidence of reasoned, informed evaluation of the readings and assessments/tests under examination, and evidence of application of the concepts in a final project, which is a handbook for mainstream teachers who work with ELLs. This handbook will integrate the following: TESOL standards, state standards, curricular and instructional objectives, assessment, and the adaptation/design/use of appropriate materials in each of these areas: reading acquisition, writing, and content (according to the content expertise of the students in this class). Since this course is practical , it is important that students seek ways to apply the concepts brought forward in the readings and in class. It is important to keep up with the readings, and evidence of this is a factor in assigning a grade for the course. In addition, since time is short, attendance and punctuality are mandatory. One final consideration: if you receive a cellphone call during class, just leave the classroom and take the call. A summary of expectations:
Attendance Keeping up with the readings
Class participation (20% of grade) Final project (80%)
Course Outline and Assignments: The texts used in class are the following:
Brown, Dean. 1995. The Elements of Language Curriculum: A Systematic Approach to
Program Development. Boston, MA: Heinle & Heinle.
McDonough, Jo and Christopher Shaw. 2003. Materials and Methods in ELT, 2nd ed. Blackwell Publishing.
Genesee, Fred and J. Upshur. Classroom Based Evaluation in Second Language Education. 1996. New York: Cambridge University Press.
Class Outline, Language Learning and ESOL Materials Assessment (ENGL 591)
Monday, August 7
8:30-9:30
Orientation: Linking Curriculum, Instruction and Assessment: Praxis/reflection models
9:30-10:30
Discussion, Brown (chapter 1) Overview of Curriculum
10:30-11:30
Discussion, Brown (chapter 2) Needs Analysis
11:30-12:30
Reading Period: Brown, Chapter 3.
12:30-1:30
Lunch
1:30-2:30
Needs analysis, part 2: what the paperwork looks like! (materials provided)
2:30-3:30
Reading Period: Brown (chapter 5) Setting Goals and Objectives
3:30-5:00
Discussion/application of Brown, chapter 3, 5.
Reading Assignment for Tuesday, August 8: McDonough Shaw, pp 1-73.. Bring to class materials you currently use to teach ELLs (whether in pull-out or grade-level classes).
Tuesday, August 8
8:30-10:30
Discussion of McDonough/Shaw.
10:30-11:30
Application: we will choose some of the materials and apply checklists.
11:30-12:30
Continuation of the above exercise.
12:30-1:30
Lunch
1:30-2:30
Group work (by grade levels): Discuss and plan strategies for materials adaptation or creation.
2:30-3:30
Reading period: Read Genesee, chapters 1-3
3:30-5:00
Discussion, Genesee.
Reading Assignment for Wednesday, August 9: Genesee, chapters 5,6,7.
Wednesday, August 9
8:30-9:30
Models of learner styles: instructor’s presentation
9:30-11:30
Discussion, Genesee.
11:30-12:30
Materials adaptation/creation: incorporating learner styles (brainstorming activity)
12:30-1:30:
Lunch
1:30-5:00
Discovery phase: what did we find? What more needs to be incorporated into materials design?
Assignment for Thursday, August 10: finish Genesee.
Thursday, August 10
8:30-10:30
Discussion, Genesee.
10:30-11:30: Project time.
12:30-1:30
Lunch
1:30-4:30
Project time.
Friday, August 11
8:30-4:30:
Putting it all together: Linking standards, curriculum/materials, instruction, and assessment. We’ll finish the handbook.