Back to Courses

ENGL 591 Language Learning, ESOL Instruction and Materials Assessment

Instructor: Mark J. Connelly Ph.D.    dewriters@aol.com

Course Description: This course connects to ENGL 528 (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 reference 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 is mandatory, as is 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.

Celce-Murcia, Marianne. 2001. Teaching English as a Second or Foreign Language.

            Boston, MA: Heine & Heinle

Graves, Kathleen. 2000. Designing Language Courses: A Guide for Teachers. Boston,

MA: Heinle & Heinle. (Instructor’s copy: available in classroom)

Shrum, Judith L. and Eileen W. Glisan. 2000. Teacher’s Handbook: Contextualized

Language Instruction. Boston, MA: Heinle & Heinle.

Class Outline, Language Learning and ESOL Materials Assessment (ENGL 591)

Monday, July 30

8:30-10:00

Introduction, Group selection, Project description

Orientation: Linking Curriculum, Instruction and Assessment: Praxis/reflection models

10:00-12:00

Discussion, SIOP model of instruction and evaluation

12:00-1:00

Lunch

1:00-2:00

Materials development: learner needs

2:00-3:00

Materials development: course design models

3:00-5:00

Reading time/project development.  Read Murcia, pp.303-318.  Prepare discussion points and questions; be prepared to use these as basis for discussion on Tuesday, 7/31.

Tuesday, July 31

8:30-10:00

Discussion of Murcia as above.

10:00-11:00

Developing materials from scratch (cf. Brown p.164)

11:00-12:00

Adapting materials (cf. Brown p. 166)

12:00-1:00

Lunch

1:00-2:00

Group work (by grade levels): Discuss and plan strategies for materials adaptation or creation, depending on materials currently in use in your classrooms.

2:00-3:00

What are the problems encountered from the preceding exercise?

3:00-5:00

Reading time, project design: what can be done to adapt/redesign materials so far?  Start thinking about what teachers in your building need to know.  Suggestion:  start brainstorming a rationale for your handbook, and sketch out the rationale.  If you can come up with a finished rationale by Wednesday, all the better.

Reading Assignment for Wednesday, August 1: Read Unit IV in Celce-Murcia (pp. 357-399).

Wednesday, August 1

8:30-10:00

Let’s discuss the work from yesterday afternoon.  Block out your texts for review and analysis.

10:00-11:00

Using the graphic from Graves (p.261) consider ways of re-designing the lesson materials.

11:00-12:00

Add-ins: let’s also review language learning styles and differences.

12:00-1:00

Lunch

1:00-2:00

What more needs to be added to materials design, given what we know about learning differences?

2:00-3:00

Revisiting the revised TESOL standards: how do these connect to materials development?

3:00-5:00

Reading and project development

Assignment for Thursday, August 2: Read  Shrum/Glisan, Chapters 2 and 10.

Thursday, August 2

8:30-11:00

Discussion, Shrum/Glisan, chapter 2. Integrating Materials, Instruction, Standards.

11:00-12:00

Reading period: Shrum/Glisan: Elementary Group: read chapter 4. Middle school group: read chapter 5. High school/adult group: read chapter 3.

12:00-1:00

Lunch

1:00-3:00

Breakout session: Let’s start on the handbook. Preliminary work. Start blocking out the first part of the handbook.

Friday, August 3

8:30-5:00

Putting it all together: Linking standards, curriculum/materials, instruction, and (keeping an eye toward assessment), We’ll finish the first part of the handbook.

Top of Pages