COURSE DESCRIPTION AND REQUIREMENTS

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ENGL 547: Current Methods in ESOL instruction

Accelerated Career Enhancement (ACE TESOL Degree-2004)

USDE GRANT: T195N020104

Salisbury University

Course Designer: ANJALI PANDEY

(June 21 - July 25) 8.30 -11.00 & 1.00 -5.00 p.m.: (Room 111: 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.

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.   The first part of the course focuses on a historical review, analysis and intense evaluation of major 20^th 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 macro and microstrategies of language teaching with a specific emphasis on the microstrategies/techniques meant to enhance the creation of a personalized, and contextually relevant praxis 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;  and utilizing  techniques which  foster the holistic integration of listening, speaking, reading and writing skills. The eventual aim is to provide a battery of key cultural considerations to effectuate relevant and effective 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  actual  language teaching pedagogy, but will also be able to:

1. 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 via a detailed lesson plan design task incorporating key attributes of two randomly selected methods from any of the periods.
2. Demonstrate a critical awareness and understanding of a variety of strategies relevant to specific methods via a praxis experience entailing the utilization and juxtaposition of two ‘diametric’ methods in a microteaching event.
3. Display an informed theoretical understanding of the variables of learner, context/culture, classroom and linguistic input in the shaping of trends in language teaching methodology via a detailed field observation experience task involving newcomer populations.
4. Utilize a variety of effective and relevant macro and micro teaching strategies necessary for the effective teaching of the language skills of: reading, writing, listening and speaking. This will be achieved via an extensive clinical experience entailing the detailed observation and analysis of embedded teaching strategies, classroom organization skills and language management techniques aimed at enhancing both fluency and accuracy in learners’ language in close observation of real-time teaching events in peer classrooms.
5. Generate a personal, theoretically sound and informed theory of second language teaching based on canonized methods, principled pragmatism and responsible eclecticism with workable, flexible, context-sensitive macro and micro-teaching strategies and techniques.

            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.

Samway, Katherine Davis and Denise McKeon 1999. Myths and Realities: Best Practices for Language Minority Students. Portsmouth, New Hampshire: Heinemann.

Lewis, Michael, and Hill Jimmie 1992.  Practical Techniques for Language Teaching.  Boston: Thompson and Heinle.

Recommended TEXTS/MATERIALS

Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language Teaching.         New Haven, Connecticut: Yale University Press.

Richards, Jack, and David Nunan 1990. Second Language Teacher Education. Cambridge: Cambridge University Press.

Graves, Kathleen 2000.  Designing Language Courses. Boston: Thompson and Heinle.

**** 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 results 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.

Attendance Policy and class structure

You are responsible for coming to every class meeting barring any emergencies. Consistent tardiness and absences from this class will impact your overall performance in the course.  Please keep this in mind throughout the course. This course is dependent on your previous videotaping of a minimum of 10 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 10 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 may 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. This class assumes professional conduct at all times, and you may be asked to leave this class if you fail to respect the professional etiquette due your fellow peers and instructor.

CELL PHONE POLICY: In recognition of the busy lives of students of the 21^st century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session.

REQUIREMENTS AND STRUCTURE OF THE COURSE

DETAILED EVALUATION CRITERIA

1. Journaling Teaching: Part 1 :

(based on 10 hours OF VIDEOTAPED teaching of a colleague):

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

Ø      Observation;

Ø      Analysis, and

Ø      Evaluation

of   a colleague’s videotaped teaching on a number of crucial points discussed in class which will constitute a rubric for investigation.  To maintain objectivity, please do not write your name on the observation journal.

·        Each day you will be given a detailed rubric of macro and micro strategies of teaching in general and language teaching in particular to observe, analyze and evaluate in this person’s teaching.

·        To facilitate guided observation, the rubric will entail that you separate your journal observations into 7.5-minute slots of videotape and concentrate on observing one key macro strategy and one related micro strategy at a time.

·        You will observe 5 key macrostrategies and 5 key microstartegies on Day 1 (June 21) and five key macrostrategies 5 key micro strategies on Day 2 (June 22).

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

·        You will detail your observations for each macro and microstrategy in the form of a teaching journal and fill in your responses in the packets provided to you for this task.

·        It is important to start your analysis at the point in the tape given to you, but keep in mind that you will have to rewind the tape to the same spot you started at and submit the tape to me on the morning of: Institute 3.

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, specifically on June 23 you will be required to give back the tape to me to give back to the colleague who will begin observation at that same point.

OTHER IMPORTANT PROCEDURES:

2.  Journaling Teaching: Part 11 (based on observing the videotaped

       teaching of yourself).

Your TASK:

Ø      Self-observation,

Ø      Self-analysis, and 

Ø      Self-Evaluation

of the videotaped teaching of yourself on the same number of crucial points presented in the packet to you in the previous two institutes on the same segments viewed by an anonymous colleague. Once again, these key points will constitute the rubric for investigation and will be provided to you in a packet.

Evaluation Criteria:

Your teaching journals (Part 1& 2) will be evaluated using the following criteria: 1. Detail of your observations, 2. Depth of the Analysis/Evaluation; 3. Organization of your commentaries; 4. Succinctness of your overall comments and 5. Critical insight embedded in your comments.

3. 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 relevant macro and micro strategies, or it could be a summative account of each piece separately. Please aim for brevity and conciseness.  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 macro and micro strategies to be based on your journaling). Focus on major points only (both positive and negative).
3. Summary of your perceived theory of teaching by another observer (what the anonymous observer conceives your teaching to be).  Focus on major points only (both positive and negative).
4. Discussion of points of agreement and points of disjuncture between conceived vs. perceived theories of teaching with detailed speculations or hypotheses as to why this may be the case.
5. Lists of novel things learned about your teaching both valuable and not so valuable etc.). 
6. A list of new macro/micro strategies that you have learned about because of this activity.
7. Summary of areas in your teaching you need to focus on/change after participating in this task.
8. 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.
9. 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).
10. Speculations on how effective an ESOL teacher you will be (Why yes, why no)? What macro/microstrategies do you think will be the most useful for you as an ESOL teacher?
11. A record of the most rewarding part of this activity.
12. Conclusion: Outline your final theory of language teaching with any further recommendations to yourself regarding how this fits into your general theory of teaching.

SUBMIT: (Due June 25, 2004 in class—no exceptions)

1. Final report-typed—(no page limit)
2. Self-journal
3. Other person’s journal
4. Videotape
5. You will be graded on:
   1. Detail of commentary on the self observation and reflection;
   2. Organization/mechanical details of the piece
   3. Ability to address and  integrate  your observer’s comments in a mature and insightful fashion to your theory;
   4. Ability to make connections to material learned in class;
   5. Maturity/depth of insight of your overall language and general teaching theory.

4. Microteaching: Juxtaposing Two Methods: In the interests of time, you have randomly been assigned two methods of language teaching to showcase. Please reference appropriate parts of your textbook: Approaches and Methods in Language Teaching in your preparation to design this task. Also, refer to key sections of Practical Techniques in Language Teaching (chapters 5-11) depending on whether you are designing speaking, reading, writing or listening tasks.

Grading Criteria

1.      Theoretical comprehension of details of the methods with clear distinctions

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/time management/use of handouts for succinctness

5.      Utilization of (or reference to) key macro and micro strategies (techniques) of language teaching relevant to the method.

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

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

To further help, you may also design your lesson using any of 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?

NOTE OF caution:

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.

5.  Lesson plan/evaluation: 

·        You are required to submit your formal lesson plan outlines (of the two actualizations) immediately after your presentation. 

·        Your write-up will consist of two parts:

1. Formal Description:  An outline of key parts of the lesson relevant to each method with brief details concerning: Lesson objectives; Background details/Student Demographics; proficiency level of intended audience; Rationale; Assumed Knowledge; scope/language skill focus; Standards; learner roles; teacher roles; Materials/technology; Time Management; grouping/pairing strategies; Procedures/sequencing; Activities/drills/tasks; Assignments; Assessment Procedures.

Note: The above listed items may not all be relevant to your method. Your task is to choose the appropriate details relative to the method. You may have to use you own categorization based on the text: Approaches and Methods in Language Teaching.

2. Formal evaluation: A) What you would do if you had more time to actually deliver the lessons’ specifics using the assigned methods, and B) An evaluation of which of the methods you preferred and detailed reasons why.

Evaluation Criteria:

1. Organization/depth of the lesson plan’s descriptive details

2. Synthesis to relevant principles/theories of the methods

3. Creativity embedded in the lesson content

4. Depth/insight of the evaluation of the lessons

5. Innovation of speculations for changes in the lessons’ design/delivery.

6. 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.  

7. FIELD OBSERVATION REPORTS:

OBSERVING THE LIVES AND LANGUAGE OF NEW AMERICANS:

You will observe six to seven English learners in the real life documentary: The New Americans (2003 ITV production) with a total observation time of: 400 minutes. The video journal traces the lives of seven separate individuals/newcomer families to the United States over a period of three years. You will use your notes to construct daily institute reports consisting of five myths and five corresponding realities, with related overall commentaries using the format utilized in your text: Myths and Realities: Best Practices for Language Minority Students.

Evaluation Criteria: Your performance will be assessed on: 1. the uniqueness of the myths you identify; 2.the brevity/clarity of the myths you identify 3. the critical insight of your explanation about reality/observations (using examples from the documentary) 4. your ability to synthesize your explanation to course content, and, 5. the provocativeness of your overall commentary concerning the reality of life in America for newcomers, and implications for English language teaching in the United States of the 21^st century.

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 reports 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

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, selected samples from work completed in courses in the ACE TESOL Degree may be copied and retained for review including videotaped teaching samples.  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.

ESOL/TESOL: NCATE STANDARDS[2] 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, 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.

            The above are two standards most applicable to this specific course though other standards are consistently alluded to—the separation is quite artificial. The chart below indicates the intended NCATE outcomes of the standard and the second column 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 candidate “Meets Standards”; and scores of 70-79% assume that the candidate “Approaches Standards.” Below is the detailed link between outcomes and assessments to gauge the outcomes in this specific course:

NOTE: Rubrics are provided with links to all relevant standards assumed of the course assignments.

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

SYLLABUS

ENGL. 547: Current methods In ESOL Instruction

Salisbury University, Summer 2004

Course Designer: Anjali Pandey

Phone: Office: 410-677-5387; Home: 410-572-6033

Institute 1:      CONTRASTING EARLY AND ALTERNATIVE LANGUAGE TEACHING TRENDS OF THE 2OTH CENTURY; AN INTRODUCTION TO THE ELEMENTS OF REFLECTIVE TEACHING

M June 21       Part I: Laying the groundwork

Introduction to the course, syllabus and course objectives and needs assessment.

                        Part II: Theory & Research: Language Teaching Methods

                        Theoretical issues in language learning and teaching.

A historical overview: Introduction to key theoretical frameworks in Methods Analysis.  Analyzing key elements of: Grammar Translation; the Direct Method; Oral/ Situational language Teaching and The Audiolingual Method as contrasted with Total Physical Response, the Silent Way, Community Language Learning and Suggestopedia.

                        Part III: Application: Focused Macro and Micro strategies

                        Conceptualizing teaching acts—an introspective study

In-class discussion: Techniques to enhance student learning; language learning and classroom dynamics. (Chapters 1-3 in Practical Techniques for Language Teaching.)   

Part IV: Field Observation: The challenges of 21^st century language teaching in America— Screening: The New Americans: Part 1

                        LUNCH BREAK

Part V: Theory & Research: Language Teaching Methods: Continued.
In-class quiet reading time: Myths and Realities: Demographic Myths; and Enrollment Myths (Chapters 1&2)

Part VI: Field Observation: The challenges of 21^st century language teaching in America—   Screening: The New Americans: Part 2

Part VII:   Planning Instruction: Synthesizing findings: Field report #1

                        Part VIII: Conclusion and Review

Homework: Observation of videotaped real-time teaching (Analyzing and Evaluating 5 macro and 5 micro teaching strategies).

Institute 1I:    EARLY APPROACHES AND METHODS OF LANGUAGE TEACHING IN THE 20^TH CENTURY: MONITORING TEACHING ACTS; THE ART OF LANGUAGE TEACHING

T June 22         Part I: Introducing alternative approaches of the 20^th century:  Introducing: Whole Language teaching and its impact on language teaching.

 Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Kelly Murdoch and Dot Bell

                        Actualizing the methodologies of:

§         Total Physical Response

§         Audiolingual Method

                        Part III: Application: Focused Macro and Micro strategies

                        Minimizing perceptual mismatches; Identifying your learner’s needs;

Enhancing teacher preparation in language teaching; Techniques to teach listening: (chapters 4-5 in Practical Techniques for Language Teaching).  

·        We will be having Dr. Nancy Michelson in class to talk about certification.

Part IV: Field Observation: The challenges of 21^st century language teaching in America— Screening: The New Americans: Part 3

In-class quiet reading time: Myths and Realities: Native Language (L1) Instruction myths and myths about acquiring a second language (Chapters 3 and 4).

                        LUNCH BREAK

                        Part V: Theory & Research: Language Teaching Methods

Understanding the underpinnings of: Multiple Intelligences; Neurolinguistic Programming; the Lexical Approach and Competency Based Language Learning.
 

Part VI: Field Observation: The challenges of 21^st century language teaching in America—Screening: The New Americans: Part 4

                        Part VII: Application: Focused Macrostrategies

Planning Instruction: Synthesizing findings: Field report #2

Part VIII: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Indra Manning and Janna Martin

                        Actualizing the methodologies of:

§         The Silent Way

§         Community Language Learning

Homework: Observation of videotaped real-time teaching (Analyzing and Evaluating 5 macro and 5 micro teaching strategies).

Institute III:    CURRENT TRENDS IN LANGUAGE TEACHING; KEY MACROSTRATEGIES FOR LANGUAGE TEACHING; THE ART OF LANGUAGE TEACHING

W June 23        DUE: two journals in sealed ENVELOPES WITH videos in class – Write the name of the person observed. Do not write your name.

                         Part I: Introducing alternative approaches of the 20^th century:  Introducing: Communicative Language Teaching and its impact on language teaching.

Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Marie Baker and Barbara Kohut

                        Actualizing the methodologies of:

§         Suggestopedia

§         Grammar Translation

Part III: Theory & Research: Language Teaching Methods

Theoretical issues in: Task Based Language Teaching and the Natural Approach

Part IV: Field Observation: The challenges of 21^st century language teaching in America— Screening: The New Americans: Part 5

In-class quiet reading time: Myths and Realities: Placement myths and Assessment myths. (Chapters 5-6).

                        LUNCH BREAK

Part V: Application: Focused Macro and Micro Strategies

Techniques to enhance the teaching of Speech and Structure: (chapters 6-7 in Practical Techniques for Language Teaching).  
 

Part VI: Field Observation: The challenges of 21^st century language teaching in America—   Screening: The New Americans: Part 6

Part VII: Planning   Instruction: Synthesizing findings: Field report: #3

Part VIII: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Kim Fitzgerald and Judy Valente

                        Actualizing the methodologies of:

§         Multiple Intelligences

§         Neurolinguistic Programming

Homework: Do   self- observation of real-time videotaped teaching (Analyzing and Evaluating 5 macro and 5 micro teaching   strategies).

Institute 1V:    CURRENT TRENDS IN LANGUAGE TEACHING; KEY MICROSTRATEGIES FOR LANGUAGE SKILL TEACHING; THE ART OF LANGUAGE TEACHING

TH. June 24     Part I: Trends of the 20^th century:  Introducing: Cooperative Language Teaching.

Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Linda Jarrett and Kairlyn Miles-Smith

                        Actualizing the methodologies of:

§         Whole Language

§         Lexical Approach

Part III: Application: Focused Microstrategies

                        Fostering language awareness in learners.

Techniques for building accuracy and vocabulary in learners (chapters 8-9) in Practical Techniques for Language Teaching.  

 

Part IV: Field Observation: The challenges of 21^st century language teaching in America— Screening: The New Americans:  Part 7

In-class quiet reading time: Myths and Realities: Program placement myths Assessment myths and staffing myths (Chapters 7-8).

                        LUNCH BREAK

                        Part V: Theory & Research: Language Teaching Methods

Contextualizing linguistic input and integrating language skills: a holistic approach

Understanding the underpinnings of: Content Based Language Instruction
 

 Part VI: Field Observation: The challenges of 21^st century language teaching in America—Screening: The New Americans:  Part 8

Part VII: Planning Instruction: Synthesizing findings: Field report #4

Part VIII: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Melissa Billings and Kris Hemstetter

                        Actualizing the methodologies of:

§         Competency Based Language Teaching

§         Task Based Language Teaching 

Homework: Do   final part of self-observation of real-time videotaped teaching (Analyzing and Evaluating 5 macro and 5 micro teaching strategies).

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

Part I: Working on the final Teaching Theory Portfolio.

Part II: Application: Focused Microstrategies

                        Fostering language awareness in learners.

Techniques for enhanced reading and conversation skills in learners (chapters 10-11) in Practical Techniques for Language Teaching).  

In-class quiet reading time: Myths and Realities: Myths about parental involvement (Chapter 9).

Part III: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Jeff Coalter and Lavern Sibanda

                        Actualizing the methodologies of:

§         Oral/Situational Language Teaching

§         The Natural Approach

LUNCH BREAK

 Part VI: Field Observation: The challenges of 21^st century language teaching in America—Screening: The New Americans:  Part 9

Part V: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenters: Karen Keefe and Kamesha Miller

                        Actualizing the methodologies of:

§         Content Based Language Instruction

§         Cooperative Language Learning

Part VI: Field Observation: The challenges of 21^st century language teaching in America—Screening: The New Americans: Part 10

Part VII:  Planning Instruction: Synthesizing findings: Field report #5

                        Part V: Theory & Research: Conclusion

Revisiting the Post-Methods era: Raising cultural consciousness in learners and teachers; Conclusion and Final Evaluation

FINAL PROJECT DUE IN CLASS ON JUNE 25, 2004: (With all accompanying materials (see course policy sheet for details.)           

Microteaching Assignments: Cohort 2004: Part I

Note: Please refer to relevant sections in your texts:  Methods and Approaches and Practical Techniques for Language Teaching to plan for this activity.

Microteaching Assignments: Cohort 2004: Part II

Note: Please refer to relevant sections in your texts:  Methods and Approaches and Practical Techniques for Language Teaching to plan for this activity.

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