Salisbury University

TARGET Program 2010

USDE Grant: T195N070327


ENGL 547 – Current Methods in ESOL Instruction


Course Designer: ANJALI PANDEY





            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 20th and 21st 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.



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 19th, 20th and 21st 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 self-analysis and peer observation of a micro-teaching event.
  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 self observed 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. 






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 2007. 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.




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.



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 negatively impact your overall grade in the course.  Please keep this in mind throughout the course. 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 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 review 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. Late assignments will not be permitted.  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 21st 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. Use of laptops and other electronic devices assumes professional conduct at all times.  This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates. 




1. Micro-Teaching: Juxtaposing two Methods:                         20%

2. Reflective essay on micro teaching event:               20%

3. Memory Jolts/Reviews/video demos:                           20%

4. Content coach reaction briefs:                                  20%

5. Working professional portfolio: oral/written:      20%







1. 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).

  1. Approach
  2. Design:

·         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


  1. 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. (Please choose from the following):

  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 the following TWO parts: (see below and next page).


Part 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.


(see next page)


Part II: Formal Evaluation:


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.  Depth of self-reflexiveness



3. REVIEWS/MEMORY JOLTS/CLASSROOM EXERCISES/Videotaped teaching: Due to the short duration/span of the course, please take extremely detailed notes of all lectures, discussions, exercises and readings. You will be required to remember key facts, and will need to be alert at all times in order to effectively remember details.  Starting in the second institute, you will be sharing 5 minutes of your taped teaching with the class. Contextualize the clip; analyze your strengths and analyze your areas for improvements. Finally, analyze what you will do differently based on what you have learned in the course so far particularly as this pertains to ELL teaching principles/methods and your current teaching style as showcased in your demo video.   


4. Reviewing content coaches: Reaction briefs.  We will be having four guest presenters/content coaches from local school districts/organizations who will be giving demonstration presentations on innovative methods for teaching ELL learners. You will have to turn in short responses/reaction briefs (no page limitations) to these demonstrations.  You will only respond to three out of the four presentations so decide which 3 you will focus on (Due: dates marked on the syllabus

·         Please take notes during the demonstration so that you do not forget salient points as they occur to you. Your brief should include pertinent information such as: the title of the talk, the presenter, and the time and day of the presentation.  

·         List at least 3-5 strategies for the ELL classroom that you saw highlighted in the presentation, and which you were impressed by.

·         List to the extent possible, the manner in which the showcased strategies involved elements of any of the methods/approaches we have discussed in class so far. Be sure to justify your links to methods/approaches with examples.

·         List any other methods/ approaches which were not highlighted, and which you felt could have accomplished the teaching goal more effectively/as effectively.

·         List any other key points/thoughts.   


Evaluation Criteria: 1.Content: Course linkages to Methods/Approaches and

   2.  Innovation/Creativity


5. Working portfolio Presentation: You will give a power-point presentation of your Professional Portfolio during the final institute: see the list provided at the end of the syllabus. Please remember that your presentation CANNOT EXCEED 15 minutes.


Evaluation Criteria:  Professional Working Portfolio: PowerPoint Presentation/

Artifact Reflection

1.  Included reflection for each artifact

2. reflection is related to the standard

3.  one piece of EVIDENCE FOR ALL relevant standards.

4. All required elements are present: (1-3) (time mangement: 15 minutes)


Note: Provide detailed reflective statements for all the standards and your artifacts in the portfolio. Explain the extent to which you feel you have as a professional met or exceeded these standards and explain WHY. Provide detailed reasons why—don’t just say you have met or exceeded the standard—provide convincing evidence in the brief statements which connect the standards to the artifact. 


A  Hard copy of your working professional Portfolio.  Since this is required for NCATE standards, please make copies of artifacts in the final product for your own files since these portfolios will become part of the English department NCATE files.  You should include your electronic PowerPoint presentation in the form of a CD/ memory stick.

 Please do not use MAC or Windows Vista formats since these are incompatible with campus PCs.

      Due date: June 19, 2010 (In class): No exceptions.


Evaluation Criteria:  Hard Copy Professional Working Portfolio

1.  Organization: (Technical details of the overall portfolio/clear, working navigability)

2. Critical insight (embedded in the Reflective Essay, and reflective statements: see below).

3.  Artifacts: Selection and relevance of each artifact

4.  ncate-tesol standards linkages: (compelling and logical links to standards)

5.  Creativity/innovation: (of the entire portfolio) 


Note: Before submitting your electronic portfolio, use a campus computer to check to see if all links work properly so as to rectify any technical glitches.




Criteria for the OPENING REFLECTIVE essay in the Professional Working Portfolio:

1. Introduction: Provide a short introduction to your portfolio, and provide a short summary of its contents as they pertain to your overall philosophy of English language teaching. Describe which of the teaching methods/approaches discussed in the course you use /will use and why?


2. Narrative: Explain HOW you would integrate relevant content learned from the courses (as evidenced by your artifacts) into your present or future classroom teaching.  Next, explain WHY you think the content of these artifacts is important to include in your present or future teaching.


3. Rationale: Demonstrate using  examples from the artifacts contained in your portfolio as to  HOW you have gained knowledge or understanding of course content, and the extent to which your /artifacts meet the designated standards.


4.  Additional Thoughts: Feel free to highlight areas where standards could not be met and reasons why (e.g., course work still in progress; a lack of access to gifted or talented students/ special education students and so on).


5. Conclusion: Conclude by examining which aspect of this working portfolio was the most rewarding for your professional career and WHY.





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.




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:



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 program 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.



Please refer to Domains 3 and 5 in the document:

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:

Domain 3: Planning and Managing Instruction



Course relevant Assessments

“Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL Instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources.”

·         Assessment of Professional Working Portfolio

·         Assessment of 2 microteaching events of two lessons utilizing two assigned (diametrically opposed) teaching methods to plan for ESL instruction.

·         Evaluation of lesson plans and materials design in two microteaching events to mange ESL instruction.

·         Evaluation of Portfolio Project on implementing effective language teaching strategies.

·         Pencil and paper reviews/memory Jolts to enhance knowledge about established ESL teaching methods

·         Evaluation of self observation reports to plan for contextualized, realistic and effective teaching strategies for 21st century newcomers.

·         Evaluation of library /electronic research and oral presentations on effective methods of language teaching.


Domain 5: Professionalism



Course relevant Assessments


  • Evaluating daily pencil and paper reviews on the particularities of specific language teaching methods for managing instruction.
  • Evolution of daily oral input (critical thinking) on readings from texts.

·         Assessment of Working Professional Portfolio

·         Evaluation of Portfolio Project on Teaching Theory Profile (see above)

·         Assessment of 2 microteaching events of two lessons utilizing two assigned (diametrically opposed) teaching methods to guide future choices.

·         Evaluation of lesson plans and materials design in two microteaching events to plan effectively for diverse classrooms.

·         Evaluation of self-videotaped teaching events to design realistic and empowering models of instruction to newcomer populations.



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:





ENGL. 547: Current methods In ESOL Instruction

Salisbury University, Summer 2010

Course Designer: Anjali Pandey

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




S May 29         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.)   


                        LUNCH BREAK (12.45-2.00)


Part IV: Content Coach Demonstration Project:

§  Coalition for Distinguished Language Learning Center, Washington D.C.: Mr. Boris Shekhtman (Director).


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


                         Conclusion and Review: Food for Thought Documentary #1


Homework: Review notes and readings on Methods covered.



S June 5           Part I: Introducing alternative approaches of the 20th century:  Introducing: Whole Language Teaching and its impact on language teaching.


Understanding the underpinnings of: Multiple Intelligences; Neurolinguistic Programming; and the Lexical Approach

            Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:

Presenter: lauren

                        Actualizing the methodologies of:

§  Total Physical Response

§  Audiolingual Method


Presenter: Valerie

                        Actualizing the methodologies of:

§  The Silent Way

§  Community Language Learning


Presenter: Dana

                        Actualizing the methodologies of:

§  Suggestopedia

§  Grammar Translation


                        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).  


Ø  Showcasing Video Demos (1-2)

                        LUNCH BREAK



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


Ø  Showcasing Video Demos (3-4)


Part IV: Content Coach Demonstration Project:

§  Indian River School District: Ms. Heidi Decker


Part V: Conclusion and Review: Food for Thought Documentary #2


Homework: Review notes and readings on Methods covered.



*      Content Coach Reaction Brief #1 due


S June 12        Part I: Introducing alternative approaches of the 20th century:  Introducing: Communicative Language Teaching and its impact on language teaching.

Review: Task Based Language Teaching and the Natural Approach


Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:


Presenter: amy

                        Actualizing the methodologies of:

§  Whole Language

§  Oral Situational Language Teaching


Part III: Application: Focused Macro and Micro Strategies

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

Ø  Showcasing Video Demos (5-6)

                        LUNCH BREAK


Part IV: Content Coach Demonstration Project:

§  Somerset  County Public Schools: Ms. Jenna Ryerson


Part V: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:


Presenter:  eric

                        Actualizing the methodologies of:

§  The Lexical Approach

§  Task Based Language Teaching


Presenter:  Jenn

                        Actualizing the methodologies of:

§  Oral Situational Language Teaching

§  The Natural Approach


Discussion time: Myths and Realities: Literacy myths and Placement myths. (Chapters 5-6).

 Conclusion and Review: Food for Thought Documentary #3

Homework: Review notes and readings on Methods covered. Review Reading on Content-Based Instruction assigned           



*      Content Coach Reaction Brief #2 due


S June 13         Part I: Trends of the 20th century:  Introducing: Cooperative Language Teaching; Content-based Instruction, and Competency Based Language Learning.


Part II: Praxis: The Art of Language Teaching

Microteaching via juxtaposition:


Presenter: Marc

                        Actualizing the methodologies of:

§  Audiolingual Method

§  Multiple Intelligences


Presenter: Ron

                        Actualizing the methodologies of:

§  Content Based Language Instruction

§  Cooperative Language Learning


Part III: Application: Focused Microstrategies

Theory & Research: Language Teaching Methods

Continuation of Content Based Language Teaching

                        Fostering language awareness in learners.

Ø  Techniques for building accuracy and vocabulary in learners (chapters 8-9) in Practical Techniques for Language Teaching.  
Showcasing Video Demos (7-8)





Part V: Discussion time: Myths and Realities: Program placement myths, Assessment myths and programming myths (Chapters 7-8).

Workshop/ Time for Professional Working Portfolio Planning


Part VI: Content Coach Demonstration Project:

§  Queen Anne’s County Public Schools: Ms. Sylvia Aguilar-Tipsword.



Review and Conclusion:  Food for Thought Documentary #4


Homework: Review notes and readings on Methods covered.






S June 19         Part I: Reviewing Methods


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).  


Instructions on Post-Exit Guidelines


Ø  Showcasing Video Demos ( Last call)


Part III: Theory & Research: Conclusion

Revisiting the Post-Methods era: Raising cultural consciousness in learners and teachers; Conclusion and Final Evaluation
In-class quiet reading time: Myths and Realities: Staff development Myths and Myths about parental involvement (Chapter 9 and 10).


Part 1: Schedule for the Working Professional Portfolio Demonstration

Please do not exceed 15 minutes in your presentation















Part 2 Schedule for the Working Professional Portfolio Demonstration

Please do not exceed 15 minutes in your presentation














Final Evaluations


*      Philosophy of Language Teaching—Reflective Essay and e-portfolio: Due in class

*      Content Coach Reaction Brief #3 due in class.  No exceptions beyond this date).




Microteaching Assignments: Cohort 2010


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




Name of presenter

name of methods

June 5



  • Total Physical Response
  • Audiolingual Method

June 5



  • The Silent way
  • Community Language learning

June 5



  • suggestopedia
  • grammar translation

June 12



  • whole language
  • Oral situational Language teaching

June 12



  • The lexical Approach
  • Task based language teaching


June 12



  • oral/situational language teaching
  • The natural approach

June 13



  • Audio lingual Method
  • Multiple intelligences

June 13



  • Content Based language Instruction
  • cooperative language learning




TARGET Project

Anjali Pandey

Phone: 410-572-6033





Instructions for Planning the Working Professional Portfolio




Since some of you will be unable to go home during the week when the portfolio is due, please to gather all artifacts from previous classes that show the extent to which your course-work so far has succeeded in fulfilling NCATE requirements in the five domains as explained in the document that follows.


The complete standards can be accessed at:



A considerable part of your final course in each cohort will be devoted to preparing your Working Professional Portfolio.  Consequently, please read the document that follows and gather any relevant artifacts that could be included from these courses in the program:





Module #1

Module #1

Engl. 536: Principles of Linguistics

Engl. 509: Seminar in Language Study: Grammar and Culture

Engl. 591: Topics in Literacy and ESOL Listening

Engl. 532: Literacy and ESOL Reading

Module #2

Module #2

Engl. 539: Second Language Acquisition

Engl. 534: Literacy and ESOL Writing

Engl. 591: Topics in Literacy and ESOL Speaking

Module #3

Module #3

Engl. 528: ESOL Tests and Measurements

Engl. 547: Current Methods in ESOL Instruction

Engl. 533: ESOL Program Development



Final Note:

If you have photographs/teaching videos and other materials that you want to include in your portfolio (see the description that follows for examples for each of the domains), please gather these together.


Please note that you can add artifacts to this po


[1] See the Salisbury University Graduate Catalog for a brief description to this course.  

[2] The following standards are taken directly from the document “TESOL/NCATE Standards for the Accreditation of Initial programs in P-12 ESL Teacher Education”, (2002)-Draft prepared by the TESOL task force on ESL standards” TESOL Inc.  For newer details, please refer to the following web-site: