TARGET

COURSE DESCRIPTION AND REQUIREMENTS

English 591-192 Topics in Literacy and ESOL Listening

Instructor: Dr. Laura L. Marasco, Associate Professor

Course Description:

This course introduces students interested in questions of language acquisition to the theories and practices relating to learning through listening in another language. Topics include models for acquiring listening skills, teaching strategies for second language literacy development through listening, evaluating listening media materials, evaluating listening development, current research on second language literacy development, and the political and social implications of second language literacy particularly as it pertains to listening.

The primary focus of this course is on Standard 3.a. Planning for Standards Based ESL and Content Instruction (NCATE/NCTE/TESOL). It emphasizes the role of the teacher as communicator. The overarching goal of this course is to develop ESOL teacher candidates’ instructional proficiently in second language listening instruction.

Objectives:

Students completing ENGL 591-Topics in Literacy and ESOL Listening will have the opportunity to:

Develop an understanding of the theoretical and empirical foundations of ESOL listening and how listening/ literacy practices are mediated by social interaction and culture.
Develop sensitivity to the background, needs, and expectations of a culturally and linguistically diverse population.
Develop an understanding of the fundamental concepts of second language learning and listening.
Become acquainted with, read, and critically review relevant research literature on ESOL listening.
Become acquainted with theories, models, and definitions of listening.
Acquire fundamental knowledge needed to make program and classroom decisions about proficiency, placement, instruction, and instructional assessment.
Become acquainted with effective instructional practices and procedures in second language listening development.
Evaluate educational materials and resources of various educational publishers.
Understand the role of cognitive, contextual, and affective factors that influence listening development.
Develop a compendium of professional practices and procedures, supported by national standards and the professional literature, that foster optimal listening development for ESOL learners.
Identify strategies for involving parents/guardians in fostering listening development.
Become acquainted with technology that supports ESOL and listening skills.

Books and Resources:

Primary Texts:

Flowerdew, John and Miller, Lindsay. (2005). Second language listening: Theory and practice. New York: Cambridge University Press.

Lynch, Tony. (2009). Teaching Second Language Listening. New York: Oxford University Press.

Internet Articles and Resources:

www.public.iastate.edu/~volkerh/projects/podcasting/alcolloq_podcasting.ppt (Integrating podcasts into an ESL listening course)

http://www.cnn.com/video/ newsbreaking videos

http://www.educationalvoyage.com/esl.html (Section on idioms and slang)

http://goliath.ecnext.com/coms2/gi_0199-6254422/Help-options-and-multimedia-listening.html (Help options and multimedia listening: students’ use of subtitles and the transcript-abstract only)

http://www.englishraven.com/SLAC_dictation.html (Speaking and Listening Across the Curriculum)

http://www.englishraven.com/SLAC_dictogloss.html (The listening dictogloss activity)

http://www.asian-efl-journal.com/pta_Jan_07_xw.doc (Three ways to motivate Chinese students in EFL listening classes.

http://www.cupola.com/html/wordplay/english1.htm (The English Lesson. Poem by Richard Krogh)

http://www.songsforteaching.com/musicapaedia/teachingtargetlanguagethroughlyrics.htm (Teaching the target language through the lyrics of melodic music)

http://www.languageguide.org/english/br/ (multilingual vocabulary translation with sound)

http://www.actfl.org/i4a/pages/Index.cfm?pageid=3963 (52 essays on Talkin’about Talk to celebrate 2005 Year of the Languages, Program #11 What does it take to learn a second language)

http://www.esl-lab.com/ (General listening quizzes, easy to difficult)

http://www.eslhome.com/esl/listen/ (Reviews of websites on listening, pros and cons)

http://a4esl.org/ (Activities, quizzes, etc for ESL students)

Course Requirements:

Active participation is expected. This means not only coming to class prepared and on time, having done the required reading, but by thinking, sharing and questioning during class. (10 pts/session).

2. Journal Entries. This is your personal response to each reading, presentation, activity, etc. throughout the course. Entries may be in the form of a reflection, opinion, pondering, but NOT a summary. (10 pts/session)

Book chapter presentation. Each student will be assigned a book chapter to read and present to the class. Since you will be the only one reading this particular chapter, be sure to summarize correctly and effectively in order to share the information and findings. A related listening activity or the practice of one mentioned in the chapter to share with the class is required for full credit. (100 points)

Create a listening lesson for an ESOL class. This should be something that you will use at your own school and be appropriate for the grade level at which you teach. Based on the text, articles and other information discussed in class, the lesson should be supported by sound listening pedagogy and theory for ESOL. Be prepared to share this lesson on the final day of class. You will have ½ hour (if needed) to do your presentation. You are responsible for any materials you might need in order to teach this lesson.

In addition to the actual lesson, you must share with the class your rationale behind your choice of activity and why it is appropriate for your ELLs. Save a few minutes at the end of your lesson for discussion. You must turn in a copy of the lesson plan and a one page rationale to me as well. (200 points)

Evaluation/Grading:

Your final grade is based on the satisfactory completion of the above stated course requirements. The accumulation of points for the stated activities/projects will be converted to a letter grade. Final course grades are based on the following percentages: 90-100%=A; 86-89%=B+; 80-85%=B; 70-79%=C; 60-69%=D; 59% and below=F. Final course determinations are not rounded up.

Class Schedule:

Day 1