English 613 Methods For Teaching English To Speakers Of .

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English 613Methods for Teaching English to Speakersof Other Languages (TESOL)Fall 2011Instructor:Day/time:Place:Office:Office Hours:Phone:E-mail:Dr. Suzanne PanferovMondays 3:30 - 6:00 p.m.MLB 505 (note any changes in course schedule)CESL 100by appointment, call to se Description:This course provides an overview of teaching English to speakers of other languages with an emphasis onmethodology. The skills of listening, speaking, reading, and writing are treated integratively on a grammarcommunication continuum. Discussions on teaching methods and skills in second or foreign language contextswill be facilitated by simulated teaching demonstrations, classroom observations, and guest presenters.Theories will be discussed only to an extent that the practical understanding of teaching methods is enhanced.Likewise, practical issues of teaching methods will be addressed whenever theories of language teaching andlearning are introduced. (Course is cross-listed as LRC 613 and SLAT 613).Course Objectives: To engage prospective teachers in reflective thinking about their attitudes, opinions, and beliefs concerningteaching modern languages, focusing on teaching English to speakers of other languages in both ESL andEFL contexts;To familiarize prospective teachers with the historical development of language teaching approaches,methods, and techniques from both theoretical and practical perspectives;To provide prospective teachers with opportunities to demonstrate their understanding of teaching methodsand integrated skills in simulated teaching situations;To provide a range of tasks that guides prospective teachers through the process of observing, analyzing andreflecting, and develops the skills of observation;To cultivate opportunities for prospective teachers to interact and dialogue with professionals in the field offoreign/second language teaching;To help prospective teachers discuss and speculate on various language teaching theories, issues and trendsin ESL, EFL, or FL contexts.

Required Texts: Richards, J., & Rodgers, T. S. (2001). (2nd. Ed.). Approaches and methods in language teaching. NewYork: Cambridge University Press.(R&R)Celce-Murcia, M. (2001). (Ed.) Teaching English as a second or foreign language. (3rd Ed.) Boston:Heinle & Heinle.(CM)Other readings will be required periodically. Available on course D2L page.The first chapters of both books are on our D2L site to facilitate the beginning of the semester rush fortextbooks.CLASS FORMAT:Since this course is meant to engage you in learning about and applying methods and theories of languagelearning, every attempt will be made to make each class session engaging and stimulating. Each session mayinvolve a discussion of course readings, teaching demonstrations, online quizzes, and guest speakers. We willoften use groups to facilitate in-class projects and discussions as well as interactive online assignments. Thecourse D2L page will be used to share materials and encourage discussion outside of class. Students will printout handouts and other materials as required from D2L site. Students are expected to participate actively in allcourse meetings, whether face to face or online.Frequently students will be required to complete reading assignments and answer potential both readingcomprehension and discussion board or online quiz questions prior to class. Please stay up to date with theseroutine assignments.If you have access to a personal laptop, you may find it useful to bring to class for in-class research and accessto course readings.Requirements:In addition to completing all course readings and actively participating in class and online discussions, thecourse will be graded on the basis of 100 points for assignments, which are described below. There are twopossible extra credit assignments. Assignment deadlines are listed on the course schedule as well.All assignments must be TYPED (double-spaced, font size 12, one-inch margins all around). Please submit anyassignments prior to class start via the course D2L Dropbox as well as print out the assignment and submit thisin class. Due dates listed month/date.Last updated 3/14/20122

COURSE ASSIGNMENTS:We will focus on four professional areas in this course: 1) Observation, 2) Application 3) Inquiry, and DSInquiryOBSERVATION:Class observations and reportsDUE 10/10, 10/24, 11/715 pointsYou are required to observe at least 3 SL/FL classes (either on-or off-campus) this semester and write anobservation report (less than 2 pages, double-spaced, for each site) consisting of 1) settings; 2) descriptions ofthe class; and 3) reflections in terms of what you have learned from this observation experience about teaching,methods and lesson variables, and about yourself as an observer. You are encouraged to visit at least onesecond versus foreign language class as well as one adult versus one younger learner class. No more than two613 classmates should visit one site at a time.You are more than welcome to observe CESL classes and talk with the teachers/students provided you scheduleobservations at least two weeks in advance. Contact Steve Randall, IEP Coordinator ([email protected])to schedule to visit an IEP class during the day. Contact Glen Piskula, Evening Program Coordinator([email protected]) to visit an Evening class. More information athttp://www.cesl.arizona.edu/research.html.A unique FL/younger learner local option is to visit the new foreign language immersion school, theInternational School of Tucson, located at 1730 N 1st Ave. Children from ages 3-13 attend all day classesimmersed in either French, Spanish, Chinese, or German. More information athttp://www.internationalschooloftucson.com/. To schedule a visit, at least 2 weeks in advance, [email protected] to request through Mr. Robert Young, Head of School, a chance tovisit. You will need to specify times that work for you (between 8:30 am and 4:00 pm) and age/languagepreference and how long you can spend at the school (debriefing and observing).Last updated 3/14/20123

You are welcome to visit other school sites provided that permission is granted ahead of time. You might sharethese alternative site opportunities with your classmates.APPLICATION:Team Teaching Demonstration, Discussion, and Assessmentby week 910 pointsYou are required to participate in a team project which includes a teaching demonstration in an L2 using aselected method, a brief assessment (rubric) of the L2 “performance” of your peers, and leading a discussionabout the method and the related readings. Your demonstration will reflect the gist of the chosen method, asyou will teach it in a language other than English to the class. Demonstration will last about 30 minutesfollowed by a 20-minute open discussion and evaluation about the topic. You are encouraged to preparehandouts, visuals, or realia to make your demonstration more authentic and effective.Your team is also encouraged to post a copy of your lesson plan and evaluation rubric for the demonstration onD2L and lead a follow-up online discussion of the actual class presentation.Review of ESL/EFL Teaching Materials*12/520 pointsImagine you are selecting teaching materials for an L2 class. Choose a combination of three different kinds oftextbooks, websites, or software for ESL or EFL learners at similar levels (e.g., elementary, junior or highschool learners, adult learners, etc) appropriate for the class context. Compare the scope and sequence of each,similarities and differences, advantages and disadvantages. You should give an overall introduction to theselected materials, evaluate the strengths and weaknesses, and summarize how the materials could be (or not)used together to teach your imaginary class. The review of each item should be less than 2 pages, doublespaced. (Total assignment max is 7 pages).[Extra credit (5 points, total): DUE 12/1 Submit a copy of your reviews to [email protected] forpossible posting on the CESL Teacher Training website OR submit a lesson to the TESOL Online ResourceCenter for review at http://www.tesol.org/s tesol/trc genform.asp?CID 1253&DID 7561.]Comparative Lesson PlanDUE 11/2810 pointsSelect one area of language skill and/or content for a particular level and age and develop three 60-minute classlesson plans for this content using three different methods. The result will be three lesson plans demonstratingthree different approaches. Each lesson plan should be less than one page long. Submit two copies of eachlesson plan but remove the name of the method from one copy. One of these three “unidentified” lesson planswill be used in a class exercise to identify different methods in class. In addition, write a one pagerecommendation for which method you believe would be most suitable for your teaching context, proficiency,and age of students.Last updated 3/14/20124

INQUIRY:Teacher Interview SummaryDUE 10/2415 pointsYou are required to interview the teacher whose classes you have observed, and write a 4-page reflectivesummary about the interview. The interview can be conducted via email or face-to-face depending on theinterviewee’s preference. In this interview, you are going to ask the teacher a number of questions, includingbut not limited to: 1) How does he/she prepare his/her lessons? 2) What methods does he/she believe are themost appropriate for the students in the current class? 3) What is most challenging in his/her current position asan ESL/EFL teacher? 4) What are the roles of culture, syllabi, professional development, testing andevaluation, and technology in teaching EFL or EFL classes? And 5) Is research important in teaching? Why orwhy not? Summarize the interview (do not transcribe) in a reflective essay incorporating the teacher’sresponses and incorporating at least three course articles in this assignment.Student Case StudyDUE 11/2115 pointsYou are expected to write a report (approximately 5 pages, double-spaced) of an EFL/ESL learner. You arealso expected to describe your observation and comment on the learner’s learning experience in relation totopics discussed in class. As such, you will identify a student (current or former) and interview this student bygathering the information below. Be sure to not interview the same student as a classmate. Reference at leastthree course articles in this assignment.1)2)3)4)5)6)7)8)Settings in learning EnglishYears of learning EnglishMethods and styles of learningMethods of teaching experiencedDifficulties encountered and solutions soughtAnecdotes of failure or successAttitudes towards learning EnglishPerspectives of English use in his or her future/current jobProfessional Activity Report[Extra credit, 5 points total]Attend the Arizona TESOL Fall Conference this semester and write a one page summary report of theexperience, describing any sessions you attended and what you learned. Be ready to share the experience withyour classmates too. Due within one week after activity.Annotated bibliographyDUE 10/31[Extra credit, 5 points total]Select three articles from the attached extra readings bibliography on one methodology and find two additionalarticles on this method and write an annotated bibliography of this set. Include a short summary of each articleand evaluative commentary. Each entry should not exceed 200 words and should be formatted according toAPA style guidelines.Last updated 3/14/20125

REFLECTION:Teaching Positions Paper(s)5 pointsPart One:DUE 8/29Due by the second class meeting: in less than two (typed double-spaced) pages. is your philosophy about teaching foreign/second languages?What experiences have you had personally learning a foreign/second language?Where do you/hope to teach a foreign/second language?What do you hope to learn from this course?Part Two:DUE 11/28In less than three (typed double-spaced) pages, answer questions below. Reference at least three course articlesin this assignment. Attach a copy of your part one position paper with instructor’s feedback.1. How has your perspective on language teaching changed this semester?2. What do you still want to learn about teaching foreign/second languages?3. What areas of inquiry related to teaching methodology will you continue to explore as you pursueadditional courses in this field?Observation SummaryDUE 11/215 pointsIn less than 2 pages, summarize what you learned about second/foreign language teaching methodology fromyour three class observation visits. Compare/contrast each visit and give suggestions as appropriate. Referenceat least three course articles in this assignment.In-class Justification EssayLast Day of Class5 pointsCome to class today prepared to review all methods and issues covered in class. This will be a brief timed inclass summative writing assignment.Last updated 3/14/20126

Tentative Course Schedule*Week1Date8/22Topics/SpeakersRequired readingsIntroduction to courseLearner IssuesR&R Chapters 1 & 2,CM I (Celce-Murcia)Learner Issues (cont)CM IVCM V (Byrd)R&R 10D2L Materials andLearner Articles,Recent developments intechnology andlanguage learning. Aliterature review andmeta-analysis' by Zhao,Yong. CALICOJournal, vol 21, no. 1.pp 7- 28. 2003 (onD2L)Position Paper 1,Complete D2L Discussionquestions (& responses)about Helpful WebsitesCM V (Hinkel andMedgyes)D2L Culture ArticlesNO CLASS TODAY:Complete D2L Discussionquestions (& responses)instead.Complete D2L Discussionquestions (& responses)about Lesson Planningand Teaching ToolsIssues in materials selection Skill/Integration Age L1 Motivation Mixed levels28/29Tour of CESL Library (CESL202a) and Lab Software (CESL210). Learn about evaluating andchecking out materials potentiallyhelpful for materials reviewassignment.39/5Guest: Speaker: Mike LindseyCultural issues in ESL/EFLteachingSetting Goals: Assessing andPlanning for Learning49/12Due in classCM V, CM