EDCI 588
Teaching EFL/ESL to Adolescents: Second Language Acquisition Theory and
Language Teaching Methodologies
Montana State University Professor: Dr. Rick O’Connor
Program: TEA, Fall 2010 Phone: 994-4941
Classroom: TBA E-mail:
Meeting Time: Saturdays, 8:00-12:00 Office: ACE Language Institute
Office Hours: TBA
Course Description:
In this course a review of current second language learning theories and an application of these theories to planning effective instruction for English Language Learners (ELLs) in middle and secondary classrooms will be addressed. An examination of second language development and cultural issues that affect adolescent ELLs’ academic performance will be reviewed. The physical, social, emotional, and cognitive development of adolescent English language learners will be examined. An in-depth overview of appropriate methodologies, materials, and resources for teaching ELLs will provide you with opportunities for hands-on practice.
Course Goals:
As a result of this course you will be able to:
· Establish a classroom climate conducive to learning and demonstrate that you are able to affirm the dignity and worth of all students and provide the positive support students need to be successful language learners.
· Describe the unique characteristics of adolescent students and how that knowledge will influence your selection of instructional methods and learning activities.
· Demonstrate an understanding of the current research, theory, and best practices working with ELLs.
· Compare and contrast the characteristics of first and second language acquisition.
· Integrate principles of language acquisition in planning instruction to create effective learning opportunities for ELLs.
· Design lesson plans that integrate listening, speaking, reading and writing skills across the curriculum.
· Make professionally competent decisions about activities and strategies appropriate to working with ELLs.
· Demonstrate an understanding of the advantages and disadvantages of teacher- directed and student-centered instructional strategies and when each approach is likely to be most appropriate.
· Learn how to identify, access, and critically evaluate appropriate materials and resources for second language learners.
· Demonstrate an understanding of the virtues of and guidelines for using audiovisual aids, multimedia, and other resources in language teaching.
· Describe the function of assessment in teaching ELLs.
· Interpret tools and procedures used to assess language proficiency.
· Become professionally competent to discuss educational matters specific to ELLs.
· Practice the four phases of Reflective Teaching: preparation, teaching, evaluation, and reflection.
Required Textbooks:
1). Herrell, A. L. & Jordan, M. (2008). 50 Strategies for Teaching English Language
Learners, (3rd ed.), Upper Saddle River, NJ: Pearson Education, Inc.
2). Assorted readings to be accessed on-line or distributed by the instructor including: Explorations in Language Acquisition and Use: The Taipei Lectures by Stephen Krashen; A Better Path to English from Krashen’s listserv; Creating Language-Rich Instruction for ELLs, Bouchereau Bauer, E., & Manyak, P.C.; Breaking Down Words to Build Vocabulary, and Reading Comprehension in the Urban Classroom, Kieffer, M. J. & Leseaux, N. K.; Modified Guided reading: gateway to English as a Second Language and Literacy Learning, Avalos, M. A., Plasencia, A., Chavez, C. & Rascon, J.;
Technology-Based Tools and Resources
It is important that we create a classroom environment conducive to learning, a classroom free of distraction and the potential for cheating. We must be attentive to the needs, sensibilities, and rights of all members of our learning community. Therefore, the use of all portable digital devices including cell phones, PDA’s, laptops, etc. is not allowed in this course.
• Cell phones, pagers, and other personal electronic devices must be turned off and out of sight during all class meetings at all times.
• Cell phones may not be dialed or answered in our classroom (including text messaging, picture taking, playing games, and other uses).
Guidelines for Written Assignments:
Throughout the program you will be asked to complete a variety of written assignments.
Papers must meet the following criteria:
* They must be typewritten, double spaced, and handed in on the due date.
* Your name, course #, assignment, and date should be in the upper right hand
corner of the first page of your essay. No cover sheet should be attached.
* The papers must have been spell-checked, edited, and proof-read for errors in
punctuation, grammar, meaning, etc.
* Your ideas should be presented clearly and coherently and your logic should be
sound.
* Your paper should exhibit your familiarity with and understanding of the
assigned readings.
* Use of the American Psychological Association (APA) style guidelines is required
for all formal written assignments.
Portfolio Development: to document your growth and accomplishments over time, to provide a cumulative record of your achievements during this course and to serve as an excellent resource when you return home to your teaching position, you will be expected to produce a portfolio containing the following assignments:
1. Email Exchange with High School Student
2. Presentation at Mt. Ellis Academy
3. Reflective Essay on Mt. Ellis Academy Visit
4. Language Learning/Teaching Autobiography
5. Lesson Plan Presentation I
6. Hot Topic Presentation
7. Final Reflective Essay
TENTATIVE SCHEDULE OF CLASSES AND ASSIGNMENTS
· “50 Strategies” refers to the textbook 50 Strategies for Teaching English Language Learners
· Readings should be prepared for the Saturday listed
· Assignments should be turned in at the beginning of class for the listed week, unless otherwise noted
Meeting 1, Saturday, October 2, 2010
Topics: Course Introduction/Syllabus Review/Selection of Course Topics/ Adolescence Across Cultures/ Theories of Second Language Acquisition/ Similarities and Differences between Language Acquisition and Language Learning/History and Practice of TESL/TEFL Methods & Approaches/Language Teaching Approaches: Grammar Translation, Audio-lingual Method (ALM), Total Physical Response (TPR), Functional-Notional Approach, Communicative Approach, Computer Assisted Language Learning (CALL), Rassias Method, Psychodrama Technique, Suggestopedia, The Natural Approach, The Silent Way, Reading Approach, Direct Approach, Community Language Learning, Language Immersion, Content-Based Teaching, Systemic Functional Linguistics, etc.
Readings: Strategies, pgs. 20-28; 69-72; Explorations in Language Acquisition and Use: The Taipei Lectures by Stephen Krashen; A Better Path to English from Krashen’s listserv;
Assignments: Review textbook; Work on Fact Sheets; Sign up for Krashen’s Listserv http://www.sdkrashen.com
Meeting 2, Saturday, October 9, 2010
Topics: Myths Surrounding Language Learning/What Influences Do Community, Teacher, and Student Attitudes Have on Learning?/Resources/Materials/ Renne Library Tours
Readings: Strategies, pgs. 1-14; Strategies, pgs. 15-19
Assignments: Correspond with Mt. Ellis Students; Work on Presentation for Mt. Ellis Academy; Language Learning/Teaching Autobiography due
Guest Lecturer: Yvonne Hauwiller Presentation
Meeting 3, Saturday, October 16, 2010
Topics: History and Practice of TESL/TEFL Methods & Approaches
Innovative Language Teaching Methodologies: Teacher Directed, Student-Centered, Technology-Based/ Language Learning and Literacy Skills
Readings: Creating Language-Rich Instruction for ELLs, Bouchereau Bauer, E., & Manyak, P.C.; Breaking Down Words to Build Vocabulary, and reading Comprehension in the Urban Classroom, Kieffer, M. J. & Leseaux, N. K.; Modified Guided reading: gateway to English as a Secod Language and Literacy Learning, Avalos, M. A., Plasencia, A., Chavez, C. & Rascon, J.; Strategies, pgs. 119-139; 148-159; EFL/ESL Web Sites; EFL/ESL Software: Strategies, pgs. 29-39; TESOL Web Sites
Assignments: Hot Topic Presentations; Reflective Essay on Mt. Ellis Academy Visit
Meeting 4, Saturday, October 23, 2010
Topics: Review Resources, Popular ESL Sites, Authentic Materials, Primary Sources/Content-based Methods for Teaching English at the Middle and Secondary Levels; i.e., Sheltered Instructional Observation Protocol (SIOP)
Readings: Strategies, pgs. 24-28; 73-78, 99-104; Strategies, pgs. 50-61; 134-139; 144-147
Assignments: Lesson Plan Presentations
Meeting 5, Saturday, October 30, 2010
Topics: English Pronunciation and Listening to Spoken English/ Key Players: Stephen Krashen, Jim Cummins, James Crawford, Catherine Snow, Lilly Wong-Fillmore, H. D. Brown, Michael Long, Penny Ur, Howard Gardner, Robin C. Scarcella, Jana Echevarria, Mary Ellen Vogt and Deborah J. Short, David Nunan, Michael Halliday, etc./Methods of Testing and Assessment/ Woodcock Munoz/Course Wrap Up
Readings: Strategies, pgs. 161-171; 198-202; Strategies, pgs. 69-72; 94-118; Strategies, pgs. 79-83; 283-314; others TBA; TESOL Standards
Assignments: Lesson Plan Presentations; Final Reflective Essay due; Review TESOL Standards at http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583
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