Course+Syllabus

ENGL 6410: TESOL Methods Teaching English to Speakers of Other Languages Summer, 2012 = = = *See these organizations below for TESOL student programs, English Teaching assistantships intercultural projects, and opportunities for every major/career:  =

[|www.tesol.org] ........ [|www.us.fulbrightonline.org] ......... [|www.peace.corps.gov]

= ** INSTRUCTOR: ** Dr. Tim ** Conrad, EH257, ext7146, cell 801-564-5944. tconrad@weber.edu ** = = ** COURSE WEBSITE: http://6410wsu.wikispaces.com/ ** = = ** TEXTBOOK: How to Reach and Teach English Language Learners (Jossey-Bass, 2011) by Rachel Carrillo Syrja ** = = ** APPOINTMENTS: See me during class for help you might need or to set a meeting time in my office on another day. You can also text/call me on my cell phone: 801-564-5944 ** =


 * // DOWNLOAD SYLLABUS: // **

= ** COURSE SCHEDULE: ** = = ** The class will meet 13 evenings on Monday, Wednesday, and Thursday from 5:00-7:50 pm from June 18 to July 19. July 4th is a holiday so no class on that day. There are 24 chapters in the book, so we will cover two chapters each of 12 class meetings. The last class day, the 13th meeting on July 19, will be used to hear class presentations (see Course Requirement 5 below). On Mondays and Wednesdays each week, from 6:00-7:30 pm, we will be teaching a community class ( ** see the sidebar page ** ) during our regular class time and in the same classroom. ** =

= ** COURSE OBJECTIVES: ** = = ** Teachers of English to Speakers of Other Languages (TESOL) is the professional organization for K-12, adult, and university instruction of English language learners: [|http://www.tesol.org]. Other organizations, including Fulbright and Peace Corps provide expertise and teaching opportunities in EFL, ESL, and intercultural communication. In this course, we will explore underlying theories and practical approaches which enhance the TESOL Organization’s three main goals for school settings with English language learners of varying language backgrounds: 1) helping students to become fluent in everyday conversational English; 2) helping students to understand and use the more formal language needed in school and academic subjects; and 3) understanding the social/intercultural factors influencing the teaching of English language learners. These goals must be planned according to the age of learners and their particular grade levels and schools, according to learner’s language proficiency levels (starting, emerging, developing, expanding, and bridging), and according to language domain: listening, speaking, reading, and writing. ** = = = = ** In recent years, TESOL has expanded its goals into the following “standards”: Standard 1 follows Goals 1 and 3 and involves helping “English language learners communicate for social, intercultural, and instructional purposes.” Standards 2-5 follow Goal 2 and focus on academic language and communication in the following specific subjects: language arts, mathematics, science, and social studies. ** = = = = ** We will consider a variety of tutoring, classroom, and program models, looking for ways to best fit the model with the particular type of student, school, age/grade level, community, and teaching style. As we work through Carrillo-Syrja’s book, you will learn and practice sheltering strategies for making content comprehensible for English language learners, sometimes also referred to as the SIOP model: Sheltered Instruction Observation Protocol. Some school districts require teachers to complete a workshop based on this model or a similar one called SDAIE (Specially Designed Academic Instruction in English). You will complete these sheltering techniques and observational methods in depth through your class work and tutoring of ESL students as we teach together a community ESL class during part of our evening-course schedule. ** =

= ** COURSE REQUIREMENTS/GRADE: ** =


 * *NOTE: THE AUDIENCE FOR ALL YOUR WRITING FOR THIS COURSE WILL INCLUDE ME AS THE INSTRUCTOR, YOUR CLASSMATES, AND ALSO THE STUDENTS YOU WILL BE TUTORING. CONSEQUENTLY, REMEMBER THAT ALL YOUR WRITING SHOULD BE PROFESSIONAL AND COLLABORATIVE. IF YOU WOULD LIKE TO SEND A PRIVATE MESSAGE TO ME, USE MY EMAIL: TCONRAD@WEBER.EDU **

= ** Course requirements will include the following, each worth one-fifth of your total course grade: ** = = ** 1) One Wikispaces discussion post for each chapter of the Carrillo-Syrja book (reading in the same order the chapters are presented). Each chapter post should be about one paragraph long. If you would like, you can write a chapter post in reaction to a classmate's post, for example, commenting on an issue brought up by a classmate, adding further information, asking a question, etc. Include the following in your posts: ** = = ** *One brief definition of one of the technical terms in a chapter about the teaching of English language learners, such as acronyms (e.g. ELL, NCLB) or important conceptual terms such as "long-term English language learners," "simultaneous vs. sequential language acquisition," etc. ** = = ** *A brief summary & comment about one key issue, concept, or teaching strategy/tool discussed in a chapter. ** = = ** *A brief personal response in which you relate what the chapter has discussed to your own teaching situation. Talk about how the information you have summarized might apply to your own school, class, or community. This is also a good place in your journal to ask your own questions, bring up what you think are important related issues from your own experiences or concerns, or include information from print or online sources outside the textbook. ** = = ** 2) In-class seminar and workshops discussing your reading journal posts about TESOL concepts/issues and developing lesson plans for English Language Learners. ** = = ** 3) A Teaching Journal Page on this website with your name as the title, consisting of written observations about your ongoing experiences tutoring the community English language learners. Write at least a paragraph after each teaching experience. You can also include lesson plan ideas. ** = = ** 4) A final two-three page reflection about your tutoring experiences with the community ESL class. You will draw on your reading posts and teaching journal page entries for back-up content for your reflection essay. ** = = ** 5) Each member of the class will also make a presentation about an important aspect of teaching English language learners. For example one of the class members has an expertise in math and plans an interactive presentation to share with the class using Chapter 22 as his main resource: pp. 183-198. In his half-hour presentation, he will use information from the chapter to summarize for the class the research on teaching math to English language learners and explain the common difficulties such learners have in math. Then, choosing from the instructional strategies presented, he will prepare one or more nteractive activities for us to try out as we pretend to be English language learners in class. You will not need to submit a paper to me, but prepare handouts, materials, or visuals necessary for a meaningful presentation of your topic. ** = = = = ** LEARNING OUTCOMES: ** = = ** By the end of the semester, you should be able to: ** = = ** 1) Communicate comprehensibly with English language learners (ELLs) using discourse strategies of simplified/explanatory language and cross-cultural interaction based on your semester-long tutorial work, teaching journal, and final reflection essay. ** = = ** 2) Tutor ELLs in language, academic content, and social/cultural English expressions in all four language modalities: listening, speaking, reading, & writing. These abilities will be shown through your tutoring experiences and lesson plans, class interaction/discussion, your Wiki posts, teaching journal and final reflection paper. ** = = ** 3) Identify important professional organizations supporting ESL/EFL/Bilingual/Dual Immersion teaching; show knowledge of the terminology and concepts of second-language teaching & learning; and show familiarity with researched based theory and publications, both print and online (based on your reading this semester and in-class workshops and discussion). ** = = = = ** OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES: ** = = ** Academic Dishonesty: As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “the unacknowledged (uncited) use of any other person’s or group’s ideas or work.” Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course. ** = = = = ** Core Beliefs: According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.” ** = = = = ** Disability Accommodation: PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities before the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.” ** = = = = ** Emergency Closure: If for any reason the university is forced to close for an extended period of time, we will conduct our class. . . . [via e-mail, WebCT, Blackboard, etc.]. Look for announcements on. . . . [Weber e-mail, our listserv, etc.]. ** =