COURSE SYLLABUS, SPRING 2015English 4410/6410: TESOL MethodsTeaching English to Speakers of Other Languages
*See these organizations below for TESOL student programs, English Teaching assistantships, intercultural projects, and opportunities for every major/career:
http://www.tesol.org http://www.us.fulbrightonline.org http://www.peacecorps.gov
INSTRUCTOR: Dr. Tim Conrad, EH257, ext7146, cell 801-349-5418. tconrad@weber.edu
COURSE WEBSITE: http://tesolmethodswsu.wikispaces.com
TEXTBOOK: How to Reach and Teach English Language Learners (Jossey-Bass, 2011) by Rachel Carrillo Syrja
OFFICE HOURS & APPOINTMENTS: My regular office hours are Monday, Wednesday, and Friday, 11:30 a.m. to 12:30 p.m. However, you can also see me during or after class for help you might need or set a meeting time in my office on another day. You can also text/call me on my cell phone: 801-349-5418 or send me an email.
ABSENCE POLICY: Because this is a face-to-face class, attendance is required. See the grading/assessment plan below. Of course, there can be serious reasons why you might have to miss a class. For one or two misses, I am happy to work with you in helping you make up the missed work in a comparable fashion so that you don't miss important material and experiences, and also in a way that is fair for your classmates and the entire class. If you need to miss more classes than two, then we will need to work out an alternate plan, such as an Incomplete Grade. Please don't be afraid to see me about absences because there is usually a solution to whatever situation you might find yourself in.WORKLOAD EXPECTATIONS: You should expect to be doing about 3-4 hours of work outside class for each hour in class. Please communicate with me if course requirements are overloading you beyond these expectations. I realize that you have other classwork, family, and work responsibilities competing for your time.
*Wikispaces syllabi expand in intricate ways throughout a school term because they are based on collaboration and shared learning between instructor and students. Not only will this wiki grow with more content and learning activities because of your ongoing input, but you will also begin to build your own wikispaces to illustrate and develop your ideas and projects.
*MA Students: Please meet with me so we can tailor this class to meet the career/graduate focus of your own particular Master's emphasis. MENG requires 20-25 pages of written work, much of which will be accomplished through the requirements explained below. The remaining pages will come from the course projects we agree on together based on your unique MENG focus, typically involving course-design, journal papers, action research teaching experiences, or other creative teaching or writing projects.
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 a 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.
TRACK YOUR OWN GRADE:
Course requirements will include the following, each worth one-third of your total course grade:
1) Each week we will explore in depth two of the chapters of the Carrillo-Syrja book. Before coming to class, post a 100-word reflection about what you think is one of the most important or interesting aspects of those two chapters. Use the discussion bubble at the top of that week's "Chapters" sidebar page. Here are some suggestions about what you might include in your post:
*A brief definition of a technical term about teaching English language learners, such as an acronym (e.g. ELL, NCLB) or an important conceptual term such as "long-term English language learners, simultaneous vs. sequential language acquisition," etc. Some chapters will have more technical/professional terms than others.
*A brief response summarizing/responding to one key issue, concept, or teaching strategy/tool discussed by the textbook author.
*A personal response in which you relate what has been 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 seminars and workshops connecting your reading journal entries to additional aspects of TESOL concepts/issues and developing lesson plans for English Language Learners.
*Each member of the class will also make a presentation about an important aspect of teaching English language learners. Choose one of the chapters from our book, adding your own experience, ideas and supplemental secondary research of your own. For example, one of my prior students with an expertise in math developed an interactive presentation to share with the class using Chapter 22 as his main resource: pp. 183-198. In his half-hour presentation, he used information from the chapter to summarize for the class the research on teaching math to high school English language learners and explained the common difficulties such learners have in math. He prepared two interactive activities for us to try out as we pretended to be English language learners in class. Prepare handouts, materials, or visuals necessary for a meaningful presentation of your topic. Tell me which chapter you would like to focus on and I will schedule the week of your presentation.
3) A semester project which focuses on the teaching of English language learners. It can be a teaching experience, service project, research paper, or development of a course or lesson plans. Concerning teaching experiences with ELLs, you may already be involved or know of a place or you can consult with me about opportunities I know about through which you could teach from 10-15 hours during the semester. Think about what you might like to do and email me a brief proposal explaining your idea by the second week of class: tconrad@weber.edu. During the last class session of the semester, you will present your project to the class (10-15 minute Presentation). You will also prepare a 5-10 page documented paper describing your work. Use either the MLA or APA style guides to document sources you include in your paper informing the topics of your ideas and research.
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 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 using the course website: tesolmethodswsu.wikispaces.com
*See these organizations below for TESOL student programs, English Teaching assistantships, intercultural projects, and opportunities for every major/career:
http://www.tesol.org http://www.us.fulbrightonline.org http://www.peacecorps.gov
INSTRUCTOR: Dr. Tim Conrad, EH257, ext7146, cell 801-349-5418. tconrad@weber.edu
COURSE WEBSITE: http://tesolmethodswsu.wikispaces.com
TEXTBOOK: How to Reach and Teach English Language Learners (Jossey-Bass, 2011) by Rachel Carrillo Syrja
OFFICE HOURS & APPOINTMENTS: My regular office hours are Monday, Wednesday, and Friday, 11:30 a.m. to 12:30 p.m. However, you can also see me during or after class for help you might need or set a meeting time in my office on another day. You can also text/call me on my cell phone: 801-349-5418 or send me an email.
ABSENCE POLICY: Because this is a face-to-face class, attendance is required. See the grading/assessment plan below. Of course, there can be serious reasons why you might have to miss a class. For one or two misses, I am happy to work with you in helping you make up the missed work in a comparable fashion so that you don't miss important material and experiences, and also in a way that is fair for your classmates and the entire class. If you need to miss more classes than two, then we will need to work out an alternate plan, such as an Incomplete Grade. Please don't be afraid to see me about absences because there is usually a solution to whatever situation you might find yourself in.WORKLOAD EXPECTATIONS: You should expect to be doing about 3-4 hours of work outside class for each hour in class. Please communicate with me if course requirements are overloading you beyond these expectations. I realize that you have other classwork, family, and work responsibilities competing for your time.
*Wikispaces syllabi expand in intricate ways throughout a school term because they are based on collaboration and shared learning between instructor and students. Not only will this wiki grow with more content and learning activities because of your ongoing input, but you will also begin to build your own wikispaces to illustrate and develop your ideas and projects.
*MA Students: Please meet with me so we can tailor this class to meet the career/graduate focus of your own particular Master's emphasis. MENG requires 20-25 pages of written work, much of which will be accomplished through the requirements explained below. The remaining pages will come from the course projects we agree on together based on your unique MENG focus, typically involving course-design, journal papers, action research teaching experiences, or other creative teaching or writing projects.
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 a 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.
TRACK YOUR OWN GRADE:
Course requirements will include the following, each worth one-third of your total course grade:
1) Each week we will explore in depth two of the chapters of the Carrillo-Syrja book. Before coming to class, post a 100-word reflection about what you think is one of the most important or interesting aspects of those two chapters. Use the discussion bubble at the top of that week's "Chapters" sidebar page. Here are some suggestions about what you might include in your post:
*A brief definition of a technical term about teaching English language learners, such as an acronym (e.g. ELL, NCLB) or an important conceptual term such as "long-term English language learners, simultaneous vs. sequential language acquisition," etc. Some chapters will have more technical/professional terms than others.
*A brief response summarizing/responding to one key issue, concept, or teaching strategy/tool discussed by the textbook author.
*A personal response in which you relate what has been 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 seminars and workshops connecting your reading journal entries to additional aspects of TESOL concepts/issues and developing lesson plans for English Language Learners.
*Each member of the class will also make a presentation about an important aspect of teaching English language learners. Choose one of the chapters from our book, adding your own experience, ideas and supplemental secondary research of your own. For example, one of my prior students with an expertise in math developed an interactive presentation to share with the class using Chapter 22 as his main resource: pp. 183-198. In his half-hour presentation, he used information from the chapter to summarize for the class the research on teaching math to high school English language learners and explained the common difficulties such learners have in math. He prepared two interactive activities for us to try out as we pretended to be English language learners in class. Prepare handouts, materials, or visuals necessary for a meaningful presentation of your topic. Tell me which chapter you would like to focus on and I will schedule the week of your presentation.
3) A semester project which focuses on the teaching of English language learners. It can be a teaching experience, service project, research paper, or development of a course or lesson plans. Concerning teaching experiences with ELLs, you may already be involved or know of a place or you can consult with me about opportunities I know about through which you could teach from 10-15 hours during the semester. Think about what you might like to do and email me a brief proposal explaining your idea by the second week of class: tconrad@weber.edu. During the last class session of the semester, you will present your project to the class (10-15 minute Presentation). You will also prepare a 5-10 page documented paper describing your work. Use either the MLA or APA style guides to document sources you include in your paper informing the topics of your ideas and research.
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 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 using the course website: tesolmethodswsu.wikispaces.com