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Welcome
to TESOL METHODS
TSL
4340
This
syllabus, course calendar, and other attending documents are subject to
change during the semester in the event of extenuating circumstances.
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Instructor:
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Ileana
Masud
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MDC
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School
of Education Miami-Dade
College
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Dept
and Number:
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TSL
4340
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Phone
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(305)
237-6302
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FEAP:
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4c,
4d, 8a 8c
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E-mail:
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Ileana.masud@mdc.edu
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Text:
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Brown,
H. Douglas. (2001). Teaching by Principles, 2nd ed. White
Plains, NY: Addison
Wesley Longman, Inc.
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Credits:
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3
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Prerequisites
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TSL
3241, Applied Linguistics
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I. Course DESCRIPTION:
This
course provides knowledge and application of TESOL theories, principles,
and current research in the understanding and use instructional techniques
and methodologies appropriate for teaching ESOL students. Minimum 20 hours
of structured field experience is required. This course is required for
Florida Add-on ESOL Endorsement. (3 hr. lecture)
II.
COURSE OBJECTIVES:
Competency
1:
The
student will apply current and effective ESOL teaching methodologies in
planning and delivering instruction to ESOL students by: a) identifying
major methodologies and current trends in teaching ESOL; b). Identifying
characteristics and applications of ESOL approaches; c) developing
applications of Total Physical Response for beginning stages of language
development; d) planning a Language Experience Approach lesson appropriate
for ESOL students; e) identifying features of communicative approaches for
teaching ESOL; f) recognizing the features of content-based ESOL
approaches; g) identifying cognitive approaches to second language
learning; h) identifying features of content-based ESOL for elementary,
middle, and high school levels; and,
i) identifying
various instructional strategies used in ESOL classes.
Competency
2:
The
student will locate and acquire relevant resources in ESOL methodologies
by:
a)
demonstrating knowledge of historical development of TESOL;
b)
recognizing contributions of major leaders in the field of ESOL
methodology;
c)
recognizing major language education professional organizations; and,
d.
demonstrating knowledge of major professional publication related to ESOL.
Competency
3:
The
students will develop experiential and interactive literacy activities for
ESOL students by:
a)
matching instructional approaches with language learning theories; and,
b)
identifying features of content-area reading for ESOL students.
Competency
4:
The
student will apply essential strategies for developing and integrating the
four language skills of listening comprehension, oral communication,
reading, and writing by:
a)
identifying essential skills for teaching listening;
b)
identifying essential skills for teaching speaking;
c.)
Identifying essential skills for teaching reading; d)identifying
essential skills for teaching writing; and,
e.)applying
multi-sensory ESOL strategies for instructional purposes.
Competency
5:
The
student will evaluate, design, and employ instructional methods and
techniques appropriate to learners’ socialization and communication
needs, based on knowledge of language as a social phenomenon.
Competency
6:
The
student will create a positive classroom environment to accommodate the
various learning styles and cultural backgrounds of students by:
a)
applying ESOL strategies to specific learning styles; and
b)
applying ethnolinguistic and cross-cultural knowledge to classroom
management.
Competency
7:
The
student will develop, implement, and evaluate instructional content in
ESOL, based on current trends in research and practice by:
a)demonstrating
effective lesson planning by providing multi-level ESOL activities for
individual, small group, and whole group instruction (e.g., utilizing peer
tutors and volunteers or aides, flexible scheduling, appropriate room
arrangements, and assessing external re-sources); and,
b) identifying
ESOL-specific classroom management techniques for a multi-level class.
III.
Required Textbook(s), Resources AND MATERIALS
Brown,
H. Douglas. (2001). Teaching by Principles, 2nd ed. White Plains, NY:
Addison Wesley Longman, Inc.
Feyten,
Carine M. et al. (2002). Teaching ESL/EFL with the Internet: Catching
the Wave. Upper Saddle River,
NJ: Merrill Prentice Hall
Supplementary
Readings and References: On Reserve in the Library:
Chapter
6, “Special Education and ESL Students” in Teaching ESL K-12: Views
from the Classroom. Becker, Helene. Cambridge, MA: Heinle and Heinle,
2001.
Chapter
7, “Involving Parents” in Teaching ESL K-12: Views from the Classroom.
Becker, Helene. Cambridge, MA: Heinle and Heinle, 2001.
Supplementary
Recommended Texts:
Claire,
E. and Haynes, J. (2001). Classroom Teacher’s ESL Survival Kit #2. San
Francisco, CA: ALTA Publishers
Winebrenner,
Susan. Minneapolis. (1996). Teaching Kids with Learning Difficulties in
the Regular Classroom: Strategies and Techniques Every Teacher Can Use to
Challenge and Motivate Struggling Students. MN: Free Spirit Publishing.
IV.
METHODS OF INSTRUCTION
Instruction
will consist of: lecture, class discussion, as well as group and
individual work.
V.
Course Requirements & Expectations
A.
Attendance & WITHDRAWAL POLICY
Students
are required to attend class. Up
to the date of the last day to change to withdraw, (date), a student may
be dropped because of excessive absences with four (4) or more hours of
absences. After this last
drop date, (date), no "W" grade will be given.
Due to the participatory nature of this course, attendance is
essential.
B.
Assignments
Work
is expected to be of college quality.
Papers are to be electronically processed, with pages stapled
together and a cover sheet or electronically e-mailed or put in course
assignment drop box. Since
prospective teachers will eventually serve as role models for their own
students, written work will be evaluated on the basis of the proper
grammar, spelling and usage, content, etc.
Assignments are due the class period for which they are required.
C.
EXAMS
Exams
will include information from class lectures, class activities and the
course text(s) and supplemental materials.
Class lectures will not always review information from the
students’ reading assignments. It is the responsibility of School of Education student to
read the text, ask questions, and take notes during lectures and group
presentations. Students who
miss chapter tests, previously announced quizzes, or other major
assignments on scheduled dates may or may not be permitted to make them
up.
D.
GRADING SCALE
The
grading scale for the School of Education is:
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100-90
(500- 450 points)
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A
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79-70
(399- 350 points)
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C
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69-60
(349- 300 points)
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D
(Repeat Course)
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59
and below (below 300
points)
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F
(Repeat Course)
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A grade of I (incomplete) can be assigned only under
the following conditions.
1.
The student requests the grade of incomplete.
2.
The student has completed all exams up to that time with the
possible exception of the last unit exam and/or the final exam.
3.
The student has completed all assignments up to that time.
4.
The student has at least a C average up to that time.
5.
The circumstances that prevent the student from completing the
course by the end of the term must be extenuating and documented.
6.
The student must agree to make up the missing work by a date
specified by the instructor or by the end of the next major term,
whichever is earlier. This
agreement must be formalized by completing the College’s Agreement
for a Grade of Incomplete form.
E.
REQUIRED ASSESSMENTS “How you earn your grade”
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160
points
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Eight
chapter exercises @ 20 points each.
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60
points
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Portfolio
of K – 12 Student Work The
pre-service teacher creates a showcase portfolio of student work
over a semester. This portfolio includes samples of work from
students in the pre-service teacher’s class who have exceeded
and/or met expectations with regard to targets for critical,
creative, or higher-level. TASK
4c
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60
points
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Critical
Thinking Strategies and Materials File
This
is a semester‑long project in which the pre-service teacher
collects strategies and materials to promote critical/creative
thinking and problem solving and annotates each strategy regarding
how it was/will be used in teaching the content. The product is the
file of annotated strategies and materials.
TASK 4d
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60
points
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Interdisciplinary
Unit (Product) The
pre-service teacher will create, deliver, and analyze an
interdisciplinary unit in collaboration with teacher(s) from another
discipline. The product is the unit plan, all of the lesson plans
included in it, and a written analysis of the results.
TASK 8a
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30
points
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Oral
Presentation of Interdisciplinary Unit (Product)
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60
points
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Integrating
Literacy Skills into Instruction
In
this task, the pre-service teacher creates two lessons that include
strategies to assist students in comprehending expository text
through reading and writing activities. One lesson requires the use
of a pre-reading and the other requires the demonstration of a study
skill strategy. The
third component of this task focuses on the students keeping a
content journal and learning log. The product will be the two lesson
plans, the directions for the content journal or learning log,
reflections on the success of all three, an a sample of a
student’s journal/log. TASK
8c
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30
points
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Oral
Presentation of Integrating Literacy Skills into Instruction
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20
points
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Perfect
attendance
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20
points
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Active
participation
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500
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TOTAL
points possible
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**All
assignments must be successfully completed in order to pass the class.**
See course calendar for other assignments required in the course.
If an assignment does not receive a grade of C or above, the instructor
will work with the student to improve the understanding of the concept and
performance of the assignment until passing work is produced.
VI.
Alternate Instruction/Learning Support Centers
Students
who need help completing assignments or with work in-class are encouraged
to seek help at the support centers on their campus.
VII.
Americans with Disability Act (ADA) Statement:
Students
who have a disability that might affect their performance in this class
are encouraged to contact Access Services, in confidence, as soon as
possible.
VIII.
Academic Integrity
The
instructor supports the College’s policies regarding academic integrity
and honesty. These include
the policies regarding cheating, plagiarism, and fabrication of
information. It is your
responsibility to understand fully what these policies are.
As such, you are encouraged to obtain a copy of the Student
Rights and Responsibilities Handbook and read these policies carefully
and thoroughly.
A.
Cheating
The
improper taking or tendering of any information or material which shall be
used to determine academic credit. Taking
of information includes, but is not limited to, copying graded homework
assignments from another student; working together with another
individual(s) on a take-home test or homework when not specifically
permitted by the instructor; looking or attempting to look at another
student’s paper during an examination and; looking or attempting to look
at text or notes during an examination when not permitted.
Tendering of information includes, but is not limited to, giving
your work to another student to be used or copied; giving someone answers
to exam questions either when the exam is being given or after having
taken an exam; giving or selling a term paper or other written materials
to another student; sharing information on a graded assignment.
B.
Plagiarism
–
The
attempt to represent the work of another as the product of one’s own
thought, whether the other’s work is published or unpublished, or simply
the work of a fellow student. Plagiarism
includes, but is not limited to, quoting oral or written materials without
citation on an exam, term paper, homework, or other written materials or
oral presentations for an academic requirement; submitting a paper which
was purchased from a term paper service as your own work; submitting
anyone else’s paper as your own work.
C.
Copyright law
The
attempt to represent the work of another as the product of one’s own
thought, whether the other’s work is written or found on the Internet or
simply the work of a fellow student, violates the copyright laws. It is
not limited to quoting oral or written materials, it includes photographs,
clipart and music samples. For an academic requirement; submitting a
paper, image, and/or music which was copied from website as your own work;
submitting anyone else’s paper as your own work is considered a breach
of copyright laws unless they fall into the guidelines of the Teach Act http://www.lib.ncsu.edu/scc/legislative/teachkit/
All
class notes, lecture outlines, class assignments, examinations, and any
other course information are copyrighted material and may not be copied or
distributed in any format or for any purpose.
Course
Schedule
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Week 1:
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ESOL Standards: 5, 6, 7
FEAPs: 2, 4
TESOL Standards: 1.b.5, 5.a.1-2
Course Introduction; Explanation of Task Assessments
Language Learning Activity (learning another language)
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Week 2:
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ESOL Standards: 5, 16, 18, 24
FEAPs: 2, 9, 11
TESOL Standard: 1.b.5
Brown, Ch. 2: “A Methodological History of Language
Teaching”
Brown, Ch. 3: “The Present: An Informed Approach”
Reviewing “Learning a Foreign Language”
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Week 3:
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ESOL Standards: 14, 18, 24, 25
FEAPs: 2, 4,
7, 9, 11
TESOL Standards: 3.c.1-3, 4.a.4
Brown, Ch. 4: “Teaching by Principles”
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Week 4:
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ESOL Standards: 18, 24, 25
FEAPs: 2, 3, 7, 9;
TESOL Standards: 3.c.1-3, 4.a.4
Brown, Ch. 5: “Intrinsic Motivation in the Classroom”
Interdisciplinary Unit TASK 8a (Product)Due
Oral Presentation of Interdisciplinary Unit (Product)
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Week 5:
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ESOL Standards: 6, 9, 13, 15, 16, 17
FEAPs: 1, 3, 4, 9, 10
TESOL Standard: 1.b.13, 3.b.1, 3.b.4-8, 3.c.1-2
Brown, Ch. 10: “How to Plan a Lesson”
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Week 6:
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ESOL Standards: 6, 9, 13, 17
FEAPs: 4, 5, 7, 9
TESOL Standard: 3.b.1, 3.b.4-8, 3.c.1-2, 5.a.1
Brown, Ch. 11: “Interactive Language Teaching I:
Initiating Interaction” Brown, Ch. 12: “Interactive Language
Teaching II: Sustaining Interaction Through Group Work”
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Week 7:
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ESOL Standard: 16
FEAPs: 2, 3, 4
Brown, Ch. 13: “Classroom Management”
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Week 8:
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ESOL Standards: 13, 18, 25
FEAPs: 2, 3, 4
TESOL Standards: 1.b.13, 4.a.4
Brown, Ch. 14: “Strategies-based Instruction”
Chapter 6, “Special Education and ESL Students” in
Teaching ESL K-12”
Integrating Literacy Skills into Instruction TASK 8c Due
Oral Presentations of Integrating Literacy Skills into
Instruction
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Week 9:
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ESOL Standards: 8, 9, 11, 17, 24
FEAPs: 1, 8, 12
TESOL Standards: 1.a.1-6, 1.b.12, 3.b.2-8, 3.c.5, 5.b.3
Brown, Ch. 15: “Integrating the “Four Skills”
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Week 10:
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ESOL Standards: 8, 9, 10, 11, 12, 15
FEAPs: 1, 8, 12
TESOL Standards: 1.a.1-6, 1.b.12, 3.b.1-4, 3.c.4-5
Brown, Ch. 16: “Teaching Listening;” Teaching with the
Internet, Ch. 1 “Good Vibrations: Improving Listening
Skills” Brown, Chapter 7, “Involving Parents” in Teaching ESL
K-12: Views from the Classroom”
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Week 11:
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ESOL Standards: 8, 9, 10, 11, 12, 15
FEAPs: 1, 8, 12
TESOL Standards: 1.b.12, 3.b.1-3, 3.b.4-6, 5.b.2
Brown, Ch. 17: “Teaching Speaking”
Teaching with the Internet, Ch. 2 “Verbal Ventures:
Fostering Oral Proficiency”
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Week 12:
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ESOL Standards: 8, 9, 10, 11, 12, 15
FEAPs: 1, 8, 12
TESOL Standards: 1.b.12, 3.b.1-2, 3.b.7, 3.c.3-5, 5.b.2
Teaching with the Internet, Ch. 3 “Skimming & Deep
Diving: Reading Skills and Comprehension”
Critical Thinking Strategies and Materials File TASK 4d Due
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Week 13:
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ESOL Standards: 8, 9, 10, 11,12, 15
FEAPs: 1, 8, 12
TESOL Standards: 1.a.1-7, 1.b.12, 3.b.1-2,3.b.8, 3.c.4-5,
5.b.2
Brown, Ch. 19: “Teaching Writing”
Teaching with the Internet, Ch. 4 “Write a Wave:
Developing Writing Skills”
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Week 14:
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ESOL Standards: 5, 8, 9, 13, 14, 16
FEAPs: 1, 2, 3, 4, 5, 7, 9, 11
TESOL Standards: 1.b.6, 1.b.9, 1.b.13, 3.c.1-2
Oral Presentations of Integrating Literacy Skills into
Instruction
Brown, Ch. 6: “Learner Variables I: Teaching Across Age
Levels” Brown, Ch. 7: “Learner Variables II: Teachings
Across Proficiency Levels”
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Week 15:
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Portfolio of K
12 Student Work TASK 4c Due
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Week 16:
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Catch-up/Wrap-up time
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