FL/ECI 425 - METHODS AND MATERIALS IN TEACHING
ENGLISH AS A SECOND LANGUAGE
Course Description: This course is designed for
participants
in the North Carolina State
University ESL Licensure Program. The course
explores the methodologies and current
approaches to teaching English as a Second
Language.
Students examine the techniques
and strategies for teaching reading, writing,
listening,
speaking, and culture. Participants
engage in selection, adaptation, and creation of
instructional materials for various levels
of proficiency and teaching situations.
Application
of the ways that children, adolescents,
and adults learn language will be examined.
Course Objectives: (From the North Carolina Standards for ESL
Teachers)
1.1: Teachers demonstrate oral and written proficiency in social
and academic English.
1.2: Teachers understand elements of phonetics and phonology,
describe similarities and
differences between the phonology of English and other languages, and
recognize the nature
of sound-symbol correspndence with respect to literacy development.
2.1: Teachers identify major theories, concepts, and research
in the field of second
language acquisition and learning and their relationship to first
language
acquisition.
2.2: Teachers identify cognitive, psychologocal, developmental,
social, and home-related
variables that affect language acquisition and learning.
2.3: Teachers describe the stages of literacy development and
identify major social,
cultural, and psychogical factors affecting that development.
2.4: Teachers understand the relationship between students' home
language and English
and recognize this relationship as a foundation for English language
acquisition and literacy
development.
2.5: Teachers identify effective learning strategies that support
students' social and
academic language development.
2.6: Teachers experience learning or acquiring a second language
and describe the process.
5.1: Teachers apply strategies based on the distinct ways in
which children, young
adolescents, and adults learn second languages.
5.2: Teachers tailor instruction strategies to meet the
individual
needs of limited
English proficient students.
5.3: Teachers design content lessons that are appropriate to
grade and language
proficiency levels of limited English proficient students.
5.4: Teachers sequence instruction based on an understanding
of the simple to complex
and familiar to unfamiliar progression of topics, content, and
language.
5.5: Teachers incorporate the North Carolina Standard Course
of Study content area
objectives into the teaching of ESL.
6.1: Teachers evaluate, select, and design materials that
appropriately
address language
and content goals for limited English proficient students.
6.2: Teachers adapt textbooks and other materials to align with
the language and content
instructional objectives for limited English proficient students.
6.3: Teachers use technology to address English language
acquisition
and content
instructional objectives.
7.1: Teachers base literacy instruction on a knowledge of
processes
of reading and
writing in first and second languages.
7.2: Teachers use literacy strategies to help limited English
proficient students by
becoming independent readers and writers of English.
7.3: Teachers individualize the teaching of literacy to limited
English proficient students
by employing strategies that take into account the students' English
language proficiency
and the students' literacy skills in their primary language.
8.1: Teachers evaluate and administer language proficiency
assessment
instruments.
8.2: Teachers use formal and informal language proficiency and
diagnostic assessment
data to identify, place, monitor, and exit limited English proficient
students.
8.3: Teachers develop and use formal and informal assessments
appropriate to language
and content instructional objectives.
8.4: Teachers demonstrate understanding of the State
accountability
system as it applies
to limited English proficient students.
9.1: Teachers adapt instruction to address individual learning
styles and abilities.
9.2: Teachers recognize academic and intellectual giftedness
among limited English
proficient students.
11.1: Teachers distinguish between limited English proficiency
and exceptionalities
among diverse learners.
11.2: Teachers acknowledge that limited English proficient
students
with special needs
can learn English.
11.3: Teachers accommodate the diverse educational backgrounds
of English language
learners.
12.2: Teachers know how to gather and analyze data to improve
teaching and learning.
12.3: Teachers reflect on their practice in order to establish
goals for professional development.
Method of Evaluation:
Peer teaching and lesson
plans:
15 %
Response
papers:
15 %
Bib
cards:
10 %
Homework
Assignments
10%
Midterm:
25 %
Final
Exam:
25 %
Grading:
100-97=A+
96-93=A
92-90=A-
89-87=B+
86-83=B
82-80=B-
79-77=C+
76-73=C
72-70=C-
69-67=D+
66-63=D
62-60=D- Below 60=F
Refer to: http://www.ncsu.edu/provost/academic_regulations/grading/reg.htm
Academic Integrity: Students are expected to complete
their
assignments with due regard
to academic integrity. In order to do so, they should familiarize
themselves with the
relevant sections of the student code of conduct (Sections 7-13).
By signing all work submitted
on paper, or by identifying themselves in work submitted
electronically,
students affirm that
they neither gave nor received unauthorized aid. In particular,
collaboration on assignments
among students may only occur when explicitly authorized by an
instructor.
Refer to:
http://www.ncsu.edu/provost/academic_regulations/integrity/reg.htm
Students with Disabilities: Whenever possible,
modifications
to tests and other assignments and special
arrangements for attending and recording lectures and seminars will
be made in order to accommodate
the needs of students of disabilities. Students desiring assistance
due to any permanent or temporary
disability are eligible for services through the Disability Services
for Students Office.
Refer to:
http://www.ncsu.edu/provost/hat/current/appendix/appen_k.html
http://www.ncsu.edu/provost/offices/affirm_action/dss/
Attendance Policy: Students will receive excused
absences
for a reasonable number of anticipated
absences as well as for emergencies. Excuses
for anticipated absences must be cleared with
the instructor before the absences. Excuses
for emergency absences must be reported to the
instructor as soon as possible, but no more than
one week after the return to class. All students
with excused absences will be held to the same
standard
for making up missed assignments or
exams as those in attendance.
Refer to:
http://www.ncsu.edu/provost/academic_regulations/attend/reg.htm
Required Texts: O'Malley, J. M. and L. V. Pierce. 1996. Authentic
Assessment for English
Language Learners. White Plains, NY: Addison Wesley
Longman.
Omaggio, Alice. 2001. Third Edition. Teaching Language in
Context.
Boston, MA: Heinle & Heinle.
Richards, Jack C. and Theodore S. Rodgers. 2001. Approaches &
Methods
in Language Teaching. 13th Edition. Cambridge University Press.
LATE ASSIGNMENTS AND INCOMPLETE GRADES: Late assignments of 2
calendar days or fewer
will have a maximum grade of "C." Those of more than 2 calendar
days beyond the deadline will not be
accepted. Incomplete grades are processed in accordance with
university recommendations and policy.
SCHEDULE: This is a general outline. Explanations and specific assignments will be made in class.
Week of Jan. 10
-
Shock Language Lesson
Traditional methods/approaches: an overview of the history of foreign
language instruction
AMLT - Chapter 1 and 2
Week of Jan. 17 - AMLT -
Chapters
4, 14, 6 - ALM, Communicative Approach, Silent Way
"Designer" methods of today
Behaviorists v. Nativists
Week Jan. 24
-
AMLT - Chapters 5, 7, 15, 8 - TPR, CLL, Natural Approach, Suggestopedia
Methods andd trends continued
Peer teaching # 1
Week of Jan. 31-
Behavioral objectives and lesson planning
Name dropping: Skinner, Piaget, Vygotsky, Chomsky, Whorf, Krashen,
Cummins
Reponse Paper #1 Due
Bib card #1 due
Week of Feb. 7 - TLC -
Chapters
5 & 6
Language Acquisition
Teaching listening and speaking
Fluency v. accuracy
The proficiency movement
Peer teaching #2
Week of Feb. 14 - TLC -
Chapter
1
Error correction and feedback
Sociolinguistic concerns and communicative competence
Variables that affect learning
Week of Feb. 21 - TLC -
Chapter 7
Teaching reading and writing
Literacy development
AMLT Chapter 9 - Whole Language
Week of Feb. 28- TLC -
Chapter
8
Peer teaching #3
Teaching culture "Big C" v. "little c"
Week of March 7 - BREAK
Week of March 14 - AMLT - Chapter 17 (Content-based
instruction)
Peer teaching # 4
Content-based language learning
Analyzing ESL and content-area curricula
Response Paper #2 due
Integrating skills
Response paper # 2 due
Midterm due
Week of March 21 - TLC -
Chapter
9 & Authentic Assessment Chapter 7
Testing and assessment
Proficiency, placement, diagnostic, and achievement tests
Week of March 28 - Authentic
Assessment
- Chapter 1
Authentic v. commercially prepared assessments
Bib card # 2 due
Peer teaching # 5
Week of April 4 - Evaluating materials:
perspectives
on adopting, developing,
and adapting materials
Special needs students
Week of April 11- Curriculum development: an ESL
framework for course design
AMLT- Chapter 19
Week of April 18 - Textbook evaluation due
Staff development project due
Week of April 25 - Synthesis
Final Exam: See Final Exam Schedule for day and time.