Texts: Carter and Nunan, Teaching English to Speakers of Other Languages, ... H
. Douglas Brown, Principles of Language Learning and Teaching, 5 th ed.
Syllabus: Florida Campus
Course Name-Teaching English as a Second Language Course Number-ENA 200 Instructor of this CourseOffice Hours: Contact Information:
Texts: Carter and Nunan, Teaching English to Speakers of Other Languages, Cambridge University Press, 2001. H. Douglas Brown, Principles of Language Learning and Teaching, 5th ed. Course Co-requisite: Candidate is completing 10 hours in tutoring an ESL student as part of the requirements for this course.
Links to… Department Mission, Theme, and Conceptual Framework
Course Description This introductory course in ESOL, Teaching English to Speakers of Other Languages, begins the process of preparing the elementary teacher candidate to facilitate the success of non-native speakers of English. It does this by establishing a beginning knowledge base, introducing the candidate to the field of modern linguistics and the theory and stages of language acquisition for a first language as well as presenting the theory and stages of language acquisition for a second (or successive) language. Course content and activities will also help the candidate apply theoretical knowledge to the instructional setting, gaining beginning procedural knowledge for effective instructional approaches with English Language Learners. Students will apply this knowledge to complete 10 hours in tutoring an English Language Learner, which will stimulate their initial development of conditional
knowledge.
Summary Standards Addressed in Course: Florida Educator Accomplished Practice 2, 4, 5, 7, 8, 9, 10 English for Speakers of Other Languages Performance Standards 5, 6, 7, 8, 9, 10, 11, 13, 16, 21 ESOL Competencies 47.1, 2, 3, 4, 5, 6, 8, 11 Asbury’s Dispositions Standard: Respect/compassion for others; Passion for teaching Course Objectives and Standards Addressed 1. Identify stages of the processes of first and second language acquisition. FEAP 5, 7; ESOL Ps 5, 21 2. Distinguish between basic interpersonal communicative skills (BICS) and cognitive academic language proficiencies (CALP). FEAP 8; ESOL Ps 8 3. Identify factors which impede language acquisition FEAP 8; ESOL Ps 5 4. Identify programmatic models for ESOL students within the regular classroom. FEAP 8; ESOL Ps 16 5. Match instructional approaches with language learning theories. FEAP 8; ESOL Ps 6, 7 6. Reason from language theory whether a teaching technique is appropriate for an individual or a group of ESL learners. FEAP 5, 7; ESOL Ps 6 7. Apply current and effective ESOL teaching methods, including those that integrate the four language skills (listening, speaking, reading, and writing) in planning and implementing instruction one-on-one with an ESL student. FEAP 2, 4, 5, 9, 10; ESOL Ps 6, 9, 11, 13 8. Locate and develop familiarity with relevant curriculum resources for ELL’s. FEAP 5, 8; ESOL Ps 7 9. Appropriately sequence lessons for an ESL student. FEAP 7, 8, 9, 10; ESOL Ps 13,16 10. Become familiar with methods of phonemic transcription, specifically the International Phonetic Alphabet. FEAP 8; ESOL Ps 10 Instructional Strategies Used in this Course Cooperative Learning Direct Instruction Large and Small Group Discussion Instructor Modeling Lecture Independent Student Activities Tutoring ESL Student in Field Experience Course Topics
Basic linguistics terminology: The International Phonetic Alphabet First Language Acquisition Theory Theories of First Language Learning Second Language Learning Process & Stages: Children and Adolescents Comparison/Contrast of First & Second Language Acquisition Process Krashen Monitor Theory Cognitive Styles—Implications for Language Learning and Teaching Political & Social Trends Affecting Education of ELL’s Socio-cultural factors in Second Language Learning Mistakes and Fossilization of Errors Affective and Sociolinguistic Factors in Second Language Learning Cultural Clashes and Stereotypes Sequencing Steps in Lesson Planning Communicative Competence vs Performance Non-Verbal Communication Projects and Tasks: The Functional-Notional Approach in Action Unit Planning: Sequencing Lessons Teaching the English Sound System The Physiology of Sound Production: The Sagittal Section Teaching Pronunciation-Targeting Areas of Need for Sound Production Teaching Speaking Teaching Listening Considerations in Teaching Grammar: How & When, Age, Purpose Teaching Vocabulary Techniques for Enhancing Reading Comprehension
COURSE REQUIREMENTS Assignments: The goal of this course is to give you enough practical knowledge to teach ESL with some basic supplementary texts and, more critically, to give you enough theoretical background that you can make decisions about what approach and materials will be useful for a particular group and what factors will influence an individual’s language learning so that you can adjust your teaching for his/her particular needs. The course assignments are designed to give you practical experience and theoretical problemsolving experience. 1. Grammar and Usage Test. If you score an 85% or better, you do not have to do anything more in this area and can take that score for 5% of your grade. If you score less than 85%, you will need to study grammar in the writing center until you and your tutor feel you are ready to take the test again. (It will not be the same test but one equivalent in difficulty.) All students, whether they receive more or less than 85%, may retake the test
to improve their score. (You may not take the test more than once a week-outside of class. Obviously, the purpose of this assignment is to help you to know the material you will teach: English. FEAP 8 2. Written Exercises (8). Most of these will be responding to questions in the Brown text. I prefer that you type them. FEAP 5, 7, 8, 9; ESOL Ps 5, 6, 7, 8, 10, 21 3. Four Quizzes. These will not be cumulative, but the final “Exit Slip” will be, so if you do not understand an idea you were tested on during the course, be sure to come see me in my office to discuss it so you will answer correctly on the exam. FEAP 5, 7, 8; ESOL Ps 5, 6, 8, 10, 16, 21 4. Final Class-Exit Slip. This will be cumulative, so if you do not understand material tested on the quizzes, be sure to see the instructor to discuss the material so you will master it on the final “Exit Slip”. FEAP 5, 7, 8; ESOL Ps 5, 6, 8, 10, 16, 21 5. Tutoring an ESL Student (Ten Hours, Total) You will be placed in an elementary school to tutor an LEP student under the supervision of a certified ESL instructor. Four times during the semester you will give me a report of the days, time, materials and plans of your meetings with your tutee. If you tutor more than ten hours, you will receive five bonus points for each additional hour. FEAP 2, 4, 5, 7, 9, 10; ESOL Ps 6, 7, 9, 11, 13, 16 Evaluation procedures: Grading Scale: Letter Grade A AB+ B B-
Percentage 96-100 93-95 91-92 87-90 85-86
Letter Grade C+ C CD F
Percentage 83-84 78-82 76-77 70-75 < 70
Weighting of Exams/Assignments: Grammar proficiency Written Exercises 4 Quizzes Tutorial summaries Final Class-Exit Slip
10% 20% 30% 20% 25%
For each day an assignment is late, ten points will be deducted from the earned grade. Turn in your assignments on time!
Grading Sheet for Writing 5 POINT ERRORS organization detail support examples unity
explanation paragraphing development topic/thesis statement format
3 POINT ERRORS fragments run-ons comma splices 2 POINT ERRORS diction wordiness choppiness reference
agreement commas wrong/misused word inappropriate connotation
1 POINT ERRORS capitalization spelling punctuation (other than errors mentioned above) typos
