METHODS OF TEACHING ESOL - College of Education

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PTED 4241

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PTED 4241


METHODS OF TEACHING ESOL


Semester Hours:


3



Semester/Year:



Instructor:




Office Location:



Office Hours:




Telephone:




E
-
Mail:




Fax:





COURSE DESCRIPTION


This course includes an examination of approaches, methods, an
d techniques for teaching
English as a second language. Participants will demonstrate teaching strategies; develop lesson
and unit planning skills; evaluate materials, textbooks, and resources available in the field; and
examine issues in testing students

of limited English proficiency for placement, diagnosis, exit,
and evaluation.


CONCEPTUAL FRAMEWORK


The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. By incorp
orating the theme
“Developing Educators for School Improvement,” the College assumes responsibility for
preparing educators who can positively influence school improvement through altering
classrooms, schools, and school systems (transformational systemic
change). Ten descriptors
(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive,
empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual
framework and provide the basis for devel
oping educators who are prepared to improve schools
through strategic change. National principles (INTASC), propositions (NBPTS), and standards
(Learned Societies) also are incorporated as criteria against which candidates are measured.


The mission of th
e College of Education is to develop educators who are prepared to function
effectively in diverse educational settings with competencies that are instrumental to planning,
implementing, assessing, and re
-
evaluating existing or proposed practices. This co
urse’s
objectives are related directly to the conceptual framework and appropriate descriptors,
principles, or propositions; and Learned Society standards are identified for each objective.
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Class activities and assessments that align with course objective
s, course content, and the
conceptual framework are identified in a separate section of the course syllabus.


COURSE OBJECTIVES


Students will:


1.

describe, analyze and apply past and present met
hods of teaching in ESOL
settings
(Dubin & Olshtain, 1986;

Hainer, Fagan, Bratt, Baker & Arnold, 1990);



(Decision Makers; Lifelong Learners;
Culturally Sensitive)


2.

explain the underlying foundation for these methods, from research and theory in second
language acquisition across the social sciences (Bobo &

Thompson, 1990; Harley, Allen,
Cummins & Swain, 1990; Richard
-
Amato, 1988);




(
Decision Makers;
Lifelong Learners;
Adaptive)




3.

describe and integrate the social, cultural, and learner
-
centered aspects of teaching ESOL
classrooms (Bowers & Flanders,

1991; Chamot & O’Malley, 1987; Crandall, Spanos,
Christian, Simich
-
Dudgeon, & Willets, 1987; Mohan, 1986; Ovando & Collier, 1985;
Short, 1991);



(Adaptive; Culturally Sensitive;
Empathetic)


4.

develop techniques for teaching the four language skills


listening, speaking, reading,
and writing


within an integrated, content
-
based approach (Cornejo, Weinstern & Najar,
1983; Crandall, et al.; Levi, 1992; Ovando & Collier, 1985);



(Decision Makers; Lifelong Learners; Adaptive;
Culturally Sensitive)


5.

plan and demonstrate an individual lesson, based on a thematic unit (Hainer, et al., 1990);



(Decision Makers; Culturally Sensitive;
Reflective)


6.

identify and analyze different program models for language minority students (Krashen
& Terrell, 1983;
Ovando & Collier, 1985; Stevick, 1986, 1988);



(
Decisi
on Makers; Adaptive;
Collaborative)


7.

locate and gain access to resources in the field of bilingual/ESOL education (Oller,
1993);



(
Dec
ision Makers; Adaptive; Culturally Sensitive;
Empathetic
)



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8
.

explain current issues in the field of bilingual/ESOL education, including historical
development, terminology, legal basis, and rationale (Bowers & Flinders, 1991; Ovando
& Collier, 1985; Short, 1991; U.S. Department of Education, 1992);



(Decision M
akers;
Lifelong Learner
s
;
Collaborative;
Culturally Sensitive)


9.

be cognizant of the relationship between linguistic schools of thought, methods of
teaching second languages, assessment practices, and theories of curriculum development
associated with
each linguistic theory (Dubin & Olshtain, 1986; Harley, et al., 1990;
Mohan, 1986; Pierce & O’Malley, 1992; Scarcella, 1990);



(Adaptive; Culturally Sensitive; Empathetic;
Reflective)


10.

identify and analyze assessment instruments currently in use for

placement,
programming, diagnosis, entry
-
exit criteria in Title VII programs, and evaluation (Cohen,
1984; Henning, 1988; Oller, 1983; Ovando & Collier, 1985; Pierce & O’Malley, 1992);



(Decision Makers;
Lifelong Learner
s;
Reflective)


11.

be familiar
with special issues in the testing of limited English proficient students,
including cultural bias in tests, intelligence testing, and testing for placement in special
education (Cummins & Swain, 1986; Ovando & Collier, 1985; Scarcella, 1990;
Underhill, 19
87);



(Decision Makers;
Lifelong Le
a
rner
s
)


12.

link assessment strategies with programming for limited
-
English proficient students
(Harley, et al., 1990; Ovando & Collier, 1985; Richard
-
Amato, 1988; Underhill, 1987
)
;

and




(Decision Makers;
Adapti
ve;
Collaborative; Culturally Sensitive;
Empathetic)


13.

demo
nstrate competence in listening, speaking, reading, and writing English.


(Decision Makers;
Lifelong Learner
s
)


TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES


Required Text:


Peregoy, S., & Boyle, O.

(2005
).
Reading, writing and learning in ESL: A resource book for k
-
12

teachers
(4
th

ed.
).
Boston
:
Pearson Education





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References:


Bobo, S.

A., & Thompson, P.M. (1990).
Teaching English to speakers of EDS, ESL, and EFL.
Lanham, MD:
University Press of
America.


Bowers, C.

A., & Flinders, D.J. (1991).
Culturally responsive teaching and

supervision.
New
York:
Teachers College Press.


Chamot, A.

U., & O’Malley, M. (1987).
The cognitive academic language approach: A bridge to
the mainstream.
TESOL Quarterly
,
21, 227
-
249.


Chamot, A.

U., & O’Malley, J.

M. (1994).
The CALLA handbook: Implementing the cognitive
academic language learning approach.
Reading, MA: Addison
-
Wesley.


Cohen, A. (1984).
Testing language ability in the classroom.
Rowley, MA: Newbury Hous
e.


Cornejo, R.

J., Weinstern, A.

C., & Najar, C. (1983).
Eliciting spontaneous speech in
bilingual
students:
Methods and techniques.
Las Cruces, NM: New MexicoState University.


Crandall, J., Spanos, G., Christian, D., Simich
-
Dudgeon, C., & Willets, K.
(1987).

Integrating
language and content instruction for language minority students.

Washington, D.C.:
National Clearinghouse for Bilingual Education.


Cummins, J., & Swain, M. (1986).
Bilingualism in education.
NY:
Longman.


Dubin, F. & Olshtain, E. (1986
).
Course design:
Developing programs and

materials for
language learning.
Cambridge, England:
Cambridge

University Press.


Faltis, C.

J.

(1993).
Join fostering: Adapting teaching strategies for the multilingual

classroom.
New York:
Macmillan.


Hainer, E.
, Fagan, B., Bratt, T., Baker, L., & Arnold, N. (1990).
Integrating learning

styles an
d
skills in the ESL classroom:
An approach to lesson planning.

Washington, DC
:
National
Clearinghouse for Bilingual Education.


Harley, B., Allen
, P., Cummins, J., & Swai
n, M.
(Eds.). (1990).
The development of
second
language proficiency.

Cambridge, England
:
Cambridge University

Press.


Henning, G. (1988).
A guide to language testing:
Development, evaluation, research.

Cambridge, MA
:
Harper & Row.


Krashen, D.

S., & Terre
ll, T.

D. (1983).
The natural approach:
Language acquisition in the
classroom.
Englewood Cliffs, NJ:
Prentice Hall Regents.


Levi, I. (1992).
Understanding ESL writers:
A guide fro teachers.
Boston:

Heinemann.


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Mohan, B. (1986).
Language and content.
Readi
ng, MA
:
Addison Wesley.


Oller, J.

W., Jr. (1983).
Issues in language testing research.
Rowley, MA:
Newbury House.


Oller, J. W., Jr. (Ed.).
(1993).
Methods that work:
Ideas for literacy and language

teachers
(2
nd

ed.). Boston, MA
:
Heinle & Heinle.


Ovando
, C.

J., & Collier, V.

P. (1992).
Bilingual and ESL classrooms:
Teaching in

multicultural
contexts.
New York:
McGraw Hill.


Pierce, L.

V. & O’Malley, J.

M. (1992).
Performance and portfolio assessment for language
minority students.
Washington, DC
:
Nation
al Clearinghouse

for Bilingual Education.


Richard
-
Amato, P.

A. (1988).
Making it happen:
Interaction in the second language classroom.
New York:
Longman.


Scarcella, R. (1990).
Teaching language minority students in the multicultural

classroom.
Englewood

Cliffs, NJ: Prentice Hall Regents.


Short, D.

J. (1991).
Integrating language and content instruction: Strategies

and techniques.
Washington, DC:
National Clearing House for

Bilingual Education.


Stevick, E. W. (1986).
Images and options in the language
classroom.
Cambridge,

England
:
Cambridge University Press.


Stevick, E.

W. (
1988).
Memory, meaning and method
-
Some psychological

perspectives on
language learning.
Cambridge, England:
Cambridge

University Press.


Underhill, N. (1987).
Testing spoken langua
ge.
Cambridge, England
.
Cambridge

University
Press.


U.S. Department of Education. (1992).

The provision of an equal education

opportunity to
limited English proficient students.
Washington, DC:

Office of Civil Rights.


ATTENDANCE POLICY


Class attendance
is mandatory. More than two absences will result in an automatic letter grade
drop. Two tardies or leaving class early equals one absence. Please inform the professor in
advance when it is necessary to miss a class.


ASSIGNMENTS, EVALUATION PROCEDURES A
ND GRADING POLICY


Link to Conceptual Framework:
The focus of this course is on preparing teacher candidates to
understand and be able to implement various strategies and techniques to insure the success of
second language learners. The course content pr
ovides
for in
-
depth knowledge in methods and
techniques to address second language learners. It includes teaching ideas for promoting oral
language development, language acquisition, classroom organization, teaching strategies and
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assessment procedures fo
r effective English learner instruction. The overall evaluation for this
course is structured so that the assignments correlate to specific bilingual methods. Course
assignments are matched with specific components of the
Conceptual

Framework in that stu
dents
will become
decision makers

(
critical analysis and weekly responses, choosing children’s
book);
lifelong learner

(response journals, papers and presentations);
adaptive
(group work to
prepare demonstrations, paper presentations, lesson plans);
collab
orative

(group work to prepare
presentations; work with teachers to determine appropriate lessons);
culturally sensitive

(lesson
plans, weekly responses);
empathetic
(paper covering various methodologies; mini lessons);
reflective

(chapter discussions, wee
kly responses, mini
-
lesson response).


Assignments:



1. Attend all classes and in
-
school assignments.




2. Read texts and other professional materials and handouts and write weekly responses
and reflect on current issues in the field of bilingual/ES
L education, including historical
development, terminology, legal bias, and rationale (a total of 15 responses, 1 to 2 pages in
length). These are due, one each week at the beginning of class each week after the first night of
class. (Course objectives 1,

2, 3, 8, 9)



3. Choose a children’s book that you would use in a classroom with bilingual/ESL
students. Describe three learning activities to utilize this book with the class. Each activity
should relate to one of the strategies listed described in Ch
apter 7 of the text. See handout
describing the format for this activity. (Course objectives 4, 5, 6).



4. Write a paper (no less than 4 typed, 12 pt. font pages with no less than 4 sources cited
(bibliography) on a chosen methodology from the list bel
ow. Requirements for paper will follow
list of assignments. (Course objectives 1, 3, 4, 5, 6, 7, 8).



5. Present the paper in class along with a demonstration of a mini language lesson using
methodology. An outline of the presentation will be prepared
and given to everyone in class at
the beginning of the presentation. The paper presentation explaining methodology should be 15
to 20 minutes and an additional 5 to 10 minutes for demonstration of lesson. (Objectives 4, 5, 6,
10, 11, 12)



6. Work in a
group to prepare a demonstration with handouts of strategies for teaching
content (reading, writing and oral language) in an ESL classroom or a classroom where ESL
students will be present. Each group will choose from a list of classroom content areas whe
re
strategies will be used and should adhere to a common theme decided on by the group. The list
of content areas will follow assignments. Each group presentation will be a minimum of 60
minutes with each individual in the group presenting for 15 minutes
. Each strategy should be
modeled or demonstrated involving the class and explained in handout. Each group member
should present a different strategy. (Objectives 5, 7, 9, 10, 11, 12)




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Content Areas for Group Presentations

(Peregoy and Boyle)


1. St
rategies for Oral Language Development, Chapter 4


2. Strategies to Promote Early Literacy, Chapter 5


3. Strategies for Writing for ELL Students, Chapter 6


4. Strategies for Beginning Reading Instruction, Chapter 7


5. Strategies for Intermediate Rea
ding Instruction, Chapter 7


Paper Requirement: The paper should cover one of the methodologies listed below. It should
thoroughly explain the methodology including the history, purpose, procedures and assessments
used with the methodology. The paper sh
ould answer the following questions:


What are the goals of teachers who use this method?


What is the role of the teacher? What is the role of the students?


What are some characteristics of the teaching/learning process?


What is the nature of student
-
t
eacher interaction? What i
s the nature of student
-
student

interaction?


How are the feelings of the students dealt with?


How is the language viewed? How is culture viewed?


What areas of language are emphasized? What language skills are emphasized?


Wh
at is the role of the students’ native language?


How is evaluation accomplished?


How does the teacher respond to student errors?


The Methodologies:


The Grammar
-
Translation Method


The Audio
-
Language Method


Suggestopedia


The Total Physical Response Me
thod


The Natural Approach


Whole Language Approach


The Direct Method


The Silent Way


Community Language Learning


Communicative Language Teaching


Sheltered Instruction/SDAIE


CALLA


Evaluation Procedures



1. Paper on Methodology





25%


2. Presenta
tion of Methodology




20%


3. Mini Language Lesson using Methodology




5%


4. Group Presentation of Content Area Strategies


20%


5. Written Journal Entries from Readings



15%


6. Children’s Book Activities




15%





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CLASS OUTLINE



Tuesday class


August 24



Course Outline


August 31



Research Night


September 7



Generational Poverty in Relation to Culture





(Ruby Payne)


September 14



Generational Poverty in Relation to Teaching Strategies





(Payne/Thompson)


September 21



Generational P
overty in Relation to Teaching Strategies


September 28



Video Assessment of Teaching Strategies


October 5



NCLB Related to ESL





Chapter 1 Peregoy & Boyle


October 12



Group Work Related to Presentations


October 19



Chapter 2 Peregoy & Boyle


Octo
ber 26



Chapter 3 Peregoy & Boyle


November 2



Group Presentation





Chapter 4 Peregoy & Boyle


November 9



Group Presentation





Chapter 5 Peregoy & Boyle


November 16



Group Presentation





Chapter 6 Peregoy & Boyle


November 23



Group Presentati
on





Chapter 7 Peregoy & Boyle


November 30



Chapter 8 Peregoy & Boyle





Methodology Paper Due






December 7



Book Activities Due





Chapter 9 Peregoy & Boyle

December 14



Chapter 10 Peregoy & Boyle





Journal Activities Due




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CLASS OUTLINE


M
onday class


August 30



Course Overview





Cultural Issues


September 6



Labor Day Holiday


September 13



Generational Poverty in Relation to Culture





(Ruby Payne)


September 20



Generational Poverty in Relation to Teaching Strategies





(Payne/Th
ompson)


September 27



Video Assessment of Teaching Strategies


October 4



NCLB Related to ESL





Chapter 1 Peregoy & Boyle


October 11



Group Work Related to Presentation


October 18



Chapter 2 Peregoy & Boyle


October 25



Chapter 3 Peregoy & Boyle


November 1



Group Presentation





Chapter 4 Peregoy & Boyle


November 8



Group Presentation





Chapter 5 Peregoy & Boyle


November 15



Group Presentation





Chapter 6 Peregoy & Boyle



November 22



Group Presentation





Chapter 7 Peregoy & Boyle


November 29



Chapter 8 Peregoy & Boyle





Methodology Paper Due


December 6



Book Activities Due


Chapter 9 Peregoy & Boyle


December 13



Journal Activities Due





Chapter 10 Peregoy & Boyle