TESL 501: Theory and Principles of English Language Teaching I (ELT I) 3 credits, Fall 2006 Instructor: Noriko Ishihara, Ph.D. Class Time and Location: Thursday 5:308:00 pm, Asbury 218 Office: 156 McKinley Tel: 2028852247 Email: ishihara@american.edu Office hours: After class and by appointment Course website accessible from: https://my.american.edu/ Course Description and Goals This course serves as an introduction to theories and principles of English language teaching, language acquisition, and a review of various methods and approaches used in language teaching, leading to an understanding of the development of the communicative approach. Provides opportunities for peer teaching and requires observation of English language classes, along with tutoring or teaching of English to nonnative speakers. The goals of this course include: 1. To introduce students to the essential theories and concepts of English Language Teaching 2. To familiarize students with the Communicative Approaches to Teaching and relation to previous teaching approaches 3. To provide classroom experience through observation, tutoring, and teaching segments of the ELT I course 4. To introduce the basics of lesson planning 5. To give students insights into what good teaching means, and to give them the skills necessary to be comfortable in their teaching roles Textbooks Required Texts: (available at the University bookstore) Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Longman. Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle. Additional Required Reading (Epacket): Snow, D. (1996). More than a native speaker: An introduction for volunteers teaching abroad. Alexandria, VA: TESOL. Chapters 3, 5, 6, 13 McKay, S. L. (2002). Teaching English as an international language. In Teaching English as an international language (pp. 525). Oxford: Oxford University Press. Judd, E. L. (1999). Some issues in the teaching of pragmatic competence. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 152166). Cambridge: Cambridge University Press. Tanaka, K. (1997). Developing pragmatic competence: A learnersasresearchers approach. TESOL Journal, 6(3), 1418. Additional Recommended Resources: Groguet, A., Jameson, J., Franco, L., & DerrickMescua, M. (2000). Enhancing English language learning in elementary classroom: Study guide. McHenry, IL: Delta Systems. Herrel, A. L. (2000) Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Prentice Hall. Dalle, T. S., & Young, L. J. (2003) Pace yourself: A handbook for ESL tutors. Washington, DC: TESOL. Requirements More information about these assignments can be found in the BlackBoard course website. Attendance and participation. Regular attendance is essential in order to benefit from the interactional nature of this course. Students are expected to read all of the assigned texts before class and participate actively. Students who must miss class are responsible for informing the instructor and working with a classmate to make up for the material missed. More than two absences (except in extreme circumstances) will lead to the lowering of the final grade. If you miss more than a quarter of all class meetings (i.e. four out of 16), you will not be able to pass this course. 2. Observation Logs. THREE Observation Logs (For DUE DATES, see the course calendar. No penalty for early work; in fact, the dates listed are the LATEST possible dates that logs can be submitted; therefore, plan assignment completion carefully). One of these observations may be an observation of a teaching video from our program library (please contact instructor ahead of time; videos must be viewed in TESOL Office). 3. Tutorial Logs. THREE Tutorial Logs (For DUE DATES, see the course calendar. No penalty for early work; in fact, the dates listed are the LATEST possible dates that logs can be submitted). NOTE: Tutorials need to be conducted on a regular (weekly) basis throughout the semester in order for students to gain from this assignment. Only THREE tutorial sessions have to be written up and submitted throughout the semester (this means, while you will be tutoring/teaching about four times per month, you will only write up your session and reflection on details once a month); however, you need to keep a log of your weekly tutorial activities (note when you met with your tutee, what you covered, etc.) and all materials you used in a oneinch ring binder. It should look organized and not simply haphazardly thrown together. I may ask you sporadically to submit this binder. 4. Discussion Board Postings. Posting one tutorial log with general and specific question for classmates under Discussion Board and commenting on/responding to tutorial logs submitted by two classmates during two other posting cycles. 5. Teaching Segment and Activity for Class. One short class topic to be taught to classmates. This should engage classmates more in a learning activity rather than a lecture/presentation. LibraryBased Research Paper on Aspects Covered in ELT I This is a research paper reviewing 68 journal articles or book chapters on a topic of your choice in the APA style. Selection of the topic is due on 10/5 (to be emailed for instructor’s approval). By 11/2, submit a hard copy of your resources and also post it to Discussion Board under “LibraryBased Research Paper Resources.” The final paper is due on 12/7. All written assignments must be doublespaced, not single or 1.5spaced. Be sure that you have 1" margins on all sides. There should be page numbers on every page after page 1. Technology Technology used in the course may include PowerPoint presentations and video presentations. Students are encouraged to access information about grammar pedagogy available on the internet, including assigned articles. Diversity The course contributes to students’ understanding of language diversity. It provides insights into the challenges faced by English language learners in acquiring English. Evaluation of Student Performance GRADING: Grades will be determined on the following basis: Attendance and participation Observation logs Tutorial logs Posting and responding to tutorial logs Teaching segment and activity for class Final course project (librarybased research) 10% 20% 20% 10% 20% 20% The following guidelines will be used for assigning grades on the tests: A= Excellent; 94% or higher A= 9093% B+= 8689% B= Good; 8085% B= 7579% C= Satisfactory; 7074% D= Poor; 70% F= Failure; below 70% NOTE: Unsatisfactory attendance (missing more than two classes) and participation will result in the lowering of the course grade. Missing more than 25% of classes will result in a failing credit. You are subject to the Academic Integrity Code of American University. All work you submit must be your own or must be properly documented. More information about Academic Integrity Code can be found at: http://www.american.edu/american/registrar/AcademicReg/New/reg80.html Tentative course outline and assignments Date August 31 (Week 1) September 7 (Week 2) Topics OVERVIEW OF THE COURSE ∙ Teacher knowledge and beliefs ∙ Teaching by principles HOW DO WE LEARN? ∙ Human learning ∙ Language learning ∙ Principles of (language) teaching Assignments Readings: Nunan, Ch. 1 Brown, Ch. 4 September 14 LANGUAGE ACQUISITION ∙ What we know from Second (Week 3) Readings: Nunan, Ch. 2 Brown, Ch. 5 September 21 HISTORICAL DEVELOPMENT OF ELT METHODOLOGY (Week 4) ∙ Traditional and contemporary Readings: Nunan, Ch. 3 Brown, Ch. 2 Language Acquisition research ∙ Motivation and (language) learning language teaching methodologies ∙ Principles of various teaching methodologies September 28 CURRENT ESL METHODOLOGIES ∙ Communicative language teaching (Week 5) ∙ Contentbased instruction ∙ Integrated skills October 5 (Week 6) LANGUAE AS MEANING AND STRUCTURE ∙ Language in discourse ∙ Pragmatics and discourse October 12 (Week 7) SOCIOPOLITICAL ISSUES ∙ ESOL program models Readings: Brown, Ch. 3, 15 Assignments: Post your tutorial log by 9/28. If you are responding to a classmate’s log this month, post your response by 10/5. Readings: Nunan, Ch. 4 Judd, 1999 Tanaka, 1997 Assignments: Select and email your topic for the librarybased paper by 10/5. Readings: Brown, Ch. 8 ∙ Sociopolitical context of language McKay, Ch. 2 learning and teaching ∙ English as an international language ∙ Individual and societal bilingualism/ multilingualism Assignments: Observation log due 10/12. October 19 (Week 8) REVIEW/MID TERM FEEDBACK FOCUS ON LEARNERS INTERACTIVE LANGUAGE TEACHING ∙ Learner needs, roles, and autonomy ∙ Role of interaction in language teaching Readings: Nunan, Ch. 5 Brown, Ch. 11, 12 Assignments: TBA October 26 (Week 9) READING LEARNING STYLES AND STRATEGIC KNOWLEDGE ∙ Teaching second language reading ∙ Teaching language learning strategies November 2 (Week 10) LISTENING/SPEAKING ∙ Teaching second language listening and speaking ∙ Oral skills evaluation November 9 (Week 11) CULTURAL DIMENSION OF TEACHING WRITING ∙ What is culture? ∙ Integrating culture into second language teaching ∙ Teaching second language writing Readings: Nunan, Ch. 9 (or) Brown, Ch. 18 Nunan, Ch. 6 (or) Brown, Ch. 14 Assignments: Post your tutorial log by 10/26. If you are responding to a classmate’s log this month, post your response by 11/2. Readings: Nunan, Ch. 7, 8 Brown, Ch. 16, 17 Assignments: A list of resources on your selected research topic due 11/2. Also post it on Blackboard by 11/2. Readings: Snow, Ch. 13 Nunan, Ch. 10 Brown, Ch. 19 Assignments: Observation log due 11/9. November 16 THANKSGIVIN HOLIDAY: NO CLASS (Week 12) November 23 LESSON STRUCTURE AND SEQUENCE (Week 13) Readings: Snow, Ch. 3, 5, 6 ∙ Purpose and components of lesson Brown, Ch. 10 plans Assignments: TBA ∙ Lesson plans and the curriculum November 30 LESSON DESIGN ACROSS AGE AND Readings: PROFIZCIENCZIES Brown, Ch. 6, 7 (Week 14) ∙ Learner variables related to age and proficiency ∙ Teaching strategies for various ages and proficiency levels December 7 (Week 15) ERROR CORRECTION AND FEEDBACK ∙ Language tests ∙ Authentic classroom assessment December 14 (Week 16) CLASSROOM MANAGEMENT WRAPUP ∙ Classroom management strategies Assignments: Post your tutorial log by 11/30. If you are responding to a classmate’s log this month, post your response by 12/7. Readings: Brown, Ch. 21, 22 Assignments: Final Project due 12/7. Readings: Brown, Ch.13 Snow, Ch. 5 Assignments: Observation log due 12/14