ESOL Methods, ESED 5232 / 5232G, Spring 2007
Department of Teaching & Learning,
Thursdays
5:00 – 7:45 p.m. in COE Classroom #3152
Instructor: Dr. Scott A.L. Beck
Office: Room #4113,
Office hours: by appointment
Contacts: (912) 681-0354 or sab44@cornell.edu
Course Description:
An introduction to current second language
acquisition theory and its application to curriculum development and
instructional strategies. Participants
in this course will design curriculum and learning activities that facilitate
the use of English as a Second Language in listening, speaking, reading, and
writing. In addition, participants will
learn how to develop strategies for integrating school neighborhood, and home
resources to further the education of ESOL students
Prerequisite: TEP
admission or a teaching certificate. Credit: 3 semester hours
Course Objectives:
The students will:
1. apply current
second language acquisition theory and research to curriculum development and
instructional strategies.
[K12 ESOL Standards: G1S2, G2S123, G3S13; PSC
Standards: I, III, VI, VIII, IX; ISTE NETS: II, III; TESOL Domains 1-3, 5]
2. design curriculum
and learning activities to use English to communicate in social settings
through listening, speaking, reading, and writing.
[K12 ESOL Standards: G1S23, G2 S123, G3S3; PSC
Standards: VI, VIII, IX; ISTE NETS: I, II, III; TESOL Domain 3]
3. design learning
activities to develop students’ abilities to use English to achieve
academically in all content areas.
[K12 ESOL Standards: G1S12, G2S123, G3S13; PSC
Standards: VI, VIII, IX; ISTE NETS: I, II, III; TESOL Domain 3]
4. become familiar
with and apply a variety of techniques for organizing and implementing learning
environments to optimize participation and instruction with English learners.
[K12 ESOL Standards: G1S1, G2S1, G3S3; PSC
Standards: III, IV, V, VI, VIII, IX; ISTE NETS: I, II, III; TESOL Domains 2, 3]
5. develop strategies
for integrating school, neighborhood, and home resources in curriculum for
English learners.
[K12 ESOL Standards: G1S1, G2S1, G3S123; PSC
Standards: VI, VIII, IX; ISTE NETS: I, II, III; TESOL Domains 3-5]
Student Performance Requirements:
|
Accomplished
Practices |
Activity
Related to Accomplished Practice |
Data
Source |
|
Assessment Objectives 1-4 |
Students develop unit and lesson plans that
include assessment component. |
Exam Unit Plan Modifications |
|
Communications Objectives 2, 5 |
Students interact with other students
through field experience in ESOL classrooms as well as in the development of
plans and units. |
Exam Field Experience
Reflection & Rubric Unit Plan Modifications |
|
Diversity Objectives 1-5 |
The student must analyze and interpret
information pertaining to the diverse language populations found in our
schools |
Exam Field Experience
Reflection & Rubric Unit Plan Modifications |
|
Knowledge of Subject Matter Objectives 1-5 |
Students identify and select instructional
strategies based on theoretical understanding of second language learning
principles. |
Unit Plan Modifications |
|
Planning Objectives 1-5 |
Development of lesson plans and unit plan. |
Exam Unit Plan Modifications |
|
Role of Teacher Objective 5 |
Students interact with school personnel to
obtain information for language minority parents. Students consider community
resources. |
Field Experience
Reflection & Rubric |
The
C.1 Commitment to the Knowledge and
Dispositions of the Profession: Candidates are expected to endorse a belief that all students can learn
and they are able to implement appropriate learning strategies to achieve this
goal. Candidates are also expected to
apply the content and pedagogy learned in this methods course in the course
assignments so as to demonstrate this commitment, particularly with regards to
English Language Learners.
C.2 Commitment to Diversity: Emphasis is placed on the diverse learning needs of English Language
Learners, the diversity and uniqueness of English Language Learners, and other
issues of diversity that affect English Language Learner development. The course provides candidates opportunities
to develop and apply a range of multicultural knowledge and effective
pedagogical skills that respond to the academic and affective needs of English
Language Learners and the wider range of diverse students.
C.3 Commitment to Technology: Candidates will continue to develop and refine their technological
skills in this course through the use of WebCT, TK-20, and Internet
resources. In particular, they will be
expected to complete a software examination and web resource project.
C.4 Commitment to the Practice of Continuous
Reflection and Assessment: Candidates are involved in on-going
reflection regarding the course material through in-class writing and
discussions and formal written reflections.
Required
Chamot, A.U. & O’Malley, J.M.
(1993). The CALLA handbook: Implementing the cognitive academic language
learning approach.
Echevarria, J., Vogt, M., & Short, D. J.
(2004). Making content comprehensible for
English learners: The SIOP model,
2nd edition.
Herrell, A. L., & Jordan, M. (2004). Fifty
strategies for teaching English language learners, 2nd edition.
Larsen-Freeman, D. (2000).
Techniques and principles in language teaching, 2nd
edition.
Graduate
Hurley, S.R. & Tinajero, J.V. (2001).
Literacy assessment of second language learners.
COURSE PERFORMANCE OUTCOMES (ASSIGNMENTS & ASSESSMENTS):
These
assignments will be described in greater detail in class and on handouts.
1. Attendance, Participation, Quizzes on
There will be some form of assessment during most
classes. Many of these assessments will
be short quizzes or reflective writings that simply check your comprehension of
the readings due for class that day. If
you don’t do the readings, your daily class grades will suffer. If you read sloppily or without consulting a
dictionary or the glossaries, your grades will also suffer. Also, there will be opportunities for jigsaw
or reciprocal teaching that you will be expected to participate in. If you fail to participate in class
discussions and activities, your grade will suffer.
2. 15 Hour Field Practicum:
Observation, Participation, Teaching/Tutoring & Reflection
[ESOL Endorsement PSC/NCATE Key
Assessment]
During this semester you must complete a 15-hour practicum in a
classroom with ELL students, preferably with an ESOL endorsed cooperating
teacher. You are responsible for
arranging this practicum placement. During this field experience, you must
observe, participate, and teach or tutor at least one lesson. At the close of
the practicum, the cooperating teacher will complete a rubric assessing your
work in the classroom. A positive
evaluation on the rubric from the cooperating teacher is required in order to
pass this course. In addition, you will
write a 500-word reflection that demonstrates connections between the content
of the ESOL endorsement courses and your experiences during the practicum.
3. ESSAY CRITIQUING VIDEOS OF
ESOL INSTRUCTION
[ESOL Endorsement PSC/NCATE Key
Assessment]
We will use class time to view and critique videos of ESOL
instruction. Each of you will then
develop an approximately 750 word essay connecting your critique of the videos
to the readings and methods presented in this course.
4. HERRELL
MICRO-TEACHING PRESENTATIONS
Each of you will be responsible for explaining and
MODELING for the class one of the methods described in the Herrell text. You will present your explanation and model
in about 15 minutes during class time on the day that your chapter in the book
is due for class. You will be expected
to lead an interesting and engaging presentation that gets your classmates
involved in the method and helps them understand the value of the method.
5.
MoDIFICATIONS OF AN INSTRUCTIONAL Unit Plan (SMALL GROUPS)
[ESOL Endorsement PSC/NCATE Key
Assessment]
Working in groups of approximately four
students, you will take a pre-existing instructional unit and describe, in
detail, the modifications you would make to adapt it for ESOL students.
The original unit plan should include, at a
minimum, a narrative introduction outlining major goals and concepts to be
taught, narrative descriptions of the lessons, a rationale justifying the
lesson order and designs, and an outline of assessments.
The most important part of this assignment
will be a detailed narrative analysis of this original unit outlining the
following: potential problems that ESOL students might face if the unit were
taught as originally planned AND detailed modifications and improvements of the
unit for a regular classroom that includes ESOL students.
At the end of the
semester, your triad will present a summary and handout regarding your unit to
the class and involve your classmates in one activity from your unit.
Finally, each triad member will
confidentially assess the contribution made by his or her individual
teammates. These assessments will take
into account your professionalism, courtesy, promptness, reliability, work
ethic, contributions, and cooperation in the team context. Based upon these assessments, my own
observations, I will assign an individual grade to each group member.
6. Final Exam
The exam will cover material presented in readings,
discussions, videos, activities and presentations. It will serve to highlight some of the most
important points of the course. You may
be provided an opportunity to help write questions for the exam. No makeup exams will be given without advance
notice and an official written explanation from a medical or legal
professional.
7. Book Presentation
& HandouT (Graduate Students Only, SMALL GROUPS)
Working in groups of approximately 3, the graduate
students in this class will read one of the following texts:
Technology
and Teaching English Language Learners OR
Literacy
Assessment of Second Language Learners
They will digest and summarize the content of
their text and use it as the basis for an extended (1/2 class period)
presentation and handout for the rest of the class near the end of the
semester. The incorporation of
activities, PowerPoint, or other methods in the presentations is encouraged.
Finally, each graduate student will confidentially
assess the contribution made by his or her individual teammates. These assessments will take into account your
professionalism, courtesy, promptness, reliability, work ethic, contributions,
and cooperation in the team context.
Based upon these assessments, my own observations, I will assign an
individual grade to each group member.
Grade Chart:
|
Assessment |
Your Grade |
x % of Total Grade |
= Subtotal |
||
|
UG |
Grad |
||||
|
Attendance &
Participation |
|
15% |
|
||
|
Field Practicum |
|
20% |
15% |
|
|
|
Essay Critiquing
Videos of ESOL Instruction |
|
10% |
|
||
|
Micro-Teaching Presentations |
|
15% |
10% |
|
|
|
Unit Modifications |
Writing & Presentation |
|
15% |
|
|
|
Individual Participation |
|
10% |
|
||
|
Final Exam |
|
15% |
10% |
|
|
|
Graduate |
Group Presentation |
|
|
7% |
|
|
Individual Participation |
|
|
8% |
|
|
|
Total Grade: |
|
||||
Tentative Course Schedule:
|
Day |
Class Topics |
|
|
Assignments due |
|
Thur. 1/11 |
Introductions, Defining our purposes,
Review of syllabus, Arranging your field practicum, Organizing
Micro-Teaching, Review of Culture & Linguistics courses |
|||
|
Thur. 1/18 |
Overview of Methods & Strategies |
HERRELL – pp. xi-xv LARSEN-F – Chap. 1-3 |
1, 7, 27, 49 |
|
|
Thur. 1/25 |
Overview
of Methods & Strategies |
LARSEN-F – Chap. 4-6 |
3, 14, 17, 18, 20, 33 |
|
|
Thur. 2/1 |
No Class |
|||
|
Thur. 2/8 |
Overview of Methods & Strategies |
LARSEN-F – Chap. 7-9 |
11, 15, 16, 29,
32, 34, 40, 47 |
|
|
Thur. 2/22 |
Online Chat SIOP intro |
LARSEN-F – Chap. 10 SIOP – Chap 1 & 11 |
None |
|
|
Thur. 3/1 |
SIOP & Complementary strategies |
SIOP – Chap. 2-4 |
5, 6, 19, 25,
30, 31, 42, 45 |
|
|
Thur. 3/8 |
SIOP
& Complementary strategies |
SIOP – Chap. 5-7 |
2, 13, 23, 48 |
|
|
Thur. 3/15 |
No Class – GSU Spring Break |
|||
|
Thur. 3/22 |
SIOP & Complementary. strategies |
SIOP – Chap. 8-10 |
4, 12, 24, 36, 39, 46 |
|
|
Thur. 2/15 |
CALLA intro |
LARSEN-F – Chap. 11 CALLA – Chap. 1, jigsaw 9-12 |
22, 28, 37, 38,
50 |
|
|
Thur. 3/29 |
CALLA & Complementary strategies |
CALLA – Chap. 2 & 3 |
8, 9, 10, 43, 44 |
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