Download - Methods of Teaching English as a Second Language · PDF fileMethods of Teaching English as a Second Language ... § identify common second language and literacy ... opportunities to

TSL6373/EDG4930 Spring 2017 Syllabus

University of Florida

MethodsofTeachingEnglishasaSecondLanguageClassTime:WednesdayfromPeriods10-E1(5:10-8:10pm)ClassLocation:2323NormanHall

Instructor:Dr.JoKozumaOffice:2204NormanHall OfficeHours:Tuesdays2:00-4:00orbyappointmentEmail:[email protected]

CourseGoalandDescriptionThiscourseisdesignedtoprovideanunderstandingoftheinstructionalneedsandchallengesEnglishLanguageLearners(ELLs)faceinanacademicK-12settingintheUnitedStatesandtoprovideeducatorsthenecessaryskillstodetermineappropriateinstructionalmethodsandstrategiesforteachingEnglishlanguagelearners.ThegoalofthemethodscomponentoftheESOLEndorsementseriesistoreviewthetheoreticalfoundationsofsecondlanguageinstructionandtoprovidepracticeopportunitiesfortheplanninganddeliveringofappropriate,effectiveinstructiontosupporttheEnglishlanguagedevelopmentofELLsinK-12contentarealearningclassrooms.CourseObjectivesThiscourseaddressesDomain3oftheFloridaDepartmentofEducationK-12ESOLendorsementstandards(seebelow).Attheendofthiscoursestudentswillbeableto

§ identifycommonsecondlanguageandliteracyteachingmethodsandplacethemintheoreticalandhistoricalcontexts.

§ selectandapplysecondlanguageteachingstrategiestomeetspecificobjectivestosupportreading,writing,listening,andspeakingdevelopmentforELLsatdifferentproficiencylevels.

§ selectandapplyappropriatematerialsandresources,includingtechnology,tosupportthelanguageandliteracydevelopmentofELLsatdifferentproficiencylevels.

§ explaintheirpedagogicaldecisionswhenplanningalanguagelesson.§ demonstrateawarenessoftheirroleasEnglishlanguageteachersindiverseK-12

contextsandtheimplicationsforpedagogicaldecision-making.

RequiredTextbooksPeregoy,S.F.&BoyleO.F.(2013).Reading,Writing,&LearninginESL:AResourceBookforK-12Teachers(6thedition).WhitePlains,NY:LongmanPublishers.Recommendedtext:Herrell,A.L.,&Jordan,M.(2012).50StrategiesforteachingEnglishlanguagelearners.(4thedition).Boston,MA:Pearson.AdditionalRequiredReadings:AdditionalcoursereadingmaterialswillbeavailableonlineontheCourseWebsite.Additionalreadingsmaybeassigned.



CourseWebsiteAdditionalclassinformation,announcements,andassignmentsubmissionswillbecommunicatedviaouronlinecoursemoduleinCanvas,whichcanbefoundathttp://online.education.ufl.edu.Youareresponsibleforcheckingthewebsiteforupdates.AllassignmentsshouldbeuploadedtoCanvas.

CourseAssignmentsBelowaregeneraldescriptionsoftheassignmentsforthiscourse.MoredetailedinformationwillbeprovidedforeachassignmentinclassandontheCanvassite.SeeAGENDAforsubmissiondeadlines.ImportantNote:Thissyllabus,alongwithcourseassignmentsandduedates,aresubjecttochange.Itisthestudent’sresponsibilitytochecktheCourseSiteonCANVASforcorrectionsorupdatestothesyllabus.AnychangeswillbeclearlynotedincourseannouncementorthroughGatorlinkemail.PleaserememberthattheanychangesreflectedonCANVASwillbethemostupdatedinformation.

Assignments1.MediaProjectJournalandPresentation(10%ofyourgrade)Thisassignmentisdesignedtoprovideinsightsintotheactivities,feelingsandstrategiesthatEnglishlanguagelearners(ELLs)experienceandemploydailyastheytrytolearninEnglish-onlyAmericanclassrooms.Eachstudentwillselectaforeignshoworfilminalanguageshe/hedoesnotknow.Forthisassignment,youmustwatchaminimumoftwo(2)hoursofthisprogramintwotofourepisodes,i.e.,fourhalfhourTVepisodes,orfourhalfhoursegmentsofasinglevideoorfilm),sothatyoucanwatchitoverseveralpresentations.AnytypeofmediagenrewithoutEnglishsubtitlesispermissible(e.g.TVprogram,broadcastingseries,ormovie)aslongasthereisaplotwithhumaninteractions.Youwillkeepajournalforeachofyourviewingsessionswhereyouwilladdressthree(3)componentsofyourviewingexperience,provideareflectionsummary,andgiveashortoralpresentationtotheclass.

v Yourjournalshouldincludethefollowing3componentsforeachofyourviewings: (1) adetaileddescriptivenarrativeoftheprogramaction,characters,settings,mood,etc. (2) adetaileddescriptionofyourownreactions,feelingsandemotionsabouttheexperience

andprocessofwatchingaprograminalanguagethatyoudonotunderstand.Thissectionisaboutself-reflection.Thoroughlydiscusstheeffectsofthisassignmentandnottheshowitself.

(3) acomprehensiveidentificationofallthestrategiesandcluesyouusedforeachviewingto

makesenseofwhatisgoingonintheprogram(includingyouruseoftheverbal,visual,graphic,andbehavioralclues/evidenceoftheprogram).

v Thesummaryshouldadheretotheseguidelines:

Inadditiontothethreecomponentslistedabove,aftereachofyourviewingsyouwillalsowrite

onesummary/synthesisthatprovidesyourreflectionontheoverallexperienceandprocessofthisassignment.Yoursummaryshouldaddresswhatyoulearnedfromthisprocessthatisrelevantforyourownteaching.Thissectionshouldalsobewritteninascholarlymanner,makingreferencestoreadingsandrelevanttheoriesthatyouhaveencounteredinthiscourseorinothercourses.YouwillsubmityourcompletedjournalontoCanvas.Inaddition,studentswill



giveashortpresentationoftheirviewingexperiencetotheclass.Seetheagendaforduedatesforthejournalandpresentation.

2.InstructionalDecisionMakingLessonPlans(50%ofgradetotal)LiveTextAssessment2AmajorfocusofthiscourseistobuildyourabilitytoconsideryourlessonsinlightofELLsatdifferentproficiencylevelsandmakesoundinstructionaldecisionsforELLsinyourclassroom.Therearetwo(2)differentassignmentstohelpyoubuildtheseskills.Youwillcreatetwosetsoflessonplansthissemesterwhereyouareexpectedtoapplywhatyouhavelearnedaboutsecondlanguagelearningandteaching.

Ø Lesson1–Listening&speakinglessonw/technologyintegration(15%)Ø Lesson2–Reading&writinglessonw/technologyintegration(25%)

Towardstheendofthecourse,youwillgiveamicroteachingdemonstrationofoneofyourlessonplans.ThepurposeofmicroteachinglessonsistomakesureyouhaveexplicitopportunitiestopracticespecificstrategiestoteachELLs.(10%)LessonPlan1:Accommodation&Adaptation=Youwillre-designandmodifyanexistinglessonplanthatwillbeprovidedtoyou.YouwillreviewandrevisethislessonplanwithappropriatelanguagedevelopmentactivitiestoaccommodateELLsatdifferentproficiencylevels.Inaddition,youwill(1)explainwhereinthelessonELLsmayencounterlinguisticand/orculturalchallengesandwhy,and(2)provideexampleshowthelessoncanbeadaptedtomediatethechallengesforELLsatdifferentproficiencylevelswithoutchangingthefocusofthelessonthroughapplicationsandimplementationsofcomprehensibleinputandcooperativelearningstrategies.MoredetailswillbehandedoutinclassandwillbeavailableontheCanvassite(seeCanvasforLPgradingrubric).LessonPlan2:TeachingLanguageLiteracyandContent=Withinthisassignment,youwillprovideanoriginallessonplanthatfocusesonliteracydevelopmentofyourELLs.ThefocusofthislessonplanistofacilitatecomprehensionandlearningformainstreamstudentsaswellasstudentswithvaryingEnglishlanguageproficiencyandbackgrounds.The lesson plan should minimally include the following: content and language objectives; prior knowledge activation; vocabulary selection and development; pre- and post- reading/writing/learning activities for content and language development (listening, speaking, reading, and writing); and assessment. For this class, the lesson plan will be evaluated based on the ESOL components of the overall assignment. Further details about this assignment will be discussed in class.LessonPlanRequirementsandfurtherdetailsaboutthelessondemonstrationwillbeavailableonthecoursewebsite.ThisisaneducatorassessmentkeytaskforLiveText;therefore,thelessonplanswillberatedasfollows:

ü Accomplished.Thecandidateconsistentlydemonstratesknowledgeofandtheabilitytoapplyknowledgeaboutdomainsandstandardsaddressedinthiscourse.

ü Developing.Thecandidatedemonstratesdevelopingknowledgeandabilitytoapplyknowledgethedomainsandstandardsaddressedinthiscourse.



ü Unsatisfactory.Thecandidatedemonstrateslittleornoknowledgeoforabilitytoapplyknowledgeaboutthedomainsandstandardsaddressedinthiscourse.

3.FieldExperiencesandFieldNotes(15%ofyourgrade)Inordertogainsomepracticalexperienceworkingwithsecondlanguagelearnersthissemester,youwillberequiredtoworkdirectlywithELLsinaclassroomwithateacherwhoisESOLcertifiedorESOLendorsed.Youmustspendminimally10hoursintheclassroomworkingwithELLs.Thiscanbeindividualtutoringorsmallgroupinstruction,dependingontheclassroomcontext.Youwillbeaskedtokeepalogforeveryvisitthatyoumake.WewilltrytoplaceasmanystudentsaspossibleK-12settings,butpleasenotethatadultESLplacementsmaybenecessary.Youmayalsoarrangeforyourownplacementaslongas(1)youareworkingwithastudentwhohasbeenformallyidentifiedasELL,(2)yoursupervisingteacherhastheESOLendorsement,and(3)yoursupervisingteacherhasasupervisioncertificate.YourroleintheclassroomistohelpanELLstudentdeveloporalskills(speakingandlistening)andliteracyskills(readingandwriting)inEnglish.Ideally,youshouldworkwithonestudentthroughoutthecourseofthesemester.YourfocusforthisassignmentshouldbeonpurposefulimplementationofESOLteachingstrategiesandaccommodations.Itisimportanttoapproachyourfieldexperiencewithanopen-mindandwithflexibility.Whiletheclassroomteacherswilltrytoaccommodateourrequestthatyouworkwithonestudent,itisnotalwayspossible.Ifyouapproachyourfieldexperiencewithamindsetthatyourroleand/ortaskintheclassroommayoccasionallyshift,youwillhaveamuchmorerewardingexperience.Don’tworry!Theclassroomteacherwillnotaskyoutodosomethingthatyouarenotcapableofdoing.Havefun,beopen,andtrytolearnasmuchaspossibleaboutteachingreading,writing,speakingandlisteningtoESOLstudentsandwhatit’sliketobeanEnglishlanguagelearner.ImportantInformationforInternationalStudents:InordertobeabletoparticipateinthisESOLfieldexperience,studentswhoareatUFundertheF-1visawillberequiredtoapplyforaCurricularPracticalTraining(CPT)authorizationpriortothestartoftheiroffcampusfieldexperience.PleaseseetheUniversityofFloridaInternationalCenter’swebsiteforfurtherinformation.https://www.ufic.ufl.edu/iss/currentF1studentsCPT.htmlFieldNotes&Reflection/PlanningThefieldnotesinvolvekeepingarecordofyourworkwithyourlearner.Eachtimeyouworkwithyourstudent,youshouldrespondinsomedetailtothefollowingquestions:

Whatdidyoudo?Recordthedate,time,andsetting,aswellasadescriptionofthetutoringsession.Thisdescriptionshouldinclude:thefocus(languageobjective)ofthelesson(whichreading,writing,speaking,and/orlisteningskills?),howdoesthisobjectiverelatetoyourassessmentofthestudent’sneeds,andhowyouapproachedtheteachingofthatobjective.Whatstrategy/iesdidyouuseandwhy?



Whatdidyoulearn?Writeatleasttwoparagraphsreflectingonhowitwent.Thinkaboutandrespondtoeachofthefollowingquestions,iftheyareapplicable:Didyoureachyourobjective?Whatseemedtoworkwell,whatdidnotgowell?Howeasy/difficultisittousetheparticularstrategyyouselected?Wasthestrategyappropriateforyourlearner?Wasitappropriateforyourobjective?Whatdoyoutakeawaytodothesameordifferentlyforthenexttimeyouareteachingthestudent?Whatisorwouldbeyournextstepwiththisstudent?Whatisthelessonforyourfutureclassroom?

Theweeklyreflectionsshouldbetypedandyouwillsubmitthemelectronicallyatmid-courseandattheendofthecourse.Themostimportantevaluationcomponentforthisassignmentwillbeevidenceofyourabilitytoassess,reflect,teach,andreteachbasedonyourobservationsandexperiences.4.Exam(15%ofyourgrade):LiveTextAssessment1Fortheexamyouwillbeaskedtorespondtoshortanswerquestionsrelatedtocoreconceptscoveredintheclass,anddemonstrateyourabilitytoidentifyappropriateaccommodationsforELLsatdifferentproficiencylevels.Seecourseagendafordates.TheExamisaneducatorassessmentkeytaskforLiveText.ForthepurposeofthisLiveTexttask,theexamwillberatedasfollows:

ü Accomplished.Thecandidateconsistentlydemonstratesknowledgeofandtheabilitytoapplyknowledgeaboutdomainsandstandardsaddressedinthiscourse.

ü Developing.Thecandidatedemonstratesdevelopingknowledgeandabilitytoapplyknowledgethedomainsandstandardsaddressedinthiscourse.

ü Unsatisfactory.Thecandidatedemonstrateslittleornoknowledgeoforabilitytoapplyknowledgeaboutthedomainsandstandardsaddressedinthiscourse.

5.ShortReadingReflectionandParticipation(10%ofyourgrade)Youareexpectedtoattendallclasses.Partofyourgradewillbedeterminedbyyourclassroomparticipation,whichrequiresnotonlythatyouattendclass,butalsothatyouareactivelyengagedwiththecoursecontentandactivitieswhileinclass.Unexcusedabsencesforaclassorforpartoftheclassand/orunprofessionalconduct(non-participation,tardiness,distractingbehavior,oruseoftechnologyfornon-classroompurposes)willbereflectedinyourfinalgrade.Ifyouaregoingtobeabsent,pleaseemailmeaheadoftimetoletmeknowthatyouwillnotbeattendingclass.Aspartofyourparticipationgrade,aone-page(maximum)shortreadingreflectionpaperonyourreadingassignmentswillbesubmittedweekly.Pleasesubmititpriortothestartofclass.Moredetailsaboutthereadingreflectionswillbediscussedinclass.Everyweek,thetopicandthequestionofthereflectionpaperswillbeprovidedthroughCanvas.Forthiscourse,youwillbeaskedtoprepareandexplorecertainreadingassignmentsforclass.Theexpectationsareasfollows:



Prepare–Youareexpectedtopracticeactivereadingorviewingoftheassignedmaterialsandbeabletocontributekeyinformationandimportantpointsofthereadingsinclassroomdiscussions,i.e.,answerbasicquestionsaboutthearticle,presentthemainideas,and/orgiveabriefsummarization.Explore-Thisisforwebsiteandresourceactivities.Whenyouvisittheassignedwebsites,youwillnavigatethroughthevariouslinksandtabsofferedonatthesiteandidentifyinformationthatyoufoundinterestingorusefulforateacher,classroom,orcommunity.Questionsfortheexplorationswillbeprovidedbeforehand.

LiveTextAssessmentsUniformCoreCurriculum–CollegeofEducationLiveTextSystemforFloridaEducatorAccomplishedPractices(FEAPs),ReadingCompetencies,andESOLStandards:ThestateofFloridarequiresallentry-leveleducatorstomastertheknowledge,skillsanddispositionsoftheFloridaESOLPerformanceStandards.TheLiveTexttasksforthiscourseassessDomains3throughanexamandlessonplanassignmentsoftheFloridaESOLPerformanceStandards.TopassthiscourseyoumustsuccessfullycompletethetwokeytasksforthiscourseandreceivearatingofDevelopingorAccomplished.Noexceptionswillbemadetothisrule,evenifyoudonotplantoteachaftergraduation.StudentswhoreceiveanUnsatisfactoryratingwillbeofferedachancetoredotheKeyTaskor,insomecases,tocompleteacomparabletaskassignedbytheinstructor.Studentswhodonotcompletetheirmakeupworksatisfactorilywillreceiveanincomplete.Domain3:MethodsofTeachingEnglishtoSpeakersofOtherLanguages(ESOL)

LiveText Assessment 1

LiveText Assessment 2

Standard1:ESL/ESOLResearchandHistoryTeacherswilldemonstrateknowledgeofhistory,publicpolicy,researchandcurrentpracticesinthefieldofESL/ESOLteachingandapplythisknowledgetoimproveteachingandlearningforELLs.

Exam

Lesson Plans

1 & 2

Standard2:Standards-BasedESLandContentInstructionTeacherswillknow,manage,andimplementavarietyofteachingstrategiesandtechniquesfordevelopingandintegratingELLs’Englishlistening,speaking,reading,andwritingskills.TheteacherwillsupportELLs’accesstothecorecurriculumbyteachinglanguagethroughacademiccontent.

Exam

Lesson Plans

1 & 2

Standard3:EffectiveUseofResourcesandTechnologiesTeacherswillbefamiliarwithandbeabletoselect,adaptanduseawiderangeofstandards-basedmaterials,resources,andtechnologies.

Exam

Lesson Plans

1 & 2



EvaluationLateWorkPolicyBesuretopaycloseattentiontodeadlines.Therewillbenomake-upassignmentsorlateworkacceptedwithoutaseriousandcompellingreasonandinstructorapproval.GradesinCanvasPleasenotethattheaveragegradethatisprovidedinCanvasisnotyourfinalgrade.GradesthatyoucanviewinCanvasonlyreflectthegradedassignmentsthatweresubmittedonline.Hardcopysubmissionsorparticipationgradesarenotcalculatedintheoverallgradeshownonline.

GradeValue Description10% ParticipationandShortReadingReflection10% MediaProjectJournal&Presentation15% FieldExperienceandFieldNotes&Reflection InstructionalDecisionMaking:15% v RevisedLessonPlan125% v LessonPlan215% v Exam10% v Microteachinglesson(10points)100%

GradingScaleFinalgradesassignedforthiscoursewillbebasedonthepercentageoftotalpointsearnedandareassignedasfollows:A 95-100% C 73-76.9%A- 90-94.9% C- 70-75.9%B+ 87-89.9% D+ 67-69.9%B 83-86.9% D 63-66.9%B- 80-82.9% D- 60-65.9%C+ 77-79.9% E Below60*Forgreaterdetailinformationonthemeaningofthelettergradesanduniversitypoliciesrelatedtothem,seetheRegistrar’sGradePolicyregulationsathttp://wwwregistrar.ufl.edu/staff/grades.html.

SpecialNotesProfessionalism:AttheSchoolofTeaching&Learning,weassumethatyouwillapproachthisclasswithaprofessionalattitudeanddemonstrateprofessionalbehaviortowardyourself,yourpeers,andtheinstructor.Thisincludesbutnotlimitedto:timeliness;beingpreparedtodiscussthereadings;makingpositivecontributionstolargeandsmallgroupdiscussionsinclass;collaboratingoutsideofclasswithyourgroupmembers;notengagingindisruptiveand/ordistractingbehaviorsinclass;andsubmittingthoughtfulandoriginalwork.



ClassroomParticipation:Youareexpectedtoattendallclasses.Partofyourgradewillbedeterminedbyyourclassroomparticipation,whichrequiresnotonlythatyouattendclass,butalsothatyouareactivelyengagedwiththecoursecontentandactivitieswhileinclass.Unexcusedabsencesforaclassorforpartoftheclassand/orunprofessionalconduct(non-participation,tardiness,distractingbehavior,oruseoftechnologyfornon-classroompurposes)willbereflectedinyourfinalgrade.Ifyouaregoingtobeabsent,pleaseemailtheinstructoraheadoftimetoletherknowthatyouwillnotbeattendingclass.AccommodationsforStudentswithDisabilities:TheCollegeofEducationiscommittedtoprovidingreasonableaccommodationstoassiststudentsintheircoursework.Ifyourequireclassroomaccommodationsbecauseofadisability,youmustfirstregisterwiththeDeanofStudentsOffice(http://dso.ufl.edu/drc).TheDeanofStudentsOfficewillprovidedocumentationtoyou,whichyouthengivetotheinstructorwhenrequestingaccommodations.AcademicCounselingandStudentHealth:Studentswithacademicconcernsrelatedtothiscourseshouldcontacttheinstructorinpersonorviaemail.Ifyoufindthatyouhavetroublekeepingupwithassignmentsorotheraspectsofthecourse,pleasebeproactiveininformingtheinstructorwhendifficultiesariseduringthesemestersothatwecanhelpyoufindasolution.Studentsmayalsooccasionallyhavepersonalissuesthatariseinthecourseofpursinghighereducationorthatmayinterferewiththeiracademicperformance.Ifyoufindyourselffacingproblemsaffectingyourcoursework,youareencouragedtotalkwiththeinstructorand/ortoseekconfidentialassistanceattheUFCounseling&WellnessCenter(352.392.1575).Pleasevisittheirwebsiteformoreinformationathttp://www.counseling.ufl.edu.Also,crisisinterventionisalwaysavailable24/7fromtheAlachuaCountyCrisisCenterat352.264.6789.AcademicIntegrity:AllstudentsregisteredattheUniversityofFloridahaveagreedtocomplywiththefollowingstatement:“IunderstandthattheUniversityofFloridaexpectsitsstudentstobehonestinalltheiracademicwork.IagreetoadheretothiscommitmenttoacademichonestyandunderstandthatmyfailuretocomplywiththiscommitmentmayresultindisciplinaryactionuptoandincludingexpulsionformtheUniversity.”AttheUniversityofFlorida,cheatingistheactofobtainingorattemptingtoobtaincreditforacademicworkthroughtheuseofanydishonest,deceptive,orfraudulentmeans.Plagiarismisaformofcheating.AttheUniversityofFlorida,plagiarismistheuseofdistinctiveideasorworksbelongingtoanotherpersonwithoutprovidingadequateacknowledgementorthatperson’scontribution.Pleasebeawarethatcheating,lying,misrepresentation,orplagiarisminanyformisunacceptableandinexcusablebehaviorandmayresultinareductionofyourcoursegradeandareporttouniversityofficials.CourseEvaluations:Studentsareexpectedtoprovidefeedbackonthequalityofinstructioninthiscoursebycompletingonlineevaluationsathttps://evaluations.ufl.edu.Evaluationsaretypicallyopenduringthelasttwoorthreeweeksofthesemester,butstudentswillbegivenspecifictimeswhentheyareopen.Summaryresultsoftheseassessmentsareavailabletostudentsathttps://evaluations.ufl.edu/results/.



FLORIDATEACHERPREPARATIONSTANDARDS

ESOLTeacherEducationStandards

Domain3:MethodsofTeachingEnglishtoSpeakersofOtherLanguages(ESOL)

Ø Standard1:ESL/ESOLResearchandHistoryTeacherswilldemonstrateknowledgeofhistory,publicpolicy,researchandcurrentpracticesinthefieldofESL/ESOLteachingandapplythisknowledgetoimproveteachingandlearningforELLs.

PerformanceIndicators3.1.a.DemonstrateknowledgeofL2teachingmethodsintheirhistorical

context.3.1.b.Demonstrateawarenessofcurrentresearchrelevanttobestpracticesin

secondlanguageandliteracyinstruction.3.1.c.DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESL

profession,includingprogrammodelsforELLinstruction.

Ø Standard2:Standards-BasedESLandContentInstructionTeacherswillknow,manage,andimplementavarietyofteachingstrategiesandtechniquesfordevelopingandintegratingELLs’Englishlistening,speaking,reading,andwritingskills.TheteacherwillsupportELLs’accesstothecorecurriculumbyteachinglanguagethroughacademiccontent.

PerformanceIndicators3.2.a.Organizelearningaroundstandards-basedcontentandlanguage

learningobjectivesforstudentsfromdiversebackgroundsandatvaryingEnglishproficiencylevels.

3.2.b.DevelopELLs’L2listeningskillsforavarietyofacademicandsocialpurposes.

3.2.c.DevelopELLs'L2speakingskillsforavarietyofacademicandsocialpurposes.

3.2.d.Providestandards-basedinstructionthatbuildsuponELLs’oralEnglishtosupportlearningtoreadandwriteinEnglish.

3.2.e.Providestandards-basedreadinginstructionappropriateforELLsfromdiversebackgroundsandatvaryingEnglishproficiencylevels.

3.2.f.Providestandards-basedwritinginstructionappropriateforELLsfromdiversebackgroundsandatvaryingEnglishproficiencylevels.

3.2.g.DevelopELLs’writingthrougharangeofactivities,fromsentenceformationtoexpositorywriting.

3.2.h.CollaboratewithstakeholderstoadvocateforELLs’equitableaccesstoacademicinstruction(throughtraditionalresourcesandinstructionaltechnology).



3.2.i.Useappropriatelistening,speaking,reading,andwritingactivitiesinteachingELLsfromdiversebackgroundsandatvaryingEnglishproficiencylevels.

3.2.j.Incorporateactivities,tasks,andassignmentsthatdevelopauthenticusesofthesecondlanguageandliteracytoassistELLsinlearningacademicvocabularyandcontent-areamaterial.

3.2.k.Provideinstructionthatintegrateslistening,speaking,reading,andwritingforELLsofdiversebackgroundsandvaryingEnglishproficiencylevels.

Ø Standard3:EffectiveUseofResourcesandTechnologies

Teacherswillbefamiliarwithandbeabletoselect,adaptanduseawiderangeofstandards-basedmaterials,resources,andtechnologies.

PerformanceIndicators3.3.a.Useculturallyresponsive/sensitive,age-appropriateandlinguistically

accessiblematerialsforELLsofdiversebackgroundsandvaryingEnglishproficiencylevels.

3.3.b.Useavarietyofmaterialsandotherresources,includingL1resources,forELLstodeveloplanguageandcontent-areaskills.

3.3.c.Usetechnologicalresources(e.g.,Web,software,computers,andrelatedmedia)toenhancelanguageandcontent-areainstructionforELLsofdiversebackgroundsandvaryingEnglishproficiencylevels.



TentativeCourseAgenda(SubjecttoChange)

Week ContentTopic ReadingAssignment

AssignmentsDue

1

IntroductionBecomingateacherofELLs

WhatELLsWishTeachersKnew

2

ContextandHistoryofteachingELLs PeregoyandBoyleCh.1

FloridaConsentDecree–linkavailableonCanvas

• ExploratoryActivity1:AnswerthequestionsinTable1.1inP&GforyourfirstweeklyShortReadingReflectionpaper(SSR1)

• FCDworksheet3 PrinciplesofEffective

InstructionWhatisAcademicLanguage(AL)?

P&GCh.2&3

Mitchell&Vidal(2001)

WatchMethods&Approachedof

TeachingESOL:HistoricOverview

Explore:WIDAWebsiteonAL

ReviewScarcella(2003)

• SSR2• Exploratory

Activity2:OverviewofESOLandApproachesCharts

4

HowdoweselectandteachvocabularytoELLs?VocabularyDevelopment

SERP:Provenvs.Myths

P&GCh6

• ExploratoryActivity3:EffectiveVocabularyStrategiesChart

• SSR35

Howcanteacherssupportoralacademiclanguagedevelopment?InstructionalfeedbackOrallanguagefeedback

P&GCh.4Leeman(2007)Ferris(2005)View:ESOLClassroomStrategiesExplore:Zwierswebsite

• SSR4

6

Howcanteachersscaffoldlanguageandcontenttogether?

P&GCh.5Slater&Mohan(2010),Donnely&Roe(2010)

• SSR5



Week

ContentTopic ReadingAssignment

AssignmentsDue

7

Howcanteachersprovideaccesstocontentthroughlanguageobjectives?

CUNY(pp.44-50)

• SSR6• LP1

8

Literacy:HowCanTeachersSupportL2ReadingDevelopment?

P&GCh.8,9&11Daniel&Pacheco(2015)

• SSR7

9 HowcanteacherssupportL2writingdevelopment?

P&GCh.7&10

• SSR8

SpringBreak:March6-10thNoClass

10

Assessment:HowcanteachersassessELLsfairly?MPJPresentation1

ExploreWIDAforinformationabouttheACCESStest.

• SSR9• MPJ• Exploratory

Activity4:WritingAnalysis

11 EXAM Online 12

EducationalTechnologyMPJPresentations2

JacklynBlakeClayton(2003)ProjectPrepare:Robertson(PreparingELLstobe21st-CenturyLearners)Prepare:BrozekandDuckworth(SupportingEnglishLanguageLearnersThroughTechnology)Explore:KQEDNews(TeacherRecommended:50FavoriteClassroomApps)Explore:Noodle(The32MostInnovativeOnlineEducationalToolstoUsein2015)

• SSR10

13 MicroteachingWeek1

Teachingteams:SubmityourteachingmaterialsontoCanvas

14

MicroteachingWeek2

Teachingteams:SubmityourteachingmaterialsontoCanvas

15 Catch-upWeek

• LP2• ESOLLog• ESOLFieldNotes

Download - Methods of Teaching English as a Second Language · PDF fileMethods of Teaching English as a Second Language ... § identify common second language and literacy ... opportunities to

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