Syllabus for Spring 2001
Tuesdays and Thursdays, 2:30 - 3:45 p.m., 2125 Humanities
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Professor Richard F. Young5129 Helen C. White Hall |
Class E-mail List
You may send e-mail messages to me and to all students registered for this course through the class e-mail list. Send your messages to eng-334 at lists dot students dot wisc dot edu.
Texts (Buy these)
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.). Boston, MA: Heinle & Heinle. (TESFL). Available in the CIMC Professional Stacks. Call Number: PE1128.A2 T44 2001.
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching: A description and analysis. New York: Cambridge University Press. Available in Memorial Library Stacks Regular Size Shelving. Call Number: P51 R467 1986.
Videos (Available for viewing in the Learning Lab, 259 Van Hise)
Teacher training through video: ESL techniques. White Plains, NY: Longman. (TTTV)
Photocopies of worksheets to accompany TTTV are available from ASM StudentPrint in the basement of the Memorial Union. Reference copies are in the English Language & Linguistics Library on the 5th floor of Helen C. White Hall.
This course is an introduction to the teaching of English to speakers of other languages (TESOL) intended for those who contemplate a career in TESOL or in the teaching of foreign languages. Through a program of lectures, readings, discussions, and practical teaching exercises we will explore the educational contexts in which English is taught and learned, some methods and materials that teachers have used to teach it, and the links between what teachers and learners do in class and what applied linguistic research tells us about how second languages are learned.
Satisfactory completion of the course indicates that you have acquired a basic knowledge of the methodology of TESOL and a limited skill in putting that knowledge into practice. More advanced study and supervised teaching practice are recommended before you try out your skills in a real ESL classroom. More advanced study of teaching methods is available by taking English 337 "TESOL Workshops." Supervised ESL teaching practice is available by taking English 335 "Techniques and Materials for TESOL"
Attendance and Readings. All students are expected to attend class regularly and to complete weekly readings assigned from the textbooks.
Exams. Your knowledge and interpretation of the lectures and readings will be assessed by a midterm examination to be handed out on Thursday, March 22 and due in class on Tuesday, March 27. Undergraduate and special students will also be required to take a final exam, to be handed out on Thursday, May 10 and due by noon on Tuesday, May 15. Both exams will be take home. After you receive your grade for the midterm, you have one week in which you may choose to rewrite your answer to one question only. I will read your new answer and re-grade your midterm accordingly. No rewrites are possible for the final exam.
Video Observation. You should view the twelve video lessons in the "Teacher training through video" series in the Learning Lab, 259 Van Hise. View these together with the accompanying worksheets. You should complete the "Background Information" and "Video Demonstration" worksheets for each video. They should be handed in and will be graded.
Peer Lessons. In weeks 4 - 8, 11, and 12, three students will be called on each week to (1) plan a lesson and (2) teach the lesson they have planned to their peers. Those three students are also responsible for bringing to class a video camera and VHS cassette recorder to record the peer lessons. Video recordings of their lessons may be discussed with me during the following week's office hours. If you teach more than one lesson, your final peer teaching grade will be the highest of the grades you have received for all lessons.
Materials Development Project. Graduate students will design and carry out a teaching materials development project of limited scope. The aim of this project is to develop a unit of teaching and supplementary materials sufficient for ten hours of instruction. The materials must be your own original work. Adaptations of existing textbooks are not acceptable. The language to be taught will normally be English but a limited number of other languages may also be taught if permission is sought in advance. The completed project is due on Thursday, May 8. Undergraduate and special students may request permission to do a materials development project in place of the final exam. Your project should include:
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A description of the students for whom the materials are intended. | ||||||||||||
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A set of learning objectives (linguistic, communicative, or both) that the materials are designed to achieve. | ||||||||||||
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An appropriate combination of the following student materials:
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Detailed teacher's notes describing how the materials are to be used. |
A proposal outlining your materials development project, including a bibliography of relevant existing materials is due on Tuesday, April 3. In developing your proposal, you should:
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Describe in some detail who your students are (e.g., their age, nationalities, proficiency level, their purpose for studying English, and whether they are learning English as a second or as a foreign language) |
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Describe in general terms the objectives of the materials you will prepare (e.g., are they designed to teach reading, listening, speaking, writing, or a combination of two or more skills? Will they teach grammar? Communication? Both? Will they be content-based or skills-based? What topics will you cover?) |
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Find existing materials that are designed for similar learners and that address similar objectives and list them in a bibliography. |
Extra Credit. All students may earn extra credit by attending the TESOL 2001 conference held in St Louis, MO, February 27 - March 3. To earn the extra credit, you should show me a photocopy of your registration certificate and one-page reaction papers to each of three papers or workshops you attended at the conference.
Authorship. Many of your assignments for this course involve integrating information from published sources into your own writing. This means that you need to be careful not to plagiarize: "to steal or pass off (the ideas and words of another) as one's own" or to "present as new and original an idea or product derived from an existing source" (Merriam Webster's Collegiate Dictionary, 10th edition, p. 888). For advice on what sources you should document and how to document them, consult Quoting, Paraphrasing, and Acknowledging Sources published by the Writing Center, from which the preceding statement is taken.
Letter grades will be awarded for the peer teaching and for the materials development project. Percent scores will be awarded for the exams and for the 12 video worksheets. The meanings and equivalencies of the grades follow.
| A (above 92%) | Demonstrates full understanding of all concepts; creatively applies theories and methods to new problems in the field. |
| AB (85-92%) | Intermediate grade. |
| B (77-84%) | Demonstrates understanding of all concepts; can correctly apply theories and methods to new problems in the field. |
| BC (69-76%) | Intermediate grade. |
| C (61-68%) | Demonstrates understanding of some but not all concepts; some errors in applying theory and methods to new problems in the field. |
| D (53-60%) | Demonstrates understanding of a limited number of concepts; many errors in applying theory and methods to new problems in the field. |
| F (below 53%) | Lack of understanding of concepts; not capable of applying theories and methods to new problems in the field. |
The final grade for the course will take into account grades awarded on all assignments in the following proportions.
| Assignment |
Graduate students |
Undergraduates & Specials |
|---|---|---|
| Midterm |
30% |
30% |
| Final |
NA |
30% |
| Materials Project |
30% |
NA |
| Video Worksheets |
15% |
15% |
| Peer Teaching |
25% |
25% |
| Extra Credit | 10% | 10% |
Incompletes. The grade of "Incomplete" will only be used for a student who has carried the course with a passing grade until near the end of the semester and then, because of illness or other unusual and substantial cause beyond his/her control, is unable to take the final exam or to complete the research project.
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January |
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| Dates | Topic | Readings | TTTV Videos | Assignments Due |
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| Tuesday & Thursday, January 23 & 25 | The Contexts of TESOL | Celce-Murcia, Prator, Crookes & Chaudron, and Johns | Lesson Planning | |
| Tuesday & Thursday, January 30 & February 1 | Methods and Methodologies | Richards & Rodgers, and Blair | Total Physical Response | Lesson Planning TTTV worksheet |
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February |
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| Tuesday, & Thursday, February 6 & 8 | Teaching Listening Comprehension | Morley, and Peterson | Focused Listening | Total Physical Response TTTV worksheet |
| Tuesday & Thursday, February 13 & 15 | Teaching Oral Skills - Accuracy | Celce-Murcia & Goodwin and Olshtain & Cohen | Early Production
Dialogue/Drill |
Focused Listening TTTV worksheet
Peer lesson on listening comprehension |
| Tuesday & Thursday, February 20 & 22 | Teaching Oral Skills - Fluency | Riggenbach & Lazaraton | Role Play | Early Production & Dialogue/Drill TTTV worksheets
Peer lesson on pronunciation |
| Tuesday & Thursday, February 27 & March 1 | Teaching Reading Comprehension | Hawkins, Haverson, Dubin & Bycina, and Lynch & Hudson | Beginning Literacy
Narrative Reading |
Role Play TTTV worksheet
Peer lesson on oral fluency |
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March |
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| Tuesday & Thursday, March 6 & 8 | Teaching Writing Skills | Olshtain, Kroll, and Frodesen | Language Experience | Beginning Literacy & Narrative Reading TTTV worksheets
Peer lesson on reading |
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Spring |
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| Tuesday & Thursday, March 20 & 22 | Focus on the Learner | Peck, McGroarty, Enright, and Hilles | Language Experience TTTV worksheet
Peer lesson on writing Take-home midterm handed out Thursday |
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| Tuesday & Thursday, March 27 & 29 | Designing Curricula | Purgason and Skierso | Take-home midterm due Tuesday | |
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April |
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| Tuesday & Thursday, April 3 & 5 | Teaching Grammar | Larsen-Freeman | Information Gap | Materials development project proposals due |
| Tuesday & Thursday, April 10 & 12 | Teaching Vocabulary | Seal | Life Skills Reading | Information Gap TTTV worksheet
Peer lesson on grammar |
| Tuesday & Thursday, April 17 & 19 | Teaching Integrated Skills | Snow, Stern, and Eyring | Problem Solving | Life Skills Reading TTTV worksheet
Peer lesson on vocabulary |
| Tuesday April 24 | Using Media | Skierso, Brinton, and Schreck & Schreck | Problem Solving TTTV worksheet
Take-home final exam handed out |
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| Thursday, April 26 | ||||
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May |
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| Tuesday May 1 | Summary of the Course | |||
| Thursday, May 3 | Last class | |||
| Friday, May 18 | Take-home final due
Materials development project due |
Put final exams and projects in R. Young's mailbox on the 7th floor of Helen C. White Hall | ||
Blair, R. W. (1991). Innovative approaches. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 23-45). New York: Newbury House.
Brinton, D. M. (1991). The use of media in language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 454-472). New York: Newbury House.
Celce-Murcia, M. (1991). Language teaching approaches: An overview. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 3-11). New York: Newbury House.
Celce-Murcia, M., & Goodwin, J. M. (1991). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 136-153). New York: Newbury House.
Crookes, G., & Chaudron, C. (1991). Guidelines for classroom language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 46-67). New York: Newbury House.
Dubin, F., & Bycina, D. (1991). Academic reading and the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 195-215). New York: Newbury House.
Enright, D. S. (1991). Supporting children's English language development in grade-level and language classrooms. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 386-402). New York: Newbury House.
Eyring, J. L. (1991). Experiential language learning. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 346-359). New York: Newbury House.
Frodesen, J. (1991). Grammar in writing. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 264-276). New York: Newbury House.
Haverson, W. W. (1991). Adult literacy training. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 185-194). New York: Newbury House.
Hawkins, B. (1991). Teaching children to read in a second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 169-184). New York: Newbury House.
Hilles, S. (1991). Adult education. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 402-415). New York: Newbury House.
Johns, A. M. (1991). English for specific purposes (ESP). In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 67-77). New York: Newbury House.
Kroll, B. (1991). Teaching writing in the ESL context. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 243-263). New York: Newbury House.
Larsen-Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 279-296). New York: Newbury House.
Lynch, B. K., & Hudson, T. (1991). EST reading. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 216-232). New York: Newbury House.
McGroarty, M. (1991). English instruction for linguistic minority groups: Different structures, different styles. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 372-385). New York: Newbury House.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 81-106). New York: Newbury House.
Olshtain, E. (1991). Functional tasks for mastering the mechanics of writing and going just beyond. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 235-242). New York: Newbury House.
Olshtain, E., & Cohen, A. D. (1991). Teaching speech act behavior to nonnative speakers. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 154-165). New York: Newbury House.
Peck, S. (1991). Recognizing and meeting the needs of ESL students. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 363-372). New York: Newbury House.
Peterson, P. W. (1991). A synthesis of methods for interactive listening. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 106-122). New York: Newbury House.
Prator, C. H. (1991). Cornerstones of method and names for the profession. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 11-22). New York: Newbury House.
Purgason, K. B. (1991). Planning lessons and units. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 419-431). New York: Newbury House.
Riggenbach, H., & Lazaraton, A. (1991). Promoting oral communication skills. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 125-136). New York: Newbury House.
Schreck, R., & Schreck, J. (1991). Computer-assisted language learning. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 472-486). New York: Newbury House.
Seal, B. D. (1991). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 296-311). New York: Newbury House.
Skierso, A. (1991). Textbook selection and evaluation. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 432-453). New York: Newbury House.
Stern, S. L. (1991). An integrated approach to literature in ESL/EFL. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 328-346). New York: Newbury House.
Snow, M. A. (1991). Teaching language through content. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2nd ed., pp. 315-328). New York: Newbury House.
This page last revised May 19, 2006 .
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