Teaching ESL/ Foreign Language: Methods II

Transcription

1 1 Division: Program Area: Teacher Education Language Education Course #: LED 6530 Course Title: Teaching ESL/ Foreign Language: Methods II Section #: Term/Year: Winter, 2016 Course Location: 135 State Hall Day: Time: Instructor: Tuesday 5:00 p.m. 7:45 p.m. Dr. Connie Zucker Office Address: Office Hours : By appt. Office Phone #: cell: [voice mail] c.zucker@wayne.edu Course Description: Methods and techniques; English as an international/intranational language. Students micro-teach lessons and prepare teaching materials which emphasize the reading and writing language skills.

2 2 Grading rubrics will be used in evaluating your work; these will be posted on Blackboard well in advance of the assignment due date. LED6530 InTASC Standards To access a digital copy of the standards: Standard 1 - Learner Development: The teachers understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Standard 3 -Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. Standard 5 - Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Standard 6 Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher s and learner s decision making. Standard 7 Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Standard 9 Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. Learner Outcomes: [Numbers in parentheses refer to Michigan Teacher Preparation Standards (2004). ] 1. Reflective: The undergraduate or graduate student will reflect on, examine, analyze, and understand second/foreign language proficiency-oriented instruction principles and theory that are essential to create effective contextualized communicative language lessons that enhances diverse students own language learning capability. [1.2, 1.3, 3.1, 3.4, 4.4, 4.5, 4.6, 4.8] (Readings, Discussion Boards, Beliefs Essay) 2. Effective: The undergraduate or graduate student will integrate the national and state standards into curriculum planning and language instruction.[4.1, 4.2, 4.3, 4.7, 4.8, 7.3] and assessment differentiating with attention to the diversity of learners. [5.1, 5.2, 5.3, 5.4, 5.5] (Lesson Plan Design and Presentation) 3. Innovative: The undergraduate or graduate student will research and evaluate critical issues and/or crucial topics about basic constructs in contextualized communicative language assessment to develop an understanding of oral proficiency testing methods. [5.1, 5.2, 5.3, 5.4, 5.5] (Rubric for Assessing Lesson Plan, Course Exam) 4. Innovative: The undergraduate or graduate student will demonstrate competence with current technology (i.e., Power Point, Prezi, web-based resources) in designing language lessons. [1.3] (Lesson Plan Presentation; course exam) 5. Effective: The undergraduate or graduate student will integrate the national and state standards into

3 curriculum planning, language instruction, and assessment. [5.1, 5.2, 5.3, 5.4, 5.5] (Lesson Plan Design and Presentation) 6. Reflective: The graduate student will acquire insights and develop skills in reading, understanding, analyzing, synthesizing, and evaluating second language acquisition/learning research about a broad range of topics and issues related to contextualized communicative proficiency-oriented instruction and specifically to oral language proficiency testing and assessment. (Research Analysis & Beliefs Essay) Required Text(s): Omaggio, H. A. (2001). Teaching language in context. (3 rd ed.) Boston, MA: Heinle and Heinle/Thomson Learning. Shrum, J. L. & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction. (4 th ed.). Boston, MA: Heinle and Heinle/Thomson Learning. Additional References: American Council on the Teaching of Foreign Languages (1999). Standards for foreign language learning in the 21st century. Yonkers, NY: Author. American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Nunan, D. (2004). Task-Based Language Teaching. New York, NY: Cambridge University Press. Teachers of Speakers of other Languages, Inc. ESL standards for pre-k-12 students. Alexandria, VA: Author. [for ESL endorsement candidates] Class Policies: Class Policy [regarding attendance, submission of assignments, etc]: The course will be taught in the seminar fashion, meaning that each session will be in the form of discussions centered on the assigned readings. Students will be expected to prepare thoroughly for each class and contribute significantly to the discussions. Pursuant to these goals, students must attend to the following each week in preparation for class: 1. Come to class regularly. Please refrain from in-class texting and/or online shopping. 2. Come to class prepared to thoughtfully present ideas, reactions, comments, etc. about the readings. 3. Allow sufficient time to both read and reflect. 4. Use Microsoft Word on all written assignments and follow the form and style of the Publication Manual of the American Psychological Association (6 th ed.), published by the American Psychological Association. 5. Make-up examinations, incomplete grades, and late written assignments are accepted only under extenuating circumstances and/or at the discretion of the instructor. If you must use your cell phone or text during class, please leave the classroom until you are finished. Likewise, it is appreciated that you do not browse the Internet on a computer during class activities. 3

4 Course Assignments: 4 1. Attendance/Participation: This is a seminar; thus, attendance is essential if you are to participate in small group assignments and class discussion. If you need to miss a class meeting, please arrange with a student to help fill you in and pick up handouts for you. NOTE: Five class meetings will be conducted on-line via a discussion board on Blackboard. Your discussion board posting will be evidence of your attendance and your contribution to the discussion will figure into this aspect of your grade. Certain questions will be posted for you to respond to; you will sometimes be asked to respond to other classmates posts as well. These questions will be based on the course readings. For full credit, your posts must be made during the allowed window. Late posts will not receive points. In-class activities refer to occasions when you will be asked to share an experience, an activity or a web site, for example. 50 points for on-time discussion posts; 50 points for participation in in-class activities. 2. Mini-Lesson Plan Presentation: Mini-lesson Demonstration: task-based lesson using the web, PowerPoint, and any other technology that supports your lesson. Send your power point to the students in class when you have presented it. Submit this to the professor electronically before the end of the course. You will present a foreign language (or ESL, if you are in that program) lesson plan with focus on the integration of internet and world wide web technology in the contextualized proficiency-oriented communicative language classroom. This should be part of a task-based lesson real-life scenario Use the template provided on Blackboard. Include an oral practice activity and at least 1 web resource It should include a well-developed, detailed performance assessment rubric. (examples will be shared) This lesson should be presented using a visual mode: Power Point, Prezi, etc. Distribute hard copies of your lesson plan to the class members. This presentation should be at least 20 minutes but no more than 30 minutes. ( 100 points) NOTE: Teach your lesson as if we were your students. Make yourself comprehensible when using the second language. 3. Beliefs Essay Assignment Essay inspired by the pre- and post- beliefs surveys It might be good to place this in your teaching portfolio. This would be an essay written in first person, 2 to 3 pages, double-spaced with citing and references (in APA style) at the end. Be specific about your beliefs, using concrete examples or scenarios, and support your beliefs with research. Submit as an attachment or bring to class along with both surveys by May 3 rd. (100 points) 5. Course Exam: The exam will focus on readings, but will incorporate class discussion. It will consist of multiple-choice and short-answer questions and will be done in class without the assistance of notes or books. Study topics will be posted on Blackboard. The exam is May 3 rd. (100 points) WSU requires additional assignments for graduate students when a course is offered for both undergraduate and graduate credit. The only students that are exempt are those listed as undergraduate on my class list. 6. Graduate research article analysis. You will receive a research study to analyze using the template provided. Any other format will not be accepted. Due: March 22 nd. (100 pts) You will be expected to share your analysis with the class.

5 Teacher Education Grading Policy: The Teacher Education faculty members strive to implement assessment measures that reflect a variety of strategies in order to evaluate a student's performance in a course. For undergraduates and post- bachelor students C grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very good work, and A grades will be reserved for outstanding performance. [For graduate students B grades will be awarded for satisfactory work that satisfies all course requirements; B+, grades will be awarded for very good work, and A grades will be reserved for outstanding performance.] Please note that there is a distribution of grades from A-F within the College of Education and that plusses and minuses are recorded and distinguish distinct grade point averages. Undergraduate Grading Scale Based on Total Percentages: A C A C B D B D B D C+ Below 60 F Graduate Grading Scale Based on Total Percentages: A B A C B C B Below 73 F 5 GRADING SCALE FIGURED IN POINTS: Graduate Undergraduate = A = A = A = A = B = B = B = B = B = B = C = C = C = C Below 365 = F = C = D = D = D- Below 240 = F Class Outline and Readings Note: Dates of the on-line class meetings appear in red. Discussion Board topics and requirements will be posted on Blackboard. Check your WSU frequently. Readings and other assignments should be prepared for the date where they appear below.

6 6 Date Due #1 Jan. 12 #2 Jan. 19 #3 Jan. 26 Topics for Discussion Defining and assessing oral proficiency Historical overview; Professional organizations; Using Technology. Interlanguage; The Standards for Foreign Language Learning Assignment --Discuss course syllabus; student info cards; teacher beliefs pre-survey; self-assessment --Proficiency Guidelines and a practice activity --Omaggio, pp Activity pp DISCUSSION BOARD [class does not meet] --Omaggio, pp Shrum, pp. 1-10; pp (see discussion board question) --Shrum, p (Ch. 12) --Shrum p. 7, Task 1 and 2 (see discussion board assignment) What technology do you feel comfortable using with students? How can newer technologies and websites be used in teaching second languages? --Omaggio p. 130 Activity to be done in class - --Shrum, Ch. 2, pp Discuss mini-lesson requirements; --APA requirements, examples (to be used on beliefs essay and on graduate analysis assignment) --Do 5 C s assignment -- Omaggio, Ch.6, pp [Activities that develop oral proficiency) **Finalize sign-up for lesson presentations **Discussion of analyzing a study. (guideline provided) Give articles to select from for the Graduate Article Analysis #4 Feb. 2 #5 Feb. 9 #6 Feb. 16 Planning Instruction planning backwards The Simulated Oral Proficiency Interview (SOPI) Contextualizing input and output; Oral proficiency and error correction Authentic Assessment --Omaggio, pp Lesson template for LED6530 Go to this site and see the New Bloom s Taxonomy Also pictured on p. 79, 485, 486 (Shrum) Discuss SOPI examples. I will give direction for this. Discuss design of the performance assessment to accompany your minilesson. Create a first draft in class for feedback. --Shrum, Ch.1 pp Discussion Board assignment You will be asked to post your lesson plan idea and the real-life context --Omaggio, Ch. 9, pp Bring in 3 copies of a foreign language test that you have given or taken in a class. We will do an activity from p Differences between tests/quizzes and performance assessments. **Bring your revised performance assessment for feedback from

7 7 #7 Feb. 23 #8 Mar. 1 #9 Mar. 8 Organizing content in your lesson; knowing what you will assess comes first The 3 Communicative Modes class. -- Shrum,Ch. 11, pp Standards-Based Assessment of Language Performance: Defining and categorizing varieties of assessments Discussion Board assignment wait for instructions Read: Shrum, Ch. 3, pp Developing authentic assessments/rubrics CASE STUDY ONE, Shrum, p. 443 Evaluating authentic assessments/rubrics You will be asked to post your assessment/rubric that will accompany your lesson. I may also post a question about a scenario. --Shrum, Ch. 6, pp Dr. Z will show some sample activities that fit these modes. See Omaggio, Ch. 5 for more examples Tentatively, --CASE STUDY, Shrum, Interpretive Mode Discussion Forum: See Blackboard for assignment #10 Mar. 22 Graduate Research Analysis assignment due* Share analyses with the class. Everyone: Be prepared to describe for the class your favorite presentational and favorite interpretive activities you did while a language student yourself. #11 Mar. 29 Presentational Communication (writing and speaking, projects, performances that are scripted) -Shrum, Ch. 9, pp Discuss and display examples of presentational lesson ideas in class. See Omaggio, Ch. 7 for more examples. --CASE STUDY, Shrum Presentational Mode Mini-lesson presentations: Do POST-survey on beliefs about language learning/teaching Get Pre-survey back to compare your responses.

8 8 #12 Apr. 5 Interpersonal Mode of Communication If you will be requesting an Incomplete, I need to know today. Discussion Forum: Topic will be on Blackboard --CASE STUDY, Shrum,: Interpersonal Mode -- Shrum, Ch. 8 pp #13 Apr. 12 Web resources Tentatively, we will meet in a computer lab. I will announce this arrangement once I get the reservation. **I will ask each of you to present two web-based resources and show how they work (and what their value is) to the class. #14 Apr. 19 #15 May 3 Middle School language programs Teacher talk and staying in the target language (the debate) -- Shrum, Ch. 5 pp Mini-lesson presentations: April 26 th is a University Study Day No Classes Meet Submit Beliefs Essay Course Exam DUE TODAY -- Anything submitted after this date may not be considered in your grade. Academic Dishonesty and Plagiarism: The College of Education has a zero tolerance approach to plagiarism and other forms of academic dishonesty. (See Student Code of Conduct Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. Specific examples of academic dishonesty, including what constitutes plagiarism, can be found in the University s Undergraduate Bulletin ( and Graduate Catalog ( under the heading Student Ethics. These university policies are also included as a link on Blackboard within each course in which students are enrolled. It is every student s responsibility to read these

9 documents to be aware which actions are defined as plagiarism and academic dishonesty. Sanctions could include failure in the course involved, probation and expulsion, so students are advised to think carefully and thoroughly, ask for help from instructors if it is needed, and make smart decisions about their academic work. Classroom Etiquette and Professional Behavior: All pagers and phones should be turned off or in silent mode during class time. Please do not hold conversations with classmates whenever the instructor or another student is speaking. Your undivided attention in class is a must. An atmosphere of mutual respect is appreciated by everyone. If you must text someone, or answer a phone call, please leave the room. 9 Enrollment/ Withdrawal Policy: Beginning in Fall 2011, students must add classes no later than the end of the first week of classes. This includes online classes. Students may continue to drop classes (with full tuition cancellation) through the first two weeks of the term. Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN. o WP will be awarded if the student is passing the course (based on work due to date) at the time the withdrawal is requested o WF will be awarded if the student is failing the course (based on work due to date) at the time the withdrawal is requested o WN will be awarded if no materials have been submitted, and so there is no basis for a grade Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the withdrawal request before it becomes final, and students should continue to attend class until they receive notification via that the withdrawal has been approved. Beginning in Fall 2011, the last day to withdraw will be at the end of the 10 th full week of classes. The withdrawal date for courses longer or shorter than the full 15-week terms will be adjusted proportionately. Attention Students with Disabilities: If you have a documented disability that requires accommodations, you will need to register with Student Disability Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is or (video phone). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get your accommodation letters as early in the semester as possible. Religious Observance Policy: Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as possible may be worked out.