ESOL Applied Linguistics Syllabus

Transcription

1 ESOL Applied Linguistics Syllabus Course Description Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language. By developing a repertoire of effective strategies, participants will become more proficient at supporting students second language development. Teachers will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice. Competencies Upon completion of this course, participants will be able to Develop strategies for creating and sustaining a collegial multicultural learning community in the school and classroom; Demonstrate an understanding of knowledge and nature of language for both English and another language, including concepts of phonology, morphology, syntax, semantics, and of language varieties; Develop skills in observing students linguistic development and apply knowledge about linguistic development to planning instruction; Promote culturally and linguistically responsive classrooms including: Evaluation of students linguistic and academic progress; Adaptation of classroom language, activities, and tasks to include learners of English; Adaptation of the classroom physical and social environments to better include learners of English; Development of a multicultural, cooperative classroom community; Creation of connections among the home, school, and community. Demonstrate reflective teaching, and demonstrate competence 1

2 in reading, writing, listening, and speaking through planning and implementing job-embedded instructional and research projects in the area of language development; Review a repertoire of teaching strategies useful for language learners in elementary grades in the areas of oral language development, transitions to print, reading and writing for purpose, integration of content; Apply those strategies to supporting language development among your ELLs; and Use principles of language acquisition to develop, implement, and assess classroom activities that facilitate second language development. Materials All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class Materials!Virtual Library! (Search). If you do not have the most recent versions of the following software, please download each from the given sites. Windows Media Player RealPlayer Adobe Reader QuickTime Cases Used Match Makers Most Likely to Thrive Talk to Me Course Schedule Find session dates by selecting Syllabus on the top menu bar. For typical courses, final s, s, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor. 2

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4 Introductory Session Exploring the CaseNEX Site Complete these tasks prior to the beginning of Session 1. Read the course requirements, paying special attention to the Case- Analysis and Workbook Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate. Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) What do you find inspiring and challenging about your work with English Language Learners? (100 words or fewer) Note Use Cas to send a note to your instructor stating that you will be taking this course. To do so, click on Cas on the top menu bar and then Click here to create a new message. Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor s name and then compose your message and hit Post Message. 4

5 Session 1 Exploring Linguistics, the Socio-Political Context of Language, and Teaching Case Match Makers Relevant Linguistics An Overview What Teachers Need to Know About Language, pages 1-12 ESOL Acronyms In the readings, various branches of linguistics are defined. Pick any two to discuss with your colleagues and use them to explore issues related to working with Marta from this Session s case. What insight do you gain by using the study of linguistics to analyze a student s perspective? Consider the five teaching roles described in What Teachers Need to Know About Language. Which roles are you most comfortable in? Which roles are you least comfortable with? What instructional issues does your answer raise? Then, reflect on your school situation and its ESOL program. What are the underlying messages about levels of respect for languages other than English? What are the consequences of this philosophy (both positive and negative)? Note Check your Cas (linked from top menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. Workbook 5

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7 Session 2 Understanding Language Acquisition Case Most Likely to Thrive Overview of Second Language Acquisition Theory From Theory to Practice for Teachers of English Learners Glossary of Second and Primary Language Acquisition Terms Explaining BICS and CALP Theories and Research of Second Language Acquisition What Is the Difference Between Social and Academic Language Apply the ideas of 1) BICS and CALP and 2) comprehensible input and comprehensible output to the stages of language acquisition as presented in Overview of Second Language Acquisition Theory. What are the consequences of these hypotheses for instruction at each stage? How can ESOL and classroom teachers help foster the development of CALP in their classrooms? How did Noam Chomsky's theory affect the field of second language acquisition? How do you think his theory has influenced the way foreign language instruction is approached today? Reflect on the approaches (audiolingual, communicative, natural, described in Theories and Research of Second Language Acquisition. What are the instructional consequences of each approach? Explain which approach or combination of approaches most closely matches your perspective on how language is acquired and informs how you develop instruction. Workbook None this session 7

8 Session 3 Language Acquisition and the Role of the Native Language Case Most Likely to Thrive Bilingual Education, the Acquisition of English, and the Retention and Loss of Spanish Myths and Misconceptions about Second Language Learning Challenging Common Myths about Young English Language Learners Welcome ELLs: How to Make Your ELL Students Feel at Home Can English Language Learners Acquire Academic English? Getting Started with ELLs, Chapter 2: How Students Acquire Social and Academic Language In the article, Welcome ELLs, Freeman and Freeman describe in detail 10 ways of supporting ELLs. Choose two of these methods and explain how they would help ELLs at your school. Describe the actions you would take to implement these methods and the consequences, both positive and negative, they might create. As a leader in your school, how might you support teachers to use these methods in their classrooms. Based upon knowledge from the readings that the support of a student s native language (L1) helps in the development of the second language (L2), how might this manifest itself in the classroom? What issues does this raise for your school or school system and what actions might be taken to improve the school s approach to second language instruction and/or bilingual education? Workbook None this session 8

9 Session 4 Teaching Oral English Case Talk to Me The Sounds of English and Spanish (Explore the English Library) English Pronunciation (Follow links to pronunciation, word stress, sentence stress and intonation, and explore the teaching tips and activities pages for practical applications) What Teachers Need to Know About Language, pages Extending English Language Learners Classroom interactions Using the Response Protocol Preparing Mainstream Teachers for ELLs: Is Being a Good Teacher Enough?, pages Grammar Grammar Practice Websites Meaning What Is Correct Language? Concentrating on one student from the case, develop ideas for a lesson focusing on oral language development. First, state your goals and objectives for this lesson and this particular student. Then, propose strategies using knowledge from this session s readings to support your choices. As you respond to your colleagues ideas, assume the perspectives of students in the case. Consider the reading s definitions of grammar, meaning, and correctness. How are these ideas intertwined? What are the consequences of schools generally requiring a more prescriptive (rather than descriptive) approach to language study and usage? How might your students perspectives differ from your own and what issues might this raise? 9

10 Workbook Language Exploration Complete research using a variety of sources (online, interviews, traditional) about a language other than English that you encounter in your classroom. What did you learn about that language s phonology, morphology, grammar, syntax, and semantics? Describe major similarities and differences between this language and English. You may summarize this information in chart form and attach it to your Workbook. How might this knowledge guide you as you develop instruction for students who speak this language? Propose specific strategies you might use to enable this student to learn English. Summarize your findings in an essay of no more than 750 words. Be sure to cite your sources. Due by the end of Session 5 10

11 Session 5 Understanding Phonology, Phonics, and Phonemic Awareness Case Match Makers The Phive Phones of Reading The Phonics Debate: 2004 Supporting phonemic awareness development in the classroom Importance of Phonemic Awareness in Learning to Read What Does Research Tell Us about Teaching Reading to English Language Learners Using Phonemic Awareness with ELL Students Review Krashen s conclusion in The Phonics Debate: 2004 that there is no convincing evidence supporting the use of intensive, systematic phonics for first or second language readers. What issues does he raise and what are the consequences of his conclusion? How does providing instruction in phonemic awareness fit into his argument? Then, focus on this session s case and use knowledge from the readings to evaluate student/teacher interactions and suggest ways to help this teacher more effectively reach her students. Consider issues specific to the developmentally-appropriate teaching of reading. Use knowledge from the readings to develop and refine your approach to teaching all five components of reading instruction (phonemic awareness, phonics, vocabulary, fluency and comprehension). Workbook Language Exploration due by the end of this session. 11

12 Session 6 Making Meaning: Understanding English Grammar, Syntax, and Semantics Case Talk to Me What Teachers Need to Know About Language, pages Empowering Teachers of English to Grapple with Errors in Grammar Linguistic Characteristics of Standard English Error Pattern Analysis for Teachers Discourse Analysis and Second Language Writing Select a writing sample from an ESOL student or use a writing sample from the case. Transcribe this sample and submit it as part of your entry. Then, use knowledge from this session s readings to suggest appropriate strategies to meet this student s needs. Consider other common patterns of error for ELLs and suggest various approaches to teaching standard English grammar. Speculate on possible consequences of using these strategies and suggest culturally sensitive modifications in response to your colleagues ideas. Obtain a copy of, transcribe, and submit two brief writing samples from two different ESOL students. Use Error Pattern Analysis for Teachers as a guide to analyze each sample. What are the error patterns you notice? In relation to standard English grammar, what corrections should be the teacher s focus when evaluating this writing? What actions might the teacher take to help this student understand and internalize appropriate standard English grammar? Workbook Developing a Workshop Select one component of ESOL instruction as your focus: pedagogy, language, culture, or assessment as it relates to the field of linguistics. 12

13 Complete research using a variety of sources (the CaseNEX virtual library, other online sources, interviews, books, and journals) to explore that area in depth. Summarize your findings briefly, citing each source. Then, create a presentation for your colleagues on how this knowledge might guide the development of instruction for ELLs. Provide a copy of your workshop agenda, and attach any activities, handouts, etc. that you create to support this workshop. If at all possible, present this workshop and revise it to reflect any improvements You should: o Reference and summarize the research base for your presentation; o Explore multiple explanations for the content; o Present instructional strategies; and o Align content knowledge/instructional strategies to TESOL standards ( and WIDA Standards ( Due by the end of Session 7 13

14 Session 7 Language Assessment Case Match Makers The Challenge of Assessing Language Proficiency Aligned to the Common Core State Standards and Some Possible Solutions English Language Learners with Special Needs English Language Development Standards and Assessment Assessing English Language Learners for a Learning Disability or Language Issue Checklist for English Language Proficiency Test Selection Issues and Opportunities in Improving the Quality of Large Scale Assessment Systems for English Language Learners Additional Resources Assessment of ELLs with Disabilities Special Education Considerations for ELLs with Learning Disabilities Developing a Culturally ad Linguistically Responsive Approach to RtI for ELLs Using information from Assessing English Language Learners for a Learning Disability or Language Issue, determine some possible misunderstandings in diagnosing learning disabilities with ELLs. In the case, how can Jennifer be sure that Allen is appropriately placed and determine whether or not his learning difficulties are the result of a learning disability as well as a language barrier? Use knowledge from the readings to back up your points. How does your school currently assess language proficiency and how does it use the results? Consider issues raised for each testing instrument and use the Checklist to frame your response. 14

15 Workbook Student Assessment Analysis Locate and read through two different assessment tools currently used by your school or district. Then have a student complete the two tools or use results from assessments you have recently administered. Compare and contrast the two tools. Then analyze this student s situation. Address each of the 5-steps in turn, referring to the Course Tutorial and the Case-Analysis Rubric to guide your thinking. Be sure to include knowledge you have gained from the Assessment in ESL & Bilingual Education reading in your analysis and suggest specific actions with an instructional focus. Due by the end of Session 8 Developing a Workshop due by the end of this Session. 15

16 Session 8 Effective Second Language Instruction Case None this session Six Key Strategies for Teachers of English-Language Learners Reaching Out to Diverse Populations: What Can Schools Do to Foster Family-School Connections Building Collaborations Between Schools and Parents of English Language Learners: Transcending Barriers and Creating Opportunities Discuss the recommendations from Building Collaboration Between Schools and Parents of English Language Learners and Reaching out to Diverse Populations for addressing student, family needs, and parent involvement. What actions do you currently take to meet these needs and how might you better meet these needs in the future? Respond to your colleagues postings with suggestions and reactions, whether based on knowledge from the readings or your professional experience. Review the teaching techniques and strategies applicable to your grade level (and content area, if appropriate) covered in this course and others from your professional experience and/or research. Choose one strategy that best meets your instructional needs to match each of the following topics: Oral language development (discourse and pronunciation) Reading Writing Grammar instruction Provide a rationale for your choices and consider the consequences, whether positive or negative, for each of your suggestions. Workbook 16

17 Student Assessment Analysis due by the end of this session. 17