Subject Outline: ELI 321. Teaching English as a Second Language 2 (TESL 2) Academic Year: 2017/2018

Transcription

1 Subject Outline: ELI 321 Teaching English as a Second Language 2 (TESL 2) Academic Year: 2017/2018 Subject Description ELI 321, the advanced module of the TESL Training program, builds on the basic principles and techniques of second language acquisition covered in ELI 317 and provides students with the knowledge and skills to deliver student-centered, context-appropriate lessons that strategically develop learner s communicative competence and reflect understanding of language acquisition factors, advanced language skill development, testing and assessment, and technology enhanced language learning. Participants receive a minimum of 130 hours of intensive classroom instructions, 20 hours of online instruction, 5 hours of guided observation and 10 hours of supervised practice teaching. Credit Status Successful completion of the course entitles students to a Certificate of Standing in Teaching English as a Second/Foreign Language 2 and eligibility to apply for TESL Canada Standard 2 accreditation and TESL Ontario Accreditation. Prerequisite Successful completion of TESL 1 (ELI 317) or equivalent* A university degree and advanced fluency in English** * TESL Canada Standard 1 approved course AND completion of ELI 328 (Comparative Education Review) **If education has been completed outside of Canada, candidates must present proof of Canadian equivalency of degree and proof of English Language Proficiency equal to TESL Ontario ( standards. Learning Outcomes Upon successful completion of the course, the learner is able to: design level-appropriate learning outcomes, skill-building activities, skill-using activities, e- materials, and evaluation activities for specific contexts to effectively facilitate second language learning. deliver student-centered, context appropriate lessons that scaffold the development of students language skills, include targeted strategies-based instruction, assessment opportunities, integration of technology and achieve targeted outcomes in specific contexts.

2 identify learner strategies and supporting activities to address learner s errors in written and spoken discourse. explain the form and function of advanced linguistic forms (grammatical, lexical and phonological) taught in ESL/EFL contexts. develop assessment and evaluation tools and activities appropriate to the context and student level to measure competency in targeted language skill(s) and achievement of learning outcomes. articulate personal guiding principles of practice for ESL/EFL teaching and learning, grounded in selected first and second language learning and acquisition theories explain how the language-culture relationship impacts L2 learning. Essential Employability Skills Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience Respond to written, spoken, or visual messages in a manner that ensures effective communication. Execute mathematical operations accurately. Apply a systematic approach to solve problems. Use a variety of thinking skills to anticipate and solve problems. Locate, select, organize, and document information using appropriate technology and information systems. Analyze, evaluate, and apply relevant information from a variety of sources. Show respect for diverse opinions, values, belief systems, and contributions of others. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. Manage the use of time and other resources to complete projects. Take responsibility for one's own actions, decisions, and consequences. Topics Covered Understanding language acquisition theory (Major theories and models of first and second language acquisition; language and culture) Understanding causative variables in second language acquisition (Influence of L1; errors vs mistakes; language and culture) Understanding good teaching (Learning environment management; qualities and skills of a good teacher; optimal input) Planning your teaching (course, curricula, lesson planning; evaluating and using materials; strategy based instruction; evaluating textbooks, using appropriate methodology; materials development; using language based 5 minute activities; evaluating achievement of learning outcomes; writing quizzes and tests; alternative assessments; providing feedback; teaching opportunities, supply teaching)

3 Understanding the Language (Syntax; voice; phrasal verbs; multi-word prepositions; gerunds and infinitives; clause structures; integrating grammar; inductive grammar micro teaching; word formation; vocabulary acquisition strategies; intonation; rhythm; stress) Teaching the receptive skills (Listening skills development, listening in context; developing listening skills with e-learning resources; reading skills development; academic reading skills; discourse analysis; using music/film in the classroom; monitoring/evaluating receptive skills; micro teaching receptive skills) Teaching the productive skills (speaking skills development; nonverbal communication; error analysis and effective feedback; storytelling/drama; speaking online; writing skills development; writing error analysis and effective feedback; writing online; micro teaching productive skills) Modes of Instruction Lectures / demonstrations Classroom discussions Individual/pair/group work Independent study Micro teaching, i.e. demonstration lessons Individual consultations Technology enhanced instruction Guided observation and mentoring Prescribed Texts Articles relevant to topics will be distributed to students electronically and internet sites will be identified. Promotion Policy Grading Policy EXC Excellent 90%+ SAT Satisfactory minimum 70% UNSAT Unsatisfactory below 70% Professionalism The TESL Program is a post-graduate teacher training program and students in the program are expected to demonstrate professional behavior consistent with teachers-in-training. Students are expected to adhere to the general policies and regulations of Seneca as well as our community agency practicum partners. If a student demonstrates unprofessional behavior either at Seneca or at a practicum site, this could jeopardize the student s successful completion of the course.

4 Attendance / Lateness Students are required to attend all classes and be on time. Arriving late to class is disruptive and demonstrates unprofessional behavior which may adversely affect employment references. Please make every effort to schedule personal commitments outside of classroom hours as absences may jeopardize your ability to successfully pass the course. Please contact both your instructors if an emergency arises and you are unable to attend class. A doctor s note will be required if 3 consecutive classes are missed. Additional assignments will be assigned at the discretion of the instructors to make up for missed classroom attendance. Modes of Evaluation Grading is based on the following marking scheme: Term Work 75% Practicum 25% In order to obtain a Certificate of Standing in TESL 2, students must attend classes and scheduled practicum hours and demonstrate achievement of the subject objectives. Students must achieve a minimum course mark of 70% with no component (term work or practicum) less than 60%. Research Activity: Research activity in this course is for professional development only as defined by the Tri-Council Policy Statement (TCPS): Ethical Conduct for Research Involving Humans. This activity includes gathering information from humans by means of observation, surveys, and/or interviews only as these activities relate to professional practice. The results or findings of these activities will not be disseminated beyond the classroom. Practicum Requirements: The practicum component is an integral part of the TESL Program where the opportunity to observe and teach authentic language classes is provided. Students are required to attend all scheduled observation sessions and fulfill all practice teaching requirements. The practicum involves specific expectations which will be communicated to students prior to the observation and practice teaching components. Practicum placements can be in LINC, ESL or EAP programs in the GTA. A clear Police Vulnerable Sector Police Record Check is required for work placements. Your acceptance for placement is at the discretion of the agency. If you are unable to unable to obtain a clear Police Record Check prior to the start of your practicum placement, you will not be able to complete the program or graduate.

5 Practicum sites are accessible by public transit. Practicum observations and placements are arranged by the department and must be completed in the assigned location. Changes to site locations and times are not possible. Cheating and Plagiarism Students are responsible for being aware of the College regulations. Please consult Seneca s Academic Policy ( Student Appeals Students must keep all assignments (including drafts and outlines) and exercises until they receive their final grade. No appeal will be considered unless a complete file is submitted at the time of the appeal. If a student disagrees with the evaluation of an assignment or with a final grade, the student must first discuss the matter with the professor in an attempt to resolve the disagreement. If the matter is not resolved, the student should discuss the problem with the Coordinator of the TESL program. If the matter is still not resolved, the student should discuss the problem with the Director of the English Language Institute. For further information on appeals, please see the appropriate section of the Academic Policy Handbook. Discrimination/Harassment Policy All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at Accommodation for Students with Disabilities The college will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext to initiate the process for documenting, assessing and implementing your individual accommodation needs.

6 Refund Policy If you withdraw from the course any time prior to the fourth day of class, you will receive a refund less a $150 ($250 international) administration fee. After that time, no refund is given. Approval May, 2017 Jesse Black-Allen Faculty Program Manager