ENGL 4410; MENG 6410: TESOL Strategies & Methodology Teaching English to Speakers of Other Languages Fall Semester, 2016
*See the organizations below for student programs, English Teaching assistantships intercultural projects, and career opportunities: Professor: Tim Conrad Office: EH 257 Office Hours: Before or after our evening course or by appointment at your convenience Mobile: 801-349-5418 (for texts or calls) Email: tconrad@weber.edu
Note: If a class is cancelled for any reason, please go to our interactive course wiki for announcements and information about how to complete course assignments. I will also send a wiki message to the entire class about a class cancellation or important class news, events, and assignments throughout the semester.
COURSE SUMMARY: Following professional guidelines for teaching English in the United States and abroad, our course will focus on making content and language comprehensible and motivating for students learning English as an additional language in their personal lives, schools and careers.
PRIMARY TEXTBOOK: Making Content Comprehensible for English Learners, Fifth Edition 2016, Echevarría, Vogt, & Short.
THE WIKISPACES SYLLABUS for this course will develop throughout the semester, based on collaboration and shared learning between instructor and students.
ASSIGNMENTS/GRADING:
This semester I am using an online tool called Wikispaces for all of our course content. But for checking your current grade at any point in the semester, go to your Canvas account for this course. You will find your weekly grades in three areas: (1) Attendance & Participation, 100 points each week, 25 percent of course grade; (2) Three Mini-Presentations, 100 points each, 25 percent of course grade; (3) Chapter Quizzes for Chapters 1-8, 11, 12; each quiz will consist of your emailing me your answers from the ending chapter sections called "Check Your Understanding" and "Discussion Questions," 100 points per quiz, 25% of course grade; and (4) Your Course Project--Draft One, Oct. 4 (20 points), Draft Two, Nov. 15 (30 points), and Final Draft, Dec. 15 (50 points)--25 percent of your course grade.
Mini-Presentation Guidelines: I will assign your presentations from our textbook’s online resources about professional and classroom teaching videos and “Reflect and Apply” situations. Your presentation should be about 10 minutes and will be scored according to the following criteria: 1) getting across key ideas from your assigned topic and 2) presenting the ideas interactively. Here are some interactive presentation suggestions:
*Think Break: Pose a question, issue, problem in one or two sentences. Give time to jot down answers. Then break up into pairs or small groups for your classmates to discuss their answers. Finish up with a whole-class feedback time.
*Remember One Thing: Read a one-page, mini-lecture. Students are told to “remember one thing.” Each student tells or reads from notes the key item remembered. Allow discussion and questions.
*Anecdote: share a story, case study, situation. Then your classmates explain the main point from their point of view.
*Cloze or Empty Outline: students complete the blanks as you make your presentation.
*Incomplete Quotes: students guess the missing words, terms, concepts.
*Multiple viewpoints: research another source or sources that agree, disagree, or provide additional information or insights
*Words of the Day: choose several key words for class interaction
*Summarize and Apply
*Animated Presentation, video clip, short video or brief excerpt
*Poll the class for their opinions
*Drama/simulation
*Another interactive discussion technique of your own you would like to try with our class.
Course Project Guidelines: Your course project will be completed throughout the semester, reporting on its development in three drafts: first (20 points), second (30), and final draft (50). Choose from one of the following projects:
1-An academic research paper (MLA or APA format) or a journal or magazine style paper focusing on an L2 issue concerning reading, writing, listening, speaking, literacy, language-study technology, academic language/content, instructional approaches, or culturally responsive teaching: use APA or MLA form, 2,500 words, 8-10 pages, including a title, abstract, and matching in-text and bibliography references. Complete your research in three developing drafts. In Draft One, brainstorm two or three examples of a possible working thesis, a list of questions and ideas to explore, and an annotated bibliography of possible resources and background research articles, books or selected chapters from books. Draft Two will be your rough draft and suggestions from a peer review from a classmate or other reader. The Final Draft is the completed copy after revision and editing. You will also make a presentation of your work for your classmates during the last week of class.
2-Teaching/Tutoring Project of ELL students: 10/10/5: 10 hours of teaching, 10 pages of observational, experiential journaling and collection of artifacts such as teaching notes, examples of student learning, photos, videos (transcripts), etc., and a 5 page reflective, pedagogical report, focusing on your first-hand research as the main content but documenting any contributing references you might also include using MLA or APA style. You can complete a teaching project with me if your schedule allows and if you are interested in observing and helping plan class activities for intercultural communication and writing for an English 1010 intercultural section meeting on Monday nights. You would help me during the 5:30-6:30 hour of a class which will include students from China, Japan, Mexico, Saudi Arabia, Uzbekistan and the United States. Draft One will describe the background of your project explaining the learning situation, your responsibilities, goals, etc., the demographics of your students (nationality, home language, L2 proficiency level, personal interests and goals) and the type of tutorial, class, or program (dual language, mainstream content class with L2 support, ESL program organized by language proficiency level, or other approach). For Draft Two, type up and organize several pages of your teaching journal with accompanying artifacts of student learning: papers, photos, videos, worksheets, etc. Your Final Draft will consist of the 5 page reflective pedagogical report with the experiential journal and artifacts as appendices. You will also make a presentation of your work for your classmates during the last week of class.
3-Original Lesson Plan you create for L2 students, including the following criteria: a- targeted TESOL/WIDA language proficiency level, b- language and content objectives, c- plan of activities, d- SIOP Form, e- teaching scenario narrative, f- resources and technology needed, g- background and demographics of the teaching situation and students. Draft One: Create a rough draft of criteria a-g; Draft Two: Field test or peer review your lesson plan; Final Draft: complete the final copy of your lesson plan, based on your rough draft and the changes and development from draft two. You will also make a presentation of your work for your classmates during the last week of class.
4-L2 Learning Journal of your own experiences, as you learn a new language for the first time or develop your proficiency in a language you have already been studying and learning: Draft One: investigate different types of language journals and activities/goals to document your learning and growth (e.g. vocabulary logs which practice a variety of ways to practically explore each word in terms of parts of speech, practice sentences, etc.). Email me or meet with me to see how you're doing; Draft Two: showing off your developing ideas and work through a peer review; Draft Three: editing, revising, and organizing your journal to illustrate everything you learned throughout the semester about your L2. You will also make a presentation of your work for your classmates during the last week of class.
5-Your own project you would like to propose, getting suggestions and developing guidelines with me.
COURSE OBJECTIVES: Learning Outcomes are connected to coursework.
Teachers of English to Speakers of Other Languages (TESOL) is the professional organization for K-12, adult, and university instruction of English language learners: http://www.tesol.org. Other organizations, including Fulbright and Peace Corps provide expertise and teaching opportunities in EFL, ESL, and intercultural communication. In this course, we will explore underlying theories and practical approaches which enhance the TESOL Organization’s three main goals for school settings with English language learners of varying language backgrounds: 1) helping students to become fluent in everyday conversational English; 2) helping students to understand and use the more formal language needed in school and academic subjects; and 3) exploring social/intercultural factors influencing the teaching of English language learners. These goals must be planned according to the age of learners and their particular grade levels and schools, according to learner’s language proficiency levels (starting, emerging, developing, expanding, and bridging), and according to language domain: listening, speaking, reading, and writing. In recent years, TESOL has expanded its goals into teaching “standards” in collaboration with CAEP, Council for the Accreditation of Educator Preparation. The learning outcomes for our course are directly based on the research and pedagogy of this recent statement by TESOL and NCATE:
COURSE LEARNING OUTCOMES, LOs (“Candidates” refers to teacher education students): LOs below come from TESOL/NCATE/CAEP: Standards for the recognition of Initial TESOL Programs in P-12 [adult, college standards are also available] ESL Teacher Education Standards: TESOL International Association, www.tesol.org. These learning outcomes are also required by the state of Utah for ESL Endorsement coursework at both undergraduate and graduate levels:
LO 1: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs (Standard 3.a)
LO 2: Candidates plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum (3.a). However, as critical practitioners, we will also study quality program models which overcome relying on inferior, make-do classes which simply mix students of highly varied ages and language proficiency levels. Professional models include bilingual, dual language, and ESL programs in which students are taught at their current language proficiency level, such as the 5-level TESOL/WIDA model (entering, beginning, developing, expanding, and bridging) or the nine-level ACTFL model—novice, low, mid, high; intermediate low, mid, high, and advanced low, mid, high (Standard 3.a)
LO 3: Candidates assess students’ knowledge using multiple measures and address their students’ diverse backgrounds, developmental needs, and English proficiency as they plan their instruction. They collaborate with general education and content-area teachers to ensure that ELLs access the whole curriculum while learning English (Standard 3.a)
LO 4: Candidates design their classrooms as supportive, positive climates for learning. They model positive attitudes and interactions and respect for the perspectives of others. Language- building activities are student centered, incorporating cooperative learning and flexible grouping (Standard 3.a)
LO 5: Candidates recognize the needs of students with interrupted formal education in acclimating to the school environment. They plan for a broad spectrum of instructional techniques in a variety of settings in which students interact, use their first language whenever possible, and learn reading strategies that emphasize comprehension and writing strategies that emphasize communication (Standard 3.a)
LO 6: Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content (Standard 3.b)
LO 7: Candidates base activities on student interests, texts, and themes, a range of genres, and personal experiences to enhance students’ comprehension and communication (Standard 3.b)
LO 8: Candidates view language and content learning as joint means to achieve ELLs’ academic and language development goals. They understand that language is developed most effectively in meaningful contexts, and they manage and implement learning around subject matter and language learning objectives (Standard 3.b)
LO 9: Candidates select challenging, culturally appropriate, interesting, and motivating materials to support student learning. They must also know how to select materials that are linguistically accessible and age appropriate. Candidates match materials to the range of developing language and content-area abilities of students at various stages of learning. They can also determine how and when it is appropriate to use L1 resources to support learning (Standard 3.c)
LO 10: Candidates are capable of finding, creating, adapting, and using a wide range of print and nonprint resources, including ESL curricula, trade books, audiovisual materials, and online multimedia. They also are knowledgeable regarding the selection and use of technology, such as computer software and Internet resources, to enhance language and content instruction (Standard 3.c) We will consider a variety of tutoring, classroom, and program models, looking for ways to best fit the model with the particular type of student, school, age/grade level, community, and teaching style. As we work through our course textbook, videos of TESOL researchers and classroom teachers, and online resources, you will learn and practice sheltering strategies for making content comprehensible for English language learners, sometimes also referred to as the SIOP model: Sheltered Instruction Observation Protocol. You will complete these sheltering techniques and observational methods through your class work, semester project and tutoring ESL and writing through in-class practice or practice outside class on the WSU campus or in settings you choose in local schools and other community locations.
NOTE: MA STUDENTS: please see me to discuss ways you can focus this course on your MA goals and emphasis area as we develop a plan for you to explore the other resources detailed in this syllabus as well as more sources and experiences contributing to your own MA study and research. Graduate students in this class will be involved in leadership and writing/research expectations encouraged by the Master of English Program, including 20-25 pages of writing for a semester course and following a set of graduate-focused learning outcomes, adapted according to the TESOL required learning outcomes required by the state of Utah.
MENG Learning Outcomes:
LO 1: Gather, analyze, and communicate information and insights creatively and critically. LO 2: Cultivate skills in close reading, critical thinking, creative expression, and persuasive writing. LO 3: Understand and apply various theoretical perspectives and discipline-specific terminology to interpretations of texts and /or analysis of data. LO 4: Acknowledge and articulate the significance of key text(s) in specific genres, periods, cultures, styles, or theoretical perspectives. LO 5: Demonstrate knowledge of current scholarship and practices. LO 6: Employ discipline-specific conventions and protocols for written or multimodal presentation
OTHER RESOURCES ON TESOL THEORY & PRACTICE: How to Reach and Teach English Language Learners (Jossey-Bass, 2013) by Rachel Carrillo Syrja Lessons from Good Language Learners (Cambridge, 2009), edited by Carol Griffiths Using Authentic Video in the Language Classroom (Cambridge, 2008), Jane Sherman Growing up with Languages: Reflections on Multilingual Childhoods, A Parents’ and Teachers’ Guide (Multilingual Matters, 2012), Claire Thomas Academic Writing: A Handbook for International Students (Routledge, 2015), Stephen Bailey CCCC Statement on Second Language Writing and Writers (Revised, November 2016): http://www.ncte.org/cccc/resources/positions/secondlangwriting TESOL Standards and Guidelines for Teaching English Language Learners (TESOL International Association, 2013): http://www.tesol.org/advance-the-field/standards ACCESS for ELLs: Assessing Comprehension and Communication in English State-to-State for English Language Learners (WIDA & CAL: Center for Applied Linguistics, 2013): http://www.wida.us/assessment/access/
OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES:
Academic Dishonesty: As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “the unacknowledged (uncited) use of any other person’s or group’s ideas or work.” Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course.
Core Beliefs: According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.”
Disability Accommodation: PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities before the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.”
Emergency Closure: If for any reason the university is forced to close for an extended period of time, or because of an unexpected illness of the instructor, we will conduct our class via our course wikispaces site.
TESOL Strategies & Methodology
Teaching English to Speakers of Other Languages
Fall Semester, 2016
*See the organizations below for student programs, English Teaching assistantships intercultural projects, and career opportunities:
Professor: Tim Conrad
Office: EH 257
Office Hours: Before or after our evening course or by appointment at your convenience
Mobile: 801-349-5418 (for texts or calls)
Email: tconrad@weber.edu
Note: If a class is cancelled for any reason, please go to our interactive course wiki for announcements and information about how to complete course assignments. I will also send a wiki message to the entire class about a class cancellation or important class news, events, and assignments throughout the semester.
COURSE SUMMARY: Following professional guidelines for teaching English in the United States and abroad, our course will focus on making content and language comprehensible and motivating for students learning English as an additional language in their personal lives, schools and careers.
PRIMARY TEXTBOOK: Making Content Comprehensible for English Learners, Fifth Edition 2016, Echevarría, Vogt, & Short.
THE WIKISPACES SYLLABUS for this course will develop throughout the semester, based on collaboration and shared learning between instructor and students.
ASSIGNMENTS/GRADING:
This semester I am using an online tool called Wikispaces for all of our course content. But for checking your current grade at any point in the semester, go to your Canvas account for this course. You will find your weekly grades in three areas: (1) Attendance & Participation, 100 points each week, 25 percent of course grade; (2) Three Mini-Presentations, 100 points each, 25 percent of course grade; (3) Chapter Quizzes for Chapters 1-8, 11, 12; each quiz will consist of your emailing me your answers from the ending chapter sections called "Check Your Understanding" and "Discussion Questions," 100 points per quiz, 25% of course grade; and (4) Your Course Project--Draft One, Oct. 4 (20 points), Draft Two, Nov. 15 (30 points), and Final Draft, Dec. 15 (50 points)--25 percent of your course grade.
Mini-Presentation Guidelines: I will assign your presentations from our textbook’s online resources about professional and classroom teaching videos and “Reflect and Apply” situations. Your presentation should be about 10 minutes and will be scored according to the following criteria: 1) getting across key ideas from your assigned topic and 2) presenting the ideas interactively. Here are some interactive presentation suggestions:
*Think Break: Pose a question, issue, problem in one or two sentences. Give time to jot down answers. Then break up into pairs or small groups for your classmates to discuss their answers. Finish up with a whole-class feedback time.
*Remember One Thing: Read a one-page, mini-lecture. Students are told to “remember one thing.” Each student tells or reads from notes the key item remembered. Allow discussion and questions.
*Anecdote: share a story, case study, situation. Then your classmates explain the main point from their point of view.
*Cloze or Empty Outline: students complete the blanks as you make your presentation.
*Incomplete Quotes: students guess the missing words, terms, concepts.
*Multiple viewpoints: research another source or sources that agree, disagree, or provide additional information or insights
*Words of the Day: choose several key words for class interaction
*Summarize and Apply
*Animated Presentation, video clip, short video or brief excerpt
*Poll the class for their opinions
*Drama/simulation
*Another interactive discussion technique of your own you would like to try with our class.
Course Project Guidelines: Your course project will be completed throughout the semester, reporting on its development in three drafts: first (20 points), second (30), and final draft (50). Choose from one of the following projects:
1-An academic research paper (MLA or APA format) or a journal or magazine style paper focusing on an L2 issue concerning reading, writing, listening, speaking, literacy, language-study technology, academic language/content, instructional approaches, or culturally responsive teaching: use APA or MLA form, 2,500 words, 8-10 pages, including a title, abstract, and matching in-text and bibliography references. Complete your research in three developing drafts. In Draft One, brainstorm two or three examples of a possible working thesis, a list of questions and ideas to explore, and an annotated bibliography of possible resources and background research articles, books or selected chapters from books. Draft Two will be your rough draft and suggestions from a peer review from a classmate or other reader. The Final Draft is the completed copy after revision and editing. You will also make a presentation of your work for your classmates during the last week of class.
2-Teaching/Tutoring Project of ELL students: 10/10/5: 10 hours of teaching, 10 pages of observational, experiential journaling and collection of artifacts such as teaching notes, examples of student learning, photos, videos (transcripts), etc., and a 5 page reflective, pedagogical report, focusing on your first-hand research as the main content but documenting any contributing references you might also include using MLA or APA style. You can complete a teaching project with me if your schedule allows and if you are interested in observing and helping plan class activities for intercultural communication and writing for an English 1010 intercultural section meeting on Monday nights. You would help me during the 5:30-6:30 hour of a class which will include students from China, Japan, Mexico, Saudi Arabia, Uzbekistan and the United States. Draft One will describe the background of your project explaining the learning situation, your responsibilities, goals, etc., the demographics of your students (nationality, home language, L2 proficiency level, personal interests and goals) and the type of tutorial, class, or program (dual language, mainstream content class with L2 support, ESL program organized by language proficiency level, or other approach). For Draft Two, type up and organize several pages of your teaching journal with accompanying artifacts of student learning: papers, photos, videos, worksheets, etc. Your Final Draft will consist of the 5 page reflective pedagogical report with the experiential journal and artifacts as appendices. You will also make a presentation of your work for your classmates during the last week of class.
3-Original Lesson Plan you create for L2 students, including the following criteria: a- targeted TESOL/WIDA language proficiency level, b- language and content objectives, c- plan of activities, d- SIOP Form, e- teaching scenario narrative, f- resources and technology needed, g- background and demographics of the teaching situation and students. Draft One: Create a rough draft of criteria a-g; Draft Two: Field test or peer review your lesson plan; Final Draft: complete the final copy of your lesson plan, based on your rough draft and the changes and development from draft two. You will also make a presentation of your work for your classmates during the last week of class.
4-L2 Learning Journal of your own experiences, as you learn a new language for the first time or develop your proficiency in a language you have already been studying and learning: Draft One: investigate different types of language journals and activities/goals to document your learning and growth (e.g. vocabulary logs which practice a variety of ways to practically explore each word in terms of parts of speech, practice sentences, etc.). Email me or meet with me to see how you're doing; Draft Two: showing off your developing ideas and work through a peer review; Draft Three: editing, revising, and organizing your journal to illustrate everything you learned throughout the semester about your L2. You will also make a presentation of your work for your classmates during the last week of class.
5-Your own project you would like to propose, getting suggestions and developing guidelines with me.
COURSE OBJECTIVES: Learning Outcomes are connected to coursework.
Teachers of English to Speakers of Other Languages (TESOL) is the professional organization for K-12, adult, and university instruction of English language learners: http://www.tesol.org. Other organizations, including Fulbright and Peace Corps provide expertise and teaching opportunities in EFL, ESL, and intercultural communication. In this course, we will explore underlying theories and practical approaches which enhance the TESOL Organization’s three main goals for school settings with English language learners of varying language backgrounds: 1) helping students to become fluent in everyday conversational English; 2) helping students to understand and use the more formal language needed in school and academic subjects; and 3) exploring social/intercultural factors influencing the teaching of English language learners. These goals must be planned according to the age of learners and their particular grade levels and schools, according to learner’s language proficiency levels (starting, emerging, developing, expanding, and bridging), and according to language domain: listening, speaking, reading, and writing.
In recent years, TESOL has expanded its goals into teaching “standards” in collaboration with CAEP, Council for the Accreditation of Educator Preparation. The learning outcomes for our course are directly based on the research and pedagogy of this recent statement by TESOL and NCATE:
COURSE LEARNING OUTCOMES, LOs (“Candidates” refers to teacher education students):
LOs below come from TESOL/NCATE/CAEP: Standards for the recognition of Initial TESOL Programs in P-12 [adult, college standards are also available] ESL Teacher Education Standards: TESOL International Association, www.tesol.org. These learning outcomes are also required by the state of Utah for ESL Endorsement coursework at both undergraduate and graduate levels:
LO 1: Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ELLs (Standard 3.a)
LO 2: Candidates plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum (3.a). However, as critical practitioners, we will also study quality program models which overcome relying on inferior, make-do classes which simply mix students of highly varied ages and language proficiency levels. Professional models include bilingual, dual language, and ESL programs in which students are taught at their current language proficiency level, such as the 5-level TESOL/WIDA model (entering, beginning, developing, expanding, and bridging) or the nine-level ACTFL model—novice, low, mid, high; intermediate low, mid, high, and advanced low, mid, high (Standard 3.a)
LO 3: Candidates assess students’ knowledge using multiple measures and address their students’ diverse backgrounds, developmental needs, and English proficiency as they plan their instruction. They collaborate with general education and content-area teachers to ensure that ELLs access the whole curriculum while learning English (Standard 3.a)
LO 4: Candidates design their classrooms as supportive, positive climates for learning. They model positive attitudes and interactions and respect for the perspectives of others. Language- building activities are student centered, incorporating cooperative learning and flexible grouping (Standard 3.a)
LO 5: Candidates recognize the needs of students with interrupted formal education in acclimating to the school environment. They plan for a broad spectrum of instructional techniques in a variety of settings in which students interact, use their first language whenever possible, and learn reading strategies that emphasize comprehension and writing strategies that emphasize communication (Standard 3.a)
LO 6: Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Candidates support ELLs’ access to the core curriculum by teaching language through academic content (Standard 3.b)
LO 7: Candidates base activities on student interests, texts, and themes, a range of genres, and personal experiences to enhance students’ comprehension and communication (Standard 3.b)
LO 8: Candidates view language and content learning as joint means to achieve ELLs’ academic and language development goals. They understand that language is developed most effectively in meaningful contexts, and they manage and implement learning around subject matter and language learning objectives (Standard 3.b)
LO 9: Candidates select challenging, culturally appropriate, interesting, and motivating materials to support student learning. They must also know how to select materials that are linguistically accessible and age appropriate. Candidates match materials to the range of developing language and content-area abilities of students at various stages of learning. They can also determine how and when it is appropriate to use L1 resources to support learning (Standard 3.c)
LO 10: Candidates are capable of finding, creating, adapting, and using a wide range of print and nonprint resources, including ESL curricula, trade books, audiovisual materials, and online multimedia. They also are knowledgeable regarding the selection and use of technology, such as computer software and Internet resources, to enhance language and content instruction (Standard 3.c)
We will consider a variety of tutoring, classroom, and program models, looking for ways to best fit the model with the particular type of student, school, age/grade level, community, and teaching style. As we work through our course textbook, videos of TESOL researchers and classroom teachers, and online resources, you will learn and practice sheltering strategies for making content comprehensible for English language learners, sometimes also referred to as the SIOP model: Sheltered Instruction Observation Protocol. You will complete these sheltering techniques and observational methods through your class work, semester project and tutoring ESL and writing through in-class practice or practice outside class on the WSU campus or in settings you choose in local schools and other community locations.
NOTE: MA STUDENTS: please see me to discuss ways you can focus this course on your MA goals and emphasis area as we develop a plan for you to explore the other resources detailed in this syllabus as well as more sources and experiences contributing to your own MA study and research. Graduate students in this class will be involved in leadership and writing/research expectations encouraged by the Master of English Program, including 20-25 pages of writing for a semester course and following a set of graduate-focused learning outcomes, adapted according to the TESOL required learning outcomes required by the state of Utah.
MENG Learning Outcomes:
LO 1: Gather, analyze, and communicate information and insights creatively and critically.
LO 2: Cultivate skills in close reading, critical thinking, creative expression, and persuasive writing.
LO 3: Understand and apply various theoretical perspectives and discipline-specific terminology to interpretations of texts and /or analysis of data.
LO 4: Acknowledge and articulate the significance of key text(s) in specific genres, periods, cultures, styles, or theoretical perspectives.
LO 5: Demonstrate knowledge of current scholarship and practices.
LO 6: Employ discipline-specific conventions and protocols for written or multimodal presentation
OTHER RESOURCES ON TESOL THEORY & PRACTICE:
How to Reach and Teach English Language Learners (Jossey-Bass, 2013) by Rachel Carrillo Syrja
Lessons from Good Language Learners (Cambridge, 2009), edited by Carol Griffiths
Using Authentic Video in the Language Classroom (Cambridge, 2008), Jane Sherman
Growing up with Languages: Reflections on Multilingual Childhoods, A Parents’ and Teachers’ Guide (Multilingual Matters, 2012), Claire Thomas
Academic Writing: A Handbook for International Students (Routledge, 2015), Stephen Bailey
CCCC Statement on Second Language Writing and Writers (Revised, November 2016): http://www.ncte.org/cccc/resources/positions/secondlangwriting
TESOL Standards and Guidelines for Teaching English Language Learners (TESOL International Association, 2013): http://www.tesol.org/advance-the-field/standards
ACCESS for ELLs: Assessing Comprehension and Communication in English State-to-State for English Language Learners (WIDA & CAL: Center for Applied Linguistics, 2013): http://www.wida.us/assessment/access/
OTHER UNIVERSITY COURSE/STUDENT REQUIREMENTS & RESOURCES:
Academic Dishonesty: As specified in PPM 6-22 IV D, cheating and plagiarism violate the Student Code. Plagiarism is “the unacknowledged (uncited) use of any other person’s or group’s ideas or work.” Students found guilty of cheating or plagiarism are subject to failure of a specific assignment, or, in more serious cases, failure of the entire course.
Core Beliefs: According to PPM 6-22 IV, students are to “[d]etermine, before the last day to drop courses without penalty, when course requirements conflict with a student's core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.”
Disability Accommodation: PPM 3-34 notes: “When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities before the beginning of the quarter [semester] in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.”
Emergency Closure: If for any reason the university is forced to close for an extended period of time, or because of an unexpected illness of the instructor, we will conduct our class via our course wikispaces site.