Hours: 05 Term: Winter/Spring 2005 Days

Atlanta Public Schools

Amazing English, Teresa Walter, Longman Publication

In this course students will:

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  Demonstrate the ability to apply different ESOL methodologies in class activities (Standards 1 – IX)
  

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  Apply a variety of ESOL teaching strategies and approaches such as the Cognitive Academic Language Learning Approach (CALLA) to expand students critical thinking abilities ( Standards 1 – lX)
  
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  Demonstrate knowledge to adapt content-based curriculum using ESOL approaches for different situations in the implementation of an ESOL model ( Standard Vll)
  
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  Develop lesson plans demonstrating appropriate ESOL strategies for teaching the mechanics of reading and writing using authentic literature appropriate to the age, language proficiency and interest level of the LEP student. ( Standards 1 – lX)
  
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  Demonstrate application of content area reading instruction for LEP students. (Standard Vll)
  
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  Demonstrate effective lesson planning by providing ESOL activities for a variety of situations, such as individual, small group and whole group instruction, cooperative learning, and learning centers (Standards 1 – lX)
  

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  Match instructional approaches with language learning theories related to teaching LEP students in a positive learning environment which supports social development, cooperative learning and self-
  

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  Plan, implement and evaluate effective instruction using different approaches (such as the Language Experience Approach and Whole Language) in a variety of learning environments, which will be appropriate for LEP students (Standards V, Vll, IX).
  
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  Demonstrate awareness of the central role of ESOL within the total school curriculum in order to adapt the curriculum to meet the needs of LEP students. ( Standard Vll)
  
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  Apply multisensory ESOL strategies in relation to learning styles ( Standards 1 – lX)
  
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  Design activities using literary texts appropriate to the age, language and interest level of the LEP students that will prepare them to make
  

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  Demonstrate appropriate strategies for ensuring a smooth transition from the ESOL reading program to regular English reading program. (Standards 1 – lX)
  
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  Recognize the importance of teaching reading as a process rather than as a discrete series of skills to be taught through unrelated activities/exercises ( Standard Vll)
  
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  Demonstrate knowledge of using a wide variety of English literature through the curriculum, including high-quality children's and adolescent literature of a variety of cultures appropriate to the age and developmental level of learners. (Standard Vll)
  
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  Demonstrate knowledge of current and historical perspective about the nature and purposes of reading and about widely used approaches to reading instruction. ( Standard Vll)
  
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  Demonstrate knowledge of major professional organizations and publications related to ESOL and Language Arts to maintain, extend, and update knowledge in the field of teaching ESOL. (Standard lX)
  
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  Demonstrate knowledge of how to work effectively with LEP parents and other professionals and stakeholders in the continuous improvement of the educational experience of the LEP student
  

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  Describe different types of ESOL models (pull-out. sheltered English,
  

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  Identify aspects of the school curriculum, which need modification to be accessible to LEP students (Standard Vll)
  
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  Apply ESOL strategies and approaches to enhance learning in content area instruction. (Standard Vll)
  
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  Develop appropriate curriculum at the elementary, middle and high school using (Standard Vll)
  
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  Knowledge of first and second language acquisition principles and processes. (Standards 1 , Vll)
  
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  Identify characteristics to be considered when selecting computer assisted instructional materials for ESOL classes and other instructional materials for ESOL in elementary, middle, and high schools (Standard lX)
  
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  Demonstrate ability to select, use and adapt media, technology and other resources for Language Arts and content area instruction when teaching LEP students (Standard lX).
  
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  Demonstrate knowledge of how to work effectively with LEP parents and other professionals and stakeholders in the continuous improvement of the educational experience of the LEP student (Standard Vll).
  
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  Describe, analyze and apply past and present methods of teaching in ESOL settings (Standard VI)
  
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  Explain the underlying foundation for these methods, from research and theory in second language acquisition across the social sciences (Standard III)
  
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  Describe and integrate the social, cultural, and learner centered aspects of teaching in ESOL classroom (Standard IV)
  
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  Develop techniques for teaching the four languages skills-listening, speaking, reading and writing, within an integrated, content based approach (Standard II)
  
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  Plan and demonstrate an individual lesson, based on a thematic unit (Standard VI)
  
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  Identify and analyze different program models for language minority students (Standard VI)
  
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  Locate and gain access to resources in the field of ESOL Education (Standard VI)
  
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  Explain current issues in the field of ESOL education, including historical development, terminology, legal basis, and rationale (Standard VIII)
  
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  Be cognizant of the relationship between linguistic schools pf thought, methods of teaching second languages, assessment practices and theories of curriculum development associated with each linguistic theory (Standard I)
  
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  Identify and analyze assessment instruments currently in use for placement, programming, diagnosis, entry exit criteria in Title VII programs, and evaluation (Standard V)
  
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  Be familiar with special issues in the testing of limited English proficient students, including cultural bias in tests, intelligence testing, and testing for placement in special education (Standard V)
  
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  Link assessment strategies with programming for limited English proficient students (Standard V)
  
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  Demonstrate competence in listening, speaking, reading, and writing English. (Standards VIII,ll)
  
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  Demonstrate an understanding of the importance in integrating technology into the ESOL curriculum. (Standard VIII)
  

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  Identify professional resources, including software and Internet sites to use in instruction. (Robertson, 1997) (Standard VI)
  
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  Field Experience: (Standard X)
  

1. 
   Read assignments, and participate in online, group and class discussions and presentations. (Standards 1 – IX)
   
2. 
   Complete homework assignments (questions assigned from readings). (Standards 1 – lX)
   
3. 
   Demonstrate proficiency in materials presented both in the book online and in class, complete and pass, four quizzes, midterm exam and final exam (Standards 1 – lX)
   
4. 
   Write a one-page summary after each third session. Identifying strategies discussed and demonstrated (Standards 1 – lX)
   
5. 
   Identify 5 ESOL resources for teaching students and write a one paragraph description of each (Standards l – lX)
   
6. 
   Observe two segments of ESOL instruction. Write a summary of the observations (Standards l – lX)
   
7. 
   Write 5 lesson Plans using methods and strategies learned (Standards l – lX)
   
8. 
   Complete projects (Standards l – lX)
   
9. 
   Field Experience (Standards l – X)
   
10. 
    Develop a Portfolio of resources. (Standards l – lX)
    

Students must attend all class meetings. The only exceptions are excused absences approved by the instructor. Activities and assignments must be completed dates assigned by the instructor. A one-page summary of each class meeting must be submitted after every third session. Identification of useful strategies and activities must be included. Identify 4 ESOL resources write a one- paragraph description of how you might use the information; Create 4 lesson plans that include interactive activities, technology and other methods for teaching LEP students to read, write, listen to and speak English be prepared to present two of those lessons; Complete Field Experience activities and include copies in the class portfolio. Observe two segments of ESOL instruction and write a one-page reflection. Earn a grade of 80 or above on all assessments given in class. Complete the projects listed: (1) Teaching Demonstration- Write a report and demonstrate to the class four teaching methods useful in aiding LEP students in learning English. (2) Prepare a plan for your school emphasize how LEP students can be accommodated (3) Prepare a plan for including parents in the education of their children (4) Develop a list of ESOL teaching strategies (25) (5) Locate and read 8 articles related to methods and materials to use with LEP/ESOL students. Write a 1-page summary of each. (6) Locate 8 web resources – include copies of the home page.

Students must attend all class meetings. The only exceptions are excused absences approved by the instructor. Activities and assignments must be completed dates assigned by the instructor. A one-page summary of each class meeting must be submitted after every third session. Identification of useful strategies and activities must be included. Identify 3 ESOL resources write a one- paragraph description of how you might use the information; Create 3 lesson plans that include interactive activities, technology and other methods for teaching LEP students to read, write, listen to and speak English be prepared to present two of those lessons; Complete Field Experience activities and include copies in the class portfolio. Observe two segments of ESOL instruction and write a one-page reflection. Earn a grade of 70 or above on all assessments given in class. Complete the projects listed: (1) Teaching Demonstration- Write a report and demonstrate to the class four teaching methods useful in aiding LEP students in learning English. (2) Prepare a plan for your school emphasize how LEP students can be accommodated (3) Prepare a plan for including parents in the education of their children (4) Develop a list of ESOL teaching strategies (25) (5) Locate and read 6 articles related to methods and materials to use with LEP/ESOL students. Write a 1-page summary of each. (6) Locate 6 web resources – include copies of the home page.

Letter grades will be used to indicate a student’s performance in each class.

I- Incomplete

REFERENCES:
Asher, J.(1993).The total physical response. Presentation at the California Education Association, San Francisco , Calif., Jan. 14

Baltra, Armando (1992). On breaking with tradition: The significance of Terrell’s natural approach. The Canadian Modern Language Review, 48(3), 564-593

Bassano, S., and Christison, M.A.(1995). Community spirit: A practical guide to collaborative learning. San Francisco, C.A.: Alta Book Center.

Brown, H. D. (1994) Teaching by Principals: An interactive approach to language pedagogy. Englewood Cliffs, N.J.: Prentice Hall.

Carroll, S., and Swain, M. (1993). Explicit and implicit feedback: An empirical study of the learning of linguistic generalizations. Studies of a Second Language Acquisition, 15(3), 357-386

Carson, J. G. , and Leki, I., eds. (1993). Reading in the composition classroom: Second language perspectives. Boston, Mass.: Heinle and Heinle.

Chun, D., and Brandl, K. (1992) Beyond from –based drill and practice: Meaning enhancing Call on the Macintosh. Foreign Language Annals, 25(3), (255-261)

Edelky, C. (1993). Whole language in perspective. TESOL Quarterly, 27(3), 548-550

Fanselow, J. 91992) Contrasting conversation: Activities for exploring our beliefs and teaching practices. White Plains, N.Y. Longman

Fellag, L.R. (1993). Life, language, and literature. Boston, Mass.: Heinle and Heinle

Freeman, D. (1992) Language and teacher education emerging discourse, and change in classroom practice. In J. Flowerdew, M. Brock, and S. Hsia, eds. Perspectives in second language teacher education. Hong Kong: City Polytechnic of Hong Kong, pp.1-21.

Gill, M., and Hartman, P. (1993) Get it? Got it! Listening to others/speaking to ourselves. Boston, Mass.: Heinle and Heinle.

Gillespie, J. (1993). Buddy book journals: Responding to literature. English Journal, October, pp. 64-68.

Glisan, E. (1993). Total physical response: A technique for teaching all skills in Spanish. In Oller, Jr. pp. 30-39.

Graves, D. (1992) Explore poetry. PORTSMOUTH, N.H.: Heinemann.

Hedgcock,J., and Lefkowitz, N. (1992). Collaborative oral/aural revision in foreign language writing instruction. Journal of Second Writing, 1(3), 255-276.

Ioup, G., Boustagui, E., El Tigi, M.,and Moselle, M. (1994). Reexamining the critical period hypothesis: A case study of successful adult SLA in the naturalistic environment. Studies in Second Language Acquisition, 16, 73-98.

Johns, A. (1993) Written argumentation for real audiences: Suggestions for teacher research and classroom practice. TESOL Quarterly 27(1),75-90.

Johnson, J. (1992). Critical periods effects in second language acquisitions: The effect of written versus auditory materials on the assessment of grammatical competence. Language Learning, 42(2), 217-248.

Krashen, S. (1995). What is intermediate natural approach? In P. Hashemipour, R. Maldonado, and M. van Naerssen, Eds. Studies in language learning and Spanish linguistics in honor of Tracy D. Terrell. New York: McGraw-Hill, pp. 92-105.

Kumaravadivelu, B. (1994). The post method condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1),27-48.

Leki, I. (1992) Understanding ESL writers: A guide for teachers. Portsmouth, N.H.: Boynton/Cook Heinemann.

LoCastro, V. (1994) Learning strategies and learning environments. TESOL Quarterly 28(2), 404-414.

MacIntyre, P., and Gardner, R. (1994). The effect of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17.

McGroarty, M. (1992). Cooperative learning: The benefit for content-area teaching. In P. Richard-Amato and M.A. Snow, pp. 58-69.

Mckay, S. (1993). Agendas for second language literacy. New York: Cambridge University Press.

Murphy, T. (1992). The discourse of pop songs. TESOL Quarterly, 26(4), 770-774.

Nelson, G., and Murphy, J. (1993). Peer response groups: Do L2 writers use peer comments in revising their drafts? TESOL Quarterly, 27(1), 135-141.

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