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LING 5080: Teaching English as a Second Language

Fall 2012

Instructor: Robert Wilson Email: robert.wilson2@unt.edu

Course meets: W 6:30-9:20, LANG 113 Phone: (940) 565-4458

Office: 407L

Office Hours: M 4:30-6:00, W 4:30-6:00, and by appointment

COURSE DESCRIPTION

This course provides an orientation to current pedagogical theory affecting the teaching

of English as a second language. Both theoretical and applied approaches are considered.

COURSE OBJECTIVES

Upon satisfactory completion of this course, students will be able to:

Demonstrate familiarity with past and contemporary second language teaching

theories and methods

Recognize how classroom dynamics and individual differences impact the

selection and application of methods for classroom practice. Specifically, this

course will provide for a nuanced understanding of how socio-cultural contexts

and learner variables (e.g. learning styles, learning strategies, and affective

variables) impact second language teaching and learning

Create an inclusive environment for culturally and linguistically diverse students

Become more reflective teachers

Become effective and engaged ESL professionals and student advocates

REQUIRED TEXTS

Avery, P., & Ehrlich, S. (1992). Teaching American English Pronunciation (6th

ed.).

Oxford: Oxford University Press.

Folse, K. (2006). The Art of Teaching Speaking (4th

ed.). Ann Arbor: University of

Michigan Press.

Horwitz, Elaine (2012). Becoming a Language Teacher: A Practical Guide to Second

Language Learning and Teaching (2nd

ed.). Allyn & Bacon.

RECOMMENDED TEXTS

Ferris, D., & Hedgcock, J. (2004). Teaching ESL Composition: Purpose, Process, and

Practice (2nd

ed.). Routledge.

Larsen-Freeman, D. (Ed.). (2000). Techniques and Principles in Language Teaching

(2nd

ed.). New York: Oxford University Press.

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Nation, I.S.P. (2008). Teaching ESL/EFL Reading and Writing. Routledge.

Richards, J.C., & Rodgers, T. S. (Eds.). (2001). Approaches and methods in language

teaching (3rd

ed.). New York: Cambridge University Press.

Flowerdew, J. & Miller, L. (2005). Second Language Listening: Theory and Practice.

New York: Cambridge University Press.

COURSE REQUIREMENTS

Class attendance and participation

Attendance is expected and essential in order to benefit from the interactional nature of

this course. Students are expected to read all of the assigned texts before class and engage

in participation. After a second absence (except in extreme circumstances), 10 points will

be deducted from your final grade. If you miss more than four classes, you will not pass

this course.

Methods Presentation: 10%

Prepare an overview of a language teaching method and lesson with a partner on:

Grammar-Translation; Direct; Audio-Lingual; Desuggestopedia; Silent Way; Total

Physical Response; and Natural Approach. Each team will give a synopsis of a method (5

minutes) and then teach a short lesson using the method (15 minutes). You may select the

target language. Larsen-Freeman’s Techniques and Principles in Language Teaching will

be a useful resource for this exercise. Prior to the lesson, please indicate the proficiency

level and age of the target language group. Presentations will take place on 9/12.

Website Reviews: 10%

Review two web sites: one designed specifically for ESL teachers and/or students, and

one that may be utilized for ESL skill development. For the first type of site, present an

overview of the content, identify the target audience, and discuss positive and negative

aspects of the site. Conclude with a recommendation for usage. For the second type of

site (i.e. those not specifically designed for ESL skill development), present an overview

of the content and indicate how the site might be utilized for ESL skill development.

Each review should be 2-3 pages. The first is due on 9/26 and the second on 10/3. Post

your review on the course on-line discussion board and provide links to the sites.

Classroom Ethnography: 20%

You will need to interview and observe the teaching practices of two ESL teachers (or

one ESL and one foreign language teacher) and write a 4-5 page report on each one. Prior

to your observation, you will conduct a brief semi-structured interview with the instructor

(an interview protocol will be made available). Your observation will consist of a class

observation, during which you will take field notes (i.e. descriptive field notes) and make

field notes (i.e. interpretations and questions about the observation). After the

observation, you will conduct a brief follow-up interview. Your report will consist of

summaries of the pre-observation interview, field notes, post-observation interview, a

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reflection (connecting theories of learning with the practice of instruction), and an

analysis of the data. The first is due on 10/17 and the second on 10/31.

Preparation, Practice & Reflection: 25%

You will need to teach five sequential lessons (or the equivalent of 5 hours) during the

semester. Please maintain a portfolio consisting of lesson plans (incl. learning objectives;

outline of activities; and materials) and reflections (1-2 pages) on your teaching practices

and notable classroom events and interactions. The fifth lesson must be video recorded.

Reflections on the fifth lesson must be time-stamped. The portfolio is due on 11/21.

Methodological Issue: 25%

In a 5-7 page paper, explore a particular methodological issue. This will be in the format

of a literature review, culminating in a synthesis. First, introduce the issue and its

relevance in terms of teaching second language learners. Then summarize 3-4 studies that

address the issue. Finally, synthesize the findings, identifying agreements and

disagreements. Findings will be presented in class on 12/5. Note: the final version of the

paper does not have to be completed at the time of presentation.

NOTICES

Academic Integrity

Academic Integrity is defined in the UNT Policy on Student Standards for Academic

Integrity. Any suspected case of Academic Dishonesty will be handled in accordance

with the University Policy and procedures. Possible academic penalties range from a

verbal or written admonition to a grade of “F” in the course. Further sanctions may apply

to incidents involving major violations. You will find the policy and procedures at

http://vpaa.unt.edu/academic-integrity.htm

Class Behavior and Disruptions

According to the UNT Student Code of Conduct (sect. V), the following actions are

considered acts of misconduct and may subject a student to university discipline:

Obstruction or disruption of teaching, research, administration, disciplinary

procedures or other University activities, including public service functions or

other authorized activities on or off University premises. Includes interrupting,

hindering or preventing classroom instruction or other official educational

activities from occurring intentionally through noise, acts of incivility, or other

means.

Physical Abuse, verbal abuse, threats, intimidation, harassment, coercion; and/or

other conduct which threatens or endangers the health or safety of any person.

Speech protected by the First Amendment of the United States Constitution is not

a violation of this provision, although fighting words and statements, which

reasonably threaten or endanger the health and safety of any person are not

protected speech. Each allegation of a violation under this provision shall be

reviewed in consideration of these factors.

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Disruptive activities as defined by Section 37.123 and 51.935 of the Texas

Education Code, such as intentionally obstructing, restraining, preventing or

attempting to prevent passage of individuals on campus or into/out of campus

buildings by force, by violence or by the threat of same; seizing control of a

building/portion of a building to interfere with an administrative, educational,

research or other authorized activity; preventing participation in or the holding of

a lawful assembly or attempting to prevent same by force/violence, by threat or by

causing reasonable fear of force/violence; or disrupting an assembly in progress

by one or more such means.

Religious Holidays

In accordance with State law, students absent due to the observance of a religious holiday

may take examinations or complete assignments scheduled for the day missed within a

reasonable time after the absence. Travel time required for religious observances shall

also be excused. Please see the UNT Student Handbook for information on which

holidays or holy days are covered by this policy. State law also requires that students

notify their teachers at the beginning of the semester if they expect to miss class on a

religious holyday during the semester but want to make up the work missed. Students

will be allowed to make up the work provided they have informed their teachers in

writing within the first 15 days of the semester. Once again, all assignments and

scheduled work must be turned in before the date of the excused absence. University

policy requires that students provide their teachers with an official notification card

issued by the university if they want to make up any in-class work they missed while they

were involved in a university authorized activity.

Special Learning Needs

The University of North Texas makes reasonable academic accommodation for students

with disabilities. Students seeking accommodation must first register with the Office of

Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the

ODA will provide you with an accommodation letter to be delivered to faculty to begin a

private discussion regarding your specific needs in a course. You may request

accommodations at any time, however, ODA notices of accommodation should be

provided as early as possible in the semester to avoid any delay in implementation. Note

that students must obtain a new letter of accommodation for every semester and must

meet with each faculty member prior to implementation in each class. For additional

information see the Office of Disability Accommodation website at

http://www.unt.edu/oda. You may also contact them by phone at 940.565.4323.

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COURSE SCHEDULE

Week 1. Getting Started

Aug. 29 Introductions

Administrative housekeeping

Week 2. An orientation to the field

Sept. 5 Horwitz. Becoming a Language Teacher. (Preface-Ch.3)

Week 3. Second language teaching methods

Sept. 12 Methods Presentations

Zainuddin, H. (2011). Fundamentals of teaching English to speakers of other language in

K-12 mainstream classrooms. Retrieved from

http://www.kendallhunt.com/uploadedFiles/Kendall_Hunt/Content/Higher_Educa

tion/Uploads/CH11_Zainuddin_3e.pdf

Larsen-Freeman, D. (Ed.). (2000). Techniques and Principles in Language Teaching

(2nd

ed.). New York: Oxford University Press. (recommended)

Week 4. Content, Assessment, Planning and Refinement

Sept. 19

Horwitz. Becoming a Language Teacher. (Ch.8-11)

Callahan, R. M. (2005). Tracking and High School English Learners: Limiting

Opportunity to Learn. American Educational Research Journal, 42(2), 305-328.

Week 5. Teaching Speaking Sept. 26 Website Review #1 due

Horwitz. Becoming a Language Teacher. (Ch.5)

Avery & Ehrlich. Teaching American English Pronunciation. (Intro-Ch.8)

Week 6. Teaching Speaking

Oct. 3 Website Review #2 due

Avery & Ehrlich. Teaching American English Pronunciation. (Ch.9-16)

Folse. The Art of Teaching Speaking. (Intro-Ch.3)

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Week 7. Teaching Speaking Oct. 10

Folse. The Art of Teaching Speaking. (Ch.3-Appendices)

Week 8. Teaching Listening

Oct. 17 Teacher Observation #1 due

Horwitz. Becoming a Language Teacher. (Ch.4)

Flowerdew & Miller. Second Language Listening: Theory and Practice. (Ch.1; Ch.5)

Week 9. Teaching Listening

Oct. 24

Flowerdew & Miller. Second Language Listening: Theory and Practice. (Ch.6-8)

Week 10. Teaching Reading

Oct. 31 Teacher Observation #2 due

Horwitz. Becoming a Language Teacher. (Ch.6)

Nation. Teaching ESL/EFL Reading and Writing. (Ch.1-3)

Week 11. Teaching Reading

Nov. 7

Nation. Teaching ESL/EFL Reading and Writing. (Ch.4-6)

Week 12. Teaching Writing

Nov. 14

Horwitz. Becoming a Language Teacher. (Ch.7)

Nation. Teaching ESL/EFL Reading and Writing. (Ch.7-10)

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Week 13. Teaching Writing

Nov. 21 Portfolio due

Ferris & Hedgcock. Teaching ESL Composition (Ch.1-3)

Week 14. Teaching Writing

Nov. 28

Ferris and Hedgcock. Teaching ESL Composition (Ch.4; Ch.9)

Week 15. Methodological Issue Presentations

Dec. 5

Week 16. Methodological Issue Paper due

Dec. 12 Please deliver a hard copy to my office by 6:30 p.m.