COURSE DESCRIPTION AND REQUIREMENTS

ENGL 547: CURRENT METHODS IN ESOL INSTRUCTIONACCESS COHORT- (TARGET PROGRAM-2014) USDE GRANT: T365Z110023

Salisbury UniversityCourse Designer: ANJALI PANDEY(June 1 - June 22) 8.30 -5.00 p.m.: (Room 211: Henson Science Building)Office: XXXXMail Box: Department of English, Holloway HallPhone: Office: XXXX; Home: XXXX E-mail: XXXXOffice Hours: 1 - 2 (W), or by Appointment.

OVERVIEW OF THE COURSE1

This course aims to acquaint students with the theories, approaches, methods, and specific techniques concerning the teaching of English as a second language. In effect, it explores the relationship between second language acquisition theory and research on the one hand, and actual classroom language learning and instruction on the other.

The course is divided into two major parts. The first part of the course focuses on a historical review, analysis and evaluation of major 20th and 21st century approaches and methods in language teaching utilized in predominantly western, canonized paradigms of language teaching. The aim of this part of the course is to equip you with a contextualized, cohesive, and theoretical understanding of major and minor changes in past and current language teaching trends in order to facilitate your own personal choice of language teaching pedagogy.

The second part of the course focuses on the macro and microstrategies of language teaching with a specific emphasis on the microstrategies/techniques meant to enhance the creation of a personalized, and contextually relevant praxis of English language teaching. Such strategies include but are not limited to the following: maximizing language learning opportunities; monitoring classroom discourse; minimizing anxiety in the language learning class; promoting negotiated, cooperative interaction; increasing metalinguistic awareness; promoting discovery learning; contextualizing language input; enhancing relevancy; and utilizing techniques which foster the holistic integration of listening, speaking, reading and writing skills. The eventual aim is to provide a battery of key cultural considerations to effectuate relevant and effective instruction for multi-level and diverse newcomer learners in rural settings. In keeping with the goal of exposing students to theory, research and application in pedagogy, each institute will focus on the areas of theory/research, application and praxis.

1 See the Salisbury University Graduate Catalog for a brief description to this course.

COURSE OBJECTIVESBy the end of the course, students should not only have a clearer understanding of the relationship between second language theory, research and actual language teaching pedagogy, but will also be able to:

1. Exhibit a detailed understanding of the major historical trends in language teaching in the 19th, 20th and 21st centuries concerning the specific areas of approach, design and procedure via a detailed lesson plan design task incorporating key attributes of two randomly selected methods from any of the periods.

2. Demonstrate a critical awareness and understanding of a variety of strategies relevant to specific methods via a praxis experience entailing the utilization and juxtaposition of two ‘diametric’ methods in a microteaching event.

3. Display an informed theoretical understanding of the variables of learner, context/culture, classroom and linguistic input in the shaping of trends in language teaching methodology via a detailed self-analysis and peer observation of a micro-teaching event.

4. Utilize a variety of effective and relevant macro and micro teaching strategies necessary for the effective teaching of the language skills of: reading, writing, listening and speaking. This will be achieved via an extensive clinical experience entailing the detailed observation and analysis of embedded teaching strategies, classroom organization skills and language management techniques aimed at enhancing both fluency and accuracy in learners’ language in close observation of real-time teaching events in self-observed classrooms.

5. Generate a personal, theoretically sound and informed theory of second language teaching based on canonized methods, principled pragmatism and responsible eclecticism with workable, flexible, context-sensitive macro and micro-teaching strategies and techniques.

The long-term outcome is to equip teachers with the expertise and confidence to handle ESOL populations that exhibit multiplex variation, that is students who come from a variety of ethnic, linguistic, educational and experiential backgrounds, and to provide educators with a repertoire of approaches to trigger meaningful curricula design and classroom instruction. The ultimate goal is to equip educators with dynamic, pedagogical techniques which will instigate informed decisions concerning the approaches and methods that enable students to most efficiently achieve their desired level of language proficiency.

REQUIRED TEXTS/MATERIALS

Jack C. Richards and Theodore S. Rodgers 2001. Approaches and Methods in Language Teaching. Second Edition. Cambridge: Cambridge University Press.

Lewis, Michael, and Hill Jimmie 1992. Practical Techniques for Language Teaching. Boston: Thompson and Heinle.

2

RECOMMENDED TEXTS/MATERIALSGraves, Kathleen 2000. Designing Language Courses. Boston: Thompson and Heinle.Kumaravadivelu, B. 2003. Beyond Methods: Macrostrategies for Language Teaching. New Haven, Connecticut: Yale University Press. Richards, Jack, and David Nunan 1990. Second Language Teacher Education. Cambridge:

Cambridge University Press.Samway, Katherine Davis and Denise McKeon 2007. Myths and Realities: Best Practices for

Language Minority Students. Portsmouth, New Hampshire: Heinemann.

**** Additional readings will be distributed in class or placed on reserve at the library.

WRITING ACROSS THE CURRICULUM (WAC) STATEMENTAll written work in this course including, but not limited to, the formal assignments, such as the written assignments, as well as the formal project, are in support of the University’s Writing across the Curriculum Program.

ACADEMIC DISHONESTY/PLAGIARISM POLICYThe English Department takes plagiarism, the unacknowledged use of other people’s ideas, very seriously. As outlined in the Student Handbook under the “Policy on Student Academic Integrity,” plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly. Since the research paper is a very important component of this class, please familiarize yourself with the details below.Each of the following constitutes plagiarism:

1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor.2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote.3. Including in a paper someone else’s original ideas, opinions or research results without attribution.4. Paraphrasing without attribution.A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk.

SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible.

3

ATTENDANCE POLICY AND CLASS STRUCTUREYou are responsible for coming to every class meeting barring any emergencies. Consistent tardiness and absences from this class will negatively impact your overall grade in the course. Please keep this in mind throughout the course. There will be unannounced in-class work assignments. Since this is a very practical course, be sure come to class rested and alert. Always come to class with your textbooks and a video of your hours of videotaped teaching. The short duration of the course will require that you take careful notes throughout the duration of the course. These notes will aid in your recall of key information to be used later for review exercises and in-class work. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work may be assigned. Otherwise, missed in-class work may not be made up. The tight schedule of this class will require you to manage your time very wisely. As much as possible, assignments and projects are due on dates to ensure the effective use of both in-class and out-of-class time. Late assignments will not be permitted. Please let me know if you have any questions or concerns as soon as possible. This class assumes professional conduct at all times, and you may be asked to leave this class if you fail to respect the professional etiquette due your fellow peers and instructor. CELL PHONE/E-DEVICES POLICY: In recognition of the busy lives of students of the 21st

century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates.

REQUIREMENTS AND STRUCTURE OF THE COURSE

1. MICRO-TEACHING: JUXTAPOSING TWO METHODS: 20%2. REFLECTIVE ESSAY ON MICRO-TEACHING EVENT: 15%3. VIDEO DEMOS: SELF-ANALYSIS OF PRAXIS 20%4. MEMORY JOLTS/REVIEWS 5%5. TECHNOLOGY & LANGUAGE TEACHING: REVIEW 20%6. EMERGING/NEW/ALTERNATIVE METHODS--ANALYSIS 20%

------100%

DETAILED EVALUATION CRITERIA

1. MICROTEACHING: JUXTAPOSING TWO METHODS: In the interests of time, you have randomly been assigned to a juxtaposition of two methods of language teaching which you will plan and showcase with an assigned partner. Please reference appropriate parts of your textbook: Approaches and Methods in Language Teaching in your preparation to design this task.

4

Choose to do a language lesson—you can create a new one or use one you have systematically designed in your previous courses for example, the detailed teaching tasks delivered in your Principles of Linguistics course. Make sure to reference all relevant information such as the age group, proficiency level, and other information your see relevant to the method you are teaching with.

Design two actualizations of this same lesson utilizing the two assigned methods to guide in the delivery. (15 minutes each per method—very strict time codes will be followed.)

Plan and time the delivery—it will be simulated—so cut back on irrelevant, long tasks—by designing supplementary handouts/power point slides which briefly describe such activities to save time.

Your focus should be on showcasing the specifics of the assigned method. Consequently, at some points, you will have to summarize since your task is to show the class how different the two methods are in teaching the same point! (Warning: Some methods may not be diametrically different—just subtly different).

You will be penalized if you go over the time limit. First deliver micro-lesson-Method #1: (15 minutes maximum in class on the day

assigned). Next, deliver micro-lesson-Method #2: (15 minutes maximum class on the day

assigned). Each person will be given a 30-minute time slot (see syllabus).

Grading Criteria (10 points for the actualization of the lesson using the following):

1. Theoretical comprehension of details of the methods with clear distinctions2. Creative choice and design of the lesson plan content itself3. Creativity of materials, props, paraphernalia and tasks in the teaching 4. Organization of the lesson/time management/use of handouts for succinctness5. Utilization of (or reference to) key macro and micro strategies (techniques) of

language teaching relevant to the method.To guide you in the planning process, give consideration to the following in your microteaching: (Please refer to the chart on p. 33 in Approaches and Methods in Language Teaching for a synopsis).

1. Approach Theory of language used in this method Theory of language learning used in this method

2. Design: Objectives of the method Content choice and organization/overall syllabus design of the method Types of permissible learning and teaching activities of the method Assumed learner roles of the method Assumed teacher roles of the method Assumed role of instructional materials in the method

3. Procedures

5

Macro and microstrategies of the method concerning resources, interactional patterns and strategies employed.

To further help, you may also design your lesson using any of the following key questions. These should enhance in the design of each of your micro-lessons. (Please choose from the following):

1. How much of a role does grammar instruction play in each lesson? Is it overt or covert in each lesson?

2. How important is the development of accuracy in your learners in each lesson?3. How important is the role of fluency development in each of your lessons?4. How important is vocabulary development in each of your lessons?5. How important is it for learners to speak in each of your lessons? (Productive skill

enhancement.)6. How important is it for learners to write in each of your lessons? (Productive skill

enhancement.) 7. How important is it for learners to listen in each of your lessons? (Receptive skill

enhancement.)8. How important is it for learners to read in each of your lessons? (Receptive skill

enhancement.)9. How much responsibility for learning is placed on learners in each of your lessons?10. How much responsibility for teaching is placed on learners in each of your lessons?11. How much of a role do memorization, retrieval and recall of linguistic elements play in

each of your lessons?12. What kinds of strategies to motivate learners are embedded in each of your lessons?13. What kinds of learning strategies are encouraged in each of your lessons?14. What specific procedures are utilized to teach the skills of reading, writing, speaking and

listening in each of your lessons? 15. What role does the creative use of materials play in your lesson?16. How important is the use of creative technology in each of your lessons?

NOTE OF CAUTION:Remember: The goal here is for you to deliver the method in its purity—no matter how strongly opposed you are to its methodology! Give your own catchy titles to each micro lesson.

2. REFLECTIVE ESSAY ON MICRO-TEACHING EVENTLESSON PLAN/EVALUATION:

You are required to submit your formal lesson plan outlines (of the two actualizations) in the next institute after your presentation so use ideas you gained after the presentation to reflect on the micro-teaching event.

Your write-up will consist of the following TWO PARTS: (see below and next page).

Part 1: Formal Description: An outline of key parts of the lesson relevant to each method with brief details concerning: LESSON OBJECTIVES; BACKGROUND DETAILS/STUDENT DEMOGRAPHICS; PROFICIENCY LEVEL OF INTENDED AUDIENCE; RATIONALE; ASSUMED KNOWLEDGE; SCOPE/LANGUAGE SKILL FOCUS; STANDARDS; LEARNER ROLES; TEACHER ROLES; MATERIALS/TECHNOLOGY; TIME MANAGEMENT; GROUPING/PAIRING STRATEGIES;

6

PROCEDURES/SEQUENCING; ACTIVITIES/DRILLS/TASKS; ASSIGNMENTS; ASSESSMENT PROCEDURES.

Note: The above listed items may not all be relevant to your method. Your task is to choose the appropriate details relative to the method. You may have to use you own categorization based on the text: Approaches and Methods in Language Teaching. (See next page).

Part II: Formal Evaluation: A). What you would you have changed/modified if you had more time to actually deliver

the lesson’s specifics using the assigned method[s], B). What did you see as:

a). Your strengths in the delivery of the lessons as they pertained to the approach/method assigned,

b). Your weaknesses in the delivery of the lessons as they pertained to the approach/method assigned,

c). An evaluation of which of the two methods you preferred and detailed reasons why with links to the readings,

d). How can the method be aligned with Common Core curricula guidelines in your grade-level/content?

e). What did you learn about yourself as a teacher when showcasing these methods, and finally,

f). Any concluding remarks regarding the methods, and their application to you as a teacher.

Evaluation Criteria:1. Organization/depth of the lesson plan’s descriptive details2. Synthesis to relevant principles/theories of the methods3. Creativity embedded in the lesson content4. Depth/insight of the evaluation of the lessons5. Depth of self-reflexiveness

3. VIDEOTAPED TEACHING: Starting in the second institute, you will be sharing a few minutes of your taped teaching with the class. Contextualize the clip; analyze your strengths and your areas for improvements. Finally, analyze what will you do differently as a teacher (based on what you have learned in the course so far) particularly as this concerns teaching speakers of other languages (ELL learners) and the use of ELL teaching principles/methods? How does this training alter your current teaching style in your content-area (as showcased in your demo video)? While you will be using a five-minute segment to analyze your teaching, in your formal presentation do not show more than 1 minute. Use PowerPoint to present the main ideas.

4. REVIEWS/MEMORY JOLTS/CLASSROOM EXERCISES/ Due to the short duration/span of the course, please take extremely detailed notes of all lectures, discussions, exercises and readings. You will be required to remember key facts, and will need to be alert at all times in order to effectively remember details.

7

5. TECHNOLOGY & LANGUAGE TEACHING: A REVIEWRead the assigned chapter: “Emerging Uses of Technology in Language Teaching and Learning.” Next, locate any website/program devoted to any aspect of English teaching (there are some suggested web-sites at the end of the assigned chapter) though you could investigate sites more in tune with your subject/grade-level.Evaluate how effective the site or program is in the following areas:

1. Encouraging Learner Autonomy (the extent to which site provides choices in what and how learners learn)

2. Providing multiple opportunities for authentic communicative activities (e.g., promoting electronic communication with others with purposeful uses).

3. Providing opportunities to learn useful content/language via innovative, exciting, and interesting formats (i.e., virtual field trips etc.)

4. Providing opportunities to learn meaningfully (e.g. problem-solving) as opposed to rote-based learning.

5. Providing a variety of activities/opportunities for practice.6. Permitting learners with opportunities to self-monitor/self-evaluate their strengths

and weaknesses.7. Which language teaching methods does the site/application seem to primarily rely

on?8. Other—any of the variables we have talked about in class, or which are

emphasized in the reading

Part 1: Written Piece: Provide a short review/brief in which you evaluate the chosen site/program in terms of: 1. Its strengths (in any/all of the above areas); 2. Its weaknesses (in any/all of the above areas); and finally, 3. Provide suggestions for improvements. Part 2: Oral Piece: We will be sharing these sites/apps/programs with the class on June 15 so please have a short 5-10 minute power-point/prezi presentation with highlights of your review to share with the class.

The organization is up to you; the choice of site or program is also up to you, but be sure to provide the URL of the site and a unique title for your presentation.

Due: June 15 (written and oral)

EVALUATION CRITERIA : 1. Choice of Site; 2. Depth/Detail of Insight; 3. Organization; 4. Linkages to course Material, and 5. Innovation/Creativity

6. EMERGING/NEW/ALTERNATIVE METHODS--ANALYSIS:

Context: The language learning industry in the era of our “flat-world” of cosmopolitan travel is an annual billion-dollar industry (Erard, 2012). However, most of the current ‘cutting-edge’ methods are in industry rather than education. Erard (2012) recounts learning languages in classes where “the dullness of the classes bleached [his] passion for learning,” (19) adding that: “I bear the emotional legacy of teachers and textbook writers who made me submit to pedagogical contraptions that made language learning cumbersome and absurd” (20).

8

Your Task: Prepare a Powerpoint/Prezi presentation on one of the following methods (assigned). Your goal is to present both the exciting and/or “dull” aspects of your assigned “alternative”/popular method. Check on Y-tube to see if you can find samples of the method being used to share with the class. Spotlight specific techniques of the method[s] being spotlighted and provide links to any of the methods discussed in class. Gauge whether the method really presents innovative techniques. For the sake of expediency, you will pick a number via a lottery.

You can choose to organize the presentation using any criteria you like, but the goal of the activity is to inform the class about novel, alternative methods which academia could stand to gain from. You will have a maximum of 10-15 minutes to spotlight the method and its techniques during the final institute (time your presentation—we cannot go beyond the assigned time), and make sure to have a hard copy of your presentation/prezi in handout-form to turn in.

1. The Hippo Family Club2. Benny Lewis: Methods from Hyperpoyglots3. Rosetta Stone4. The Pimsleur Method for Learning languages5. Assimil Methods/ Michael Thomas courses6. Other: Find a method being used on your own (Marketed or Emerging

Method)7. Music and language Learning: Susanna Zaraysky8. Other: Find a method being used on your own (Marketed or Emerging

Method)

EVALUATION CRITERIA : 1. Organization/detail and 2. Innovation/Creativity

GRADING CRITERIAGRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Papers, presentations and the reports will have to include a greater range and depth of exploration, will have to demonstrate originality of ideas, and be presented in extremely professional terms (such as at national and international conferences). The following grading system will used:

GRADING SCHEME

90-100%=A; 85-89%=B+; 80-84%=B; 75-79%=C+; 70-74%=C; 65-69%=D; 0-64%=F

NCATE REQUIREMENTS: DATA COLLECTIONThe M.A. TESOL at Salisbury University is an NCATE accredited program. In order to meet national accreditation requirements, and to collect data necessary for annual program review, selected samples from work completed in courses in the TARGET program may be copied and retained for review including videotaped teaching samples. All material thus obtained will be kept confidential and used for the purpose stated above. For further inquiries related to this matter, please contact the Chair of the English Department.

9

ESOL/TESOL: NCATE STANDARDS2 AND LINKAGES TO THE COURSEPlease refer to Domains 3 and 5 in the document: http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF

Standard 5.a. ESL Research and History: “candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning” (p. 60). Also, refer to the Rubric for Domain 3 under Planning, Implementing and Managing Instruction: “Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources”.

The above are two standards most applicable to this specific course though other standards are consistently alluded to—the separation is quite artificial. The chart below indicates the intended NCATE outcomes of the standard and the second column indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate “Exceeds Standards”; scores of 80-89% assume that the candidate “Meets Standards”; and scores of 70-79% assume that the candidate “Approaches Standards.” Below is the detailed link between outcomes and assessments to gauge the outcomes in this specific course:

Domain 3: Planning and Managing InstructionOUTCOMES COURSE RELEVANT ASSESSMENTS “Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL Instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources.”

Assessment of Videotaped Teaching/Reflective Practice

Assessment of 2 microteaching events of two lessons utilizing two assigned (diametrically opposed) teaching methods to plan for ESL instruction.

Evaluation of lesson plans and materials design in two microteaching events to manage ESL instruction.

Evaluation of Emerging Technologies on implementing effective language teaching strategies.

Pencil and paper reviews/memory Jolts to enhance knowledge about established ESL teaching methods

Evaluation of emerging/novel 21stcentury Methods

Evaluation of library /electronic research and oral presentations on effective/novel methods of language teaching.

Domain 5: Professionalism OUTCOMES COURSE RELEVANT ASSESSMENTS

Evaluating daily pencil and paper reviews on the particularities of specific language teaching methods for managing instruction.

Evolution of daily oral input (critical thinking) on readings from texts. Assessment of Novel Methods Evaluation of Emerging technologies in

Methods (see above) Assessment of 2 microteaching events of

two lessons utilizing two assigned

2 The following standards are taken directly from the document “TESOL/NCATE Standards for the Accreditation of Initial programs in P-12 ESL Teacher Education”, (2002)-Draft prepared by the TESOL task force on ESL standards” TESOL Inc. For newer details, please refer to the following web-site: http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF

10

(diametrically opposed) teaching methods to guide future choices.

Evaluation of lesson plans and materials design in two microteaching events to plan effectively for diverse classrooms.

Evaluation of self-videotaped teaching events to design realistic and empowering models of instruction to newcomer populations.

MSDE/NCATE TECHNOLOGY REQUIREMENTSAll students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection, be sure to include: (just some tips!)

1. A brief narrative argument explaining why the selection will be integrated into your classroom pedagogy—explain why it is of importance.

2. The extent to which the selected material meets outlined course objectives—show its connection to the actual course.

3. A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards and your evaluation of whether it:

a) Approaches the specific standardb) Meets the specific standardc) Exceeds the specific standard

Please consult the following web page: http://trc.salisbury.edu/portfolio/Portfolio.htm

11

SYLLABUS

ENGL. 547: CURRENT METHODS IN ESOL INSTRUCTIONSalisbury University, Summer 2014Course Designer: Anjali PandeyPhone: Office: 410-677-5387; Home: 410-572-6033

Institute 1: CONTRASTING EARLY AND ALTERNATIVE LANGUAGE TEACHING TRENDS OF THE 2OTH CENTURY; AN INTRODUCTION TO THE ELEMENTS OF COMMUNICATIVE LANGUAGE TEACHING

S May 31 Part I: Laying the groundworkIntroduction to the course, syllabus and course objectives and needs assessment.

Part II: Theory & Research: Language Teaching MethodsTheoretical issues in language learning and teaching: Planning time: Microteaching Events

A historical overview: Introduction to key theoretical frameworks in Methods Analysis.

Analyzing key elements of: Grammar Translation; The Direct Method; Oral/ Situational Language Teaching and The Audiolingual Method as contrasted with Total Physical Response, The Silent Way, Community Language Learning, and Suggestopedia.

LUNCH BREAK

Part III: Application: Focused Macro and Micro strategiesConceptualizing teaching acts—an introspective studyIn-class discussion: Techniques to enhance student learning; language learning and classroom dynamics. (Chapters 1-4 in Practical Techniques for Language Teaching.)

Part IV: Theory & Research: Language Teaching Methods: Continued.

Methods discussion/showcasing contd.

Conclusion and Review: Food for Thought Documentary #1

Homework: Review notes and readings on Methods covered.

12

Institute II: EARLY APPROACHES AND METHODS OF LANGUAGE TEACHING IN THE 20TH CENTURY: MONITORING TEACHING ACTS

S June 7 Part I: Introducing alternative approaches of the 20th century: Introducing: Whole Language Teaching and its impact on language teaching.

Introducing the underpinnings of: Neurolinguistic Programming; The Lexical Approach, Multiple-Intelligences; Communicative Language Teaching and its impact on language teaching on Task Based Language Teaching and the Natural Approach

Part II: Praxis: The Art of Language TeachingMicroteaching via juxtaposition:

Presenter: Rosemarie L.: (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Audiolingual Method Total Physical Response

Presenter: Lauren S. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

The Silent Way Community Language Learning

Reflective Practice: Teaching in Action

Showcasing Video Demos (1,)LUNCH BREAK

Reflective Practice: Teaching in Action

Showcasing Video Demos (2)Part III: Application: Focused Macro and Micro strategiesMinimizing perceptual mismatches; Identifying your learner’s needs;Enhancing teacher preparation in language teaching; Techniques to teach listening: (chapters 3-6 in Practical Techniques for Language Teaching).

Part IV: Conclusion and Review: Food for Thought Documentary #2

Homework: Review notes and readings on Methods covered; Review readings on Content-Based Instruction assigned

Institute III: CURRENT TRENDS IN LANGUAGE TEACHING; KEY MACROSTRATEGIES FOR LANGUAGE TEACHING; THE ART OF LANGUAGE TEACHING

13

Instructions on Post-Exit Guidelines

S June 14 Part I: Introducing alternative approaches of the 20th century: Trends of the 20th century: Introducing: Cooperative Language Teaching; Content-based Instruction, and Competency Based Language Learning.

Part II: Praxis: The Art of Language TeachingMicroteaching via juxtaposition:

Presenter: Joyce W. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Suggestopedia Grammar Translation

Presenter: Kaitlyn B . (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Oral-Situational Language Learning Whole Language Teaching

Presenter: BUNNY I. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Audiolingual Method Multiple Intelligences

Reflective Practice: Teaching in Action Showcasing Video Demos (3)

LUNCH BREAK

Reflective Practice: Teaching in Action Showcasing Video Demos (4)

Part III: Application: Focused Macro and Micro StrategiesTechniques to enhance the teaching of Speech and Structure: (chapters 6-7 in Practical Techniques for Language Teaching).

Review notes and readings on Methods covered. Review Reading on Content-Based Instruction assigned

14

Institute IV: CURRENT TRENDS IN LANGUAGE TEACHING; THE ART OF LANGUAGE TEACHING

S June 15 Part I: Discussing other aspects of Methods: Form vs. Fluency (Correction Strategies)

Part II: Praxis: The Art of Language TeachingMicroteaching via juxtaposition:

Presenter: DEVONE C. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Neurolinguistic Programming The Natural Approach

Presenter: BRITTANY W. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

The Lexical Approach Task Based Language Teaching

Presenters: LINDA M. (FORMAL LESSON PLAN EVALUATION DUE NEXT INSTITUTE) Actualizing the methodologies of:

Content-Based Language Teaching via Cooperative Language Learning

Content-Based Language Teaching via Multiple Intelligences

Reflective Practice: Teaching in Action Showcasing Video Demos (5, 6)

LUNCH BREAK

Reflective Practice: Teaching in Action Showcasing Video Demos (7, 8)

Fostering language awareness in learners. Please read: Techniques for building accuracy and vocabulary in learners

(chapters 8-9) in Practical Techniques for Language Teaching.

Technology and Language Learning: Brief Oral Sharing.

Homework: Review notes and readings on Methods covered.

Technology & Language Teaching: Written Review Due

Institute V: CONCLUSION: LANGUAGE TEACHING IN ACTION: EMERGING METHODOLOGIES: AN OVERVIEW

15

S June 21 Part I: Reviewing Methods: Looking at the FutureGuest Presentation: Ms. Ruth Young (Chicago Public Schools)

Showcasing Video Demos (last call)

Part II: Schedule for Emerging Methodologies DemonstrationsPlease do not exceed the time limit in your presentation

Presentations 1-4

In-class quiet reading time: Part III: Application: Focused Macro and Micro Strategies

LUNCH BREAK

Presentations 5-8

Techniques for enhanced reading and conversation skills in learners (chapters 10-11) in Practical Techniques for Language Teaching).

Part V: Theory & Research: Conclusions and SummaryRevisiting the Post-Methods era: Where are we Headed?

Final Evaluations

Any and all outstanding assignments need to be turned in by today. (No exceptions).

End of Program: Time for rest and relaxation!

16

Lottery Slots:

1. The Hippo Family Club/The LEX family group

2. Benny Lewis: Methods from Hyperpoyglots

3. Rosetta Stone

4. The Pimsleur Method for Learning languages

5. Assimil Methods/ Michael Thomas courses

6. Other: Find a method being used on your own (Marketed or Emerging Method)

7. Music and language Learning: Susanna Zaraysky

8. Other: Find a method being used on your own (Marketed or Emerging Method)

17