SECOND LANGUAGE ACQUISITION THEORY AND LANGUAGE …



EDCI 588

Teaching EFL/ESL to Adolescents: Second Language Acquisition Theory and

Language Teaching Methodologies

Montana State University Professor: Dr. Rick O’Connor

Program: TEA, Fall 2010 Phone: 994-4941

Classroom: TBA E-mail: rickinbozeman@

Meeting Time: Saturdays, 8:00-12:00 Office: ACE Language Institute

Office Hours: TBA

Course Description:

In this course a review of current second language learning theories and an application of these theories to planning effective instruction for English Language Learners (ELLs) in middle and secondary classrooms will be addressed. An examination of second language development and cultural issues that affect adolescent ELLs’ academic performance will be reviewed. The physical, social, emotional, and cognitive development of adolescent English language learners will be examined. An in-depth overview of appropriate methodologies, materials, and resources for teaching ELLs will provide you with opportunities for hands-on practice.

Course Goals:

As a result of this course you will be able to:

• Establish a classroom climate conducive to learning and demonstrate that you are able to affirm the dignity and worth of all students and provide the positive support students need to be successful language learners.

• Describe the unique characteristics of adolescent students and how that knowledge will influence your selection of instructional methods and learning activities.

• Demonstrate an understanding of the current research, theory, and best practices working with ELLs.

• Compare and contrast the characteristics of first and second language acquisition.

• Integrate principles of language acquisition in planning instruction to create effective learning opportunities for ELLs.

• Design lesson plans that integrate listening, speaking, reading and writing skills across the curriculum.

• Make professionally competent decisions about activities and strategies appropriate to working with ELLs.

• Demonstrate an understanding of the advantages and disadvantages of teacher- directed and student-centered instructional strategies and when each approach is likely to be most appropriate.

• Learn how to identify, access, and critically evaluate appropriate materials and resources for second language learners.

• Demonstrate an understanding of the virtues of and guidelines for using audiovisual aids, multimedia, and other resources in language teaching.

• Describe the function of assessment in teaching ELLs.

• Interpret tools and procedures used to assess language proficiency.

• Become professionally competent to discuss educational matters specific to ELLs.

• Practice the four phases of Reflective Teaching: preparation, teaching, evaluation, and reflection.

Required Textbooks:

1). Herrell, A. L. & Jordan, M. (2008). 50 Strategies for Teaching English Language

Learners, (3rd ed.), Upper Saddle River, NJ: Pearson Education, Inc.

2). Assorted readings to be accessed on-line or distributed by the instructor including: Explorations in Language Acquisition and Use: The Taipei Lectures by Stephen Krashen; A Better Path to English from Krashen’s listserv; Creating Language-Rich Instruction for ELLs, Bouchereau Bauer, E., & Manyak, P.C.; Breaking Down Words to Build Vocabulary, and Reading Comprehension in the Urban Classroom, Kieffer, M. J. & Leseaux, N. K.; Modified Guided reading: gateway to English as a Second Language and Literacy Learning, Avalos, M. A., Plasencia, A., Chavez, C. & Rascon, J.;

Technology-Based Tools and Resources

It is important that we create a classroom environment conducive to learning, a classroom free of distraction and the potential for cheating. We must be attentive to the needs, sensibilities, and rights of all members of our learning community. Therefore, the use of all portable digital devices including cell phones, PDA’s, laptops, etc. is not allowed in this course.

• Cell phones, pagers, and other personal electronic devices must be turned off and out of sight during all class meetings at all times.

• Cell phones may not be dialed or answered in our classroom (including text messaging, picture taking, playing games, and other uses).

Guidelines for Written Assignments:

Throughout the program you will be asked to complete a variety of written assignments.

Papers must meet the following criteria:

* They must be typewritten, double spaced, and handed in on the due date.

* Your name, course #, assignment, and date should be in the upper right hand

corner of the first page of your essay. No cover sheet should be attached.

* The papers must have been spell-checked, edited, and proof-read for errors in

punctuation, grammar, meaning, etc.

* Your ideas should be presented clearly and coherently and your logic should be

sound.

* Your paper should exhibit your familiarity with and understanding of the

assigned readings.

* Use of the American Psychological Association (APA) style guidelines is required

for all formal written assignments.

Portfolio Development: to document your growth and accomplishments over time, to provide a cumulative record of your achievements during this course and to serve as an excellent resource when you return home to your teaching position, you will be expected to produce a portfolio containing the following assignments:

1. Email Exchange with High School Student

2. Presentation at Mt. Ellis Academy

3. Reflective Essay on Mt. Ellis Academy Visit

4. Language Learning/Teaching Autobiography

5. Lesson Plan Presentation I

6. Hot Topic Presentation

7. Final Reflective Essay

TENTATIVE SCHEDULE OF CLASSES AND ASSIGNMENTS

• “50 Strategies” refers to the textbook 50 Strategies for Teaching English Language Learners

• Readings should be prepared for the Saturday listed

• Assignments should be turned in at the beginning of class for the listed week, unless otherwise noted

Meeting 1, Saturday, October 2, 2010

Topics: Course Introduction/Syllabus Review/Selection of Course Topics/ Adolescence Across Cultures/ Theories of Second Language Acquisition/ Similarities and Differences between Language Acquisition and Language Learning/History and Practice of TESL/TEFL Methods & Approaches/Language Teaching Approaches: Grammar Translation, Audio-lingual Method (ALM), Total Physical Response (TPR), Functional-Notional Approach, Communicative Approach, Computer Assisted Language Learning (CALL), Rassias Method, Psychodrama Technique, Suggestopedia, The Natural Approach, The Silent Way, Reading Approach, Direct Approach, Community Language Learning, Language Immersion, Content-Based Teaching, Systemic Functional Linguistics, etc.

Readings: Strategies, pgs. 20-28; 69-72; Explorations in Language Acquisition and Use: The Taipei Lectures by Stephen Krashen; A Better Path to English from Krashen’s listserv;

Assignments: Review textbook; Work on Fact Sheets; Sign up for Krashen’s Listserv

Meeting 2, Saturday, October 9, 2010

Topics: Myths Surrounding Language Learning/What Influences Do Community, Teacher, and Student Attitudes Have on Learning?/Resources/Materials/ Renne Library Tours

Readings: Strategies, pgs. 1-14; Strategies, pgs. 15-19

Assignments: Correspond with Mt. Ellis Students; Work on Presentation for Mt. Ellis Academy; Language Learning/Teaching Autobiography due

Guest Lecturer: Yvonne Hauwiller Presentation

Meeting 3, Saturday, October 16, 2010

Topics: History and Practice of TESL/TEFL Methods & Approaches

Innovative Language Teaching Methodologies: Teacher Directed, Student-Centered, Technology-Based/ Language Learning and Literacy Skills

Readings: Creating Language-Rich Instruction for ELLs, Bouchereau Bauer, E., & Manyak, P.C.; Breaking Down Words to Build Vocabulary, and reading Comprehension in the Urban Classroom, Kieffer, M. J. & Leseaux, N. K.; Modified Guided reading: gateway to English as a Secod Language and Literacy Learning, Avalos, M. A., Plasencia, A., Chavez, C. & Rascon, J.; Strategies, pgs. 119-139; 148-159; EFL/ESL Web Sites; EFL/ESL Software: Strategies, pgs. 29-39; TESOL Web Sites

Assignments: Hot Topic Presentations; Reflective Essay on Mt. Ellis Academy Visit

Meeting 4, Saturday, October 23, 2010

Topics: Review Resources, Popular ESL Sites, Authentic Materials, Primary Sources/Content-based Methods for Teaching English at the Middle and Secondary Levels; i.e., Sheltered Instructional Observation Protocol (SIOP)

Readings: Strategies, pgs. 24-28; 73-78, 99-104; Strategies, pgs. 50-61; 134-139; 144-147

Assignments: Lesson Plan Presentations

Meeting 5, Saturday, October 30, 2010

Topics: English Pronunciation and Listening to Spoken English/ Key Players: Stephen Krashen, Jim Cummins, James Crawford, Catherine Snow, Lilly Wong-Fillmore, H. D. Brown, Michael Long, Penny Ur, Howard Gardner, Robin C. Scarcella, Jana Echevarria, Mary Ellen Vogt and Deborah J. Short, David Nunan, Michael Halliday, etc./Methods of Testing and Assessment/ Woodcock Munoz/Course Wrap Up

Readings: Strategies, pgs. 161-171; 198-202; Strategies, pgs. 69-72; 94-118; Strategies, pgs. 79-83; 283-314; others TBA; TESOL Standards

Assignments: Lesson Plan Presentations; Final Reflective Essay due; Review TESOL Standards at

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