Eslpraxiscohort.files.wordpress.com



ELL Strategies Cohort: Syllabus Outline 2014DateDescriptionHomeworkFebruary 1st,149:00-1:00IntroductionsCourse OverviewMaterials overviewStudy Guide overviewParticipants will compare and contrast the different teaching methods and techniques in second language teaching. Participants will be able to identify instructional methods appropriate for different proficiency and or educational levels.From ‘Teaching English as a Second or Foreign Language,’ read chapters 1 and 2Complete graphic plete test questions: 21, 26, 27, 34, 35, 38, 43,49, 50, 52, 53, 54, 55, 58, 69, 70, 73, 74, 76, 77, 78, 79, 80, 92, 93February 22nd, 149:00-1:00Review of teaching methods and techniques: Practice of test questions corresponding to these sectionsWhat is Language? (Ch.1) Phonetics: Participants will identify consonant sounds, their place and manner of articulation, voiced/voiceless and nasal/oral sounds. Participants will explore similarities and differences between phonologies (L1 and L2), American English sounds and its corresponding phonetic symbols, intonations and activities to help ELLs with pronunciation. From “ An Introduction to Language,”Read Chapter 1 (pp.3-21) and Chapter 6(For further reading: Teaching English as a Second or Foreign Language, Unit II part b. Speaking (pp.106-152))March 8th,149:00-1:00Phonetics: Participants will identify vowel sounds. Participants will explore similarities and differences between phonologies (L1 and L2), American English sounds and its corresponding phonetic symbols, intonations and activities to help ELLs with pronunciation.Phonology: Participants will identify the sound patterns of language; phonemic patters across languages, rules of phonology, and prosodic phonology.Morphology: Participants will identify types of words and types of morphemes.From ‘An Introduction to Language,’ Complete exercises:1,2,3,6,7,12,17 (pp. 261-265) Read chapter 7 on PhonologyRead chapter 3 on MorphologyComplete test questions: 8, 9, 10, 11, 12, 13, 14, 15, 24, 29, 30, 31, 87, March 22nd,149:00-1:00Review of phonology: Practice of test questions corresponding to this section.Analysis of students speechMorphology: Participants will explore rules of word formation, similarities and differences between morphologies (L1 and L2), the stages of morphological development, and strategies and activities to help ELLs derive meanings by using their knowledge of morphology.Syntax: Participants will explore similarities and differences between L1 and L2 syntactic systems, the stages of syntactic development, parts of speech, multiple meaning words, non-literal expressions and types of activities that would benefit ELLs in the development of English syntax.Analysis of students’ language productionFrom ‘An Introduction to Language,’ Read chapter 4 and chapter 5From ‘Principles of Language Learning and Teaching’, Read chapter 9 and 10Complete test questions: 1, 2, 3, 5, 7, 17, 18, 19, 20, 22, 32, 48, 65, 83, 85, (For further reading: Teaching English as a Second or Foreign Language, Unit II part e. Grammar and Vocabulary (pp.256-302)April 5th, 149:00-1:00Review of morphology and syntax. Practice of test questions corresponding to these sections.Semantics: Participants will identify basic features of semantics and how combinations of words convey meaning.Psycholinguistics: Participants will identify theories of language acquisition, basic concepts related to second language acquisition and stages of language development. Participants will also examine the role of motivation in second language learning as well as different learning styles.From ‘An Introduction to Language,’ Read chapter 8 and 10Complete test questions: 4, 6, 33, 36, 64, 71, 72, 82, 90(For further reading: Teaching English as a Second or Foreign Language, Unit V Focus on the Learner(pp.518-583)April 26th, 149:00-1:00Review of language acquisition theories, psycholinguistic: Practice of test questions corresponding to these sections.Sociolinguistics: Participants will identify sociolinguistic concepts relating to language learning and classroom instruction.Cultural Issues: Participants will recognize cultural variables affecting second language learning. Participants will also explore non-verbal communication across different cultures.Legal Foundations: Participants will recognize how federal and state regulations influence ESL programs and their implementation in schools.From ‘Principles of Language Learning and Teaching’, Read chapter 6 and 7Complete test questions: 16, 66May 10th,149:00 – 1:00Review of cultural issues: Practice of test questions corresponding to these sections.Assessment: Participants will be able to judge the appropriateness of assessments for specific skills and identify appropriate criteria for ELL’s status and placement.Professional Issues: Participants will be able to recognize different types of curriculum design and their purpose. Participants will familiarize with acronyms of the ESL field. Participants will identify different ESL program models.ReviewComplete test questions: 23, 25,37, 39, 40, 41, 42, 44, 46, 45, 47, 51, 56, 57, 59, 60, 61, 62, 63, 67, 68, 75, 88, 95, 96For further reading: Teaching English as a Second or Foreign Language, Unit I Syllabus Design(pp.55-65)Unit V, Skills for teachers ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download