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

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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. 1

New York: Cambridge University Press.. Routledge. Teaching ESL/EFL Reading and Writing.Nation. Conclude with a recommendation for usage. Audio-Lingual. please indicate the proficiency level and age of the target language group. (2008).P. 10 points will be deducted from your final grade. Prior to your observation. Desuggestopedia. Your observation will consist of a class observation. during which you will take field notes (i. you will conduct a brief follow-up interview. Website Reviews: 10% Review two web sites: one designed specifically for ESL teachers and/or students. After the observation. present an overview of the content. If you miss more than four classes. and discuss positive and negative aspects of the site. Your report will consist of summaries of the pre-observation interview. The first is due on 9/26 and the second on 10/3. identify the target audience. New York: Cambridge University Press. (2005). you will conduct a brief semi-structured interview with the instructor (an interview protocol will be made available). 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. I.e. Total Physical Response. J. Approaches and methods in language teaching (3rd ed. present an overview of the content and indicate how the site might be utilized for ESL skill development. Each team will give a synopsis of a method (5 minutes) and then teach a short lesson using the method (15 minutes). and Natural Approach. (Eds. and one that may be utilized for ESL skill development. field notes. (2001).e. For the second type of site (i. Prior to the lesson. COURSE REQUIREMENTS Class attendance and participation Attendance is expected and essential in order to benefit from the interactional nature of this course. a 2 . Methods Presentation: 10% Prepare an overview of a language teaching method and lesson with a partner on: Grammar-Translation. Richards. Silent Way. T. S.C. & Miller. After a second absence (except in extreme circumstances). & Rodgers. Second Language Listening: Theory and Practice. Flowerdew. You may select the target language. descriptive field notes) and make field notes (i. post-observation interview.S.). Presentations will take place on 9/12.e.). J. For the first type of site. Post your review on the course on-line discussion board and provide links to the sites. Direct. you will not pass this course. Each review should be 2-3 pages. Larsen-Freeman’s Techniques and Principles in Language Teaching will be a useful resource for this exercise. L. Students are expected to read all of the assigned texts before class and engage in participation. interpretations and questions about the observation). those not specifically designed for ESL skill development).

disciplinary procedures or other University activities. which reasonably threaten or endanger the health and safety of any person are not protected speech. Speech protected by the First Amendment of the United States Constitution is not a violation of this provision. Preparation. identifying agreements and disagreements. V). Then summarize 3-4 studies that address the issue. 3  . The first is due on 10/17 and the second on 10/31. threats. coercion. The fifth lesson must be video recorded. Please maintain a portfolio consisting of lesson plans (incl. acts of incivility. or other means. introduce the issue and its relevance in terms of teaching second language learners. Finally.unt. synthesize the findings. First. Methodological Issue: 25% In a 5-7 page paper. Each allegation of a violation under this provision shall be reviewed in consideration of these factors. Further sanctions may apply to incidents involving major violations. The portfolio is due on 11/21. You will find the policy and procedures at http://vpaa. Physical Abuse. intimidation. harassment.htm Class Behavior and Disruptions According to the UNT Student Code of Conduct (sect. hindering or preventing classroom instruction or other official educational activities from occurring intentionally through noise. Reflections on the fifth lesson must be time-stamped. Possible academic penalties range from a verbal or written admonition to a grade of “F” in the course. verbal abuse. This will be in the format of a literature review. research. Practice & Reflection: 25% You will need to teach five sequential lessons (or the equivalent of 5 hours) during the semester.edu/academic-integrity. explore a particular methodological issue. including public service functions or other authorized activities on or off University premises. and/or other conduct which threatens or endangers the health or safety of any person. the following actions are considered acts of misconduct and may subject a student to university discipline:  Obstruction or disruption of teaching. NOTICES Academic Integrity Academic Integrity is defined in the UNT Policy on Student Standards for Academic Integrity. and an analysis of the data. outline of activities. administration.reflection (connecting theories of learning with the practice of instruction). learning objectives. Note: the final version of the paper does not have to be completed at the time of presentation. Findings will be presented in class on 12/5. Includes interrupting. culminating in a synthesis. although fighting words and statements. Any suspected case of Academic Dishonesty will be handled in accordance with the University Policy and procedures. and materials) and reflections (1-2 pages) on your teaching practices and notable classroom events and interactions.

ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation.123 and 51. You may also contact them by phone at 940. Special Learning Needs The University of North Texas makes reasonable academic accommodation for students with disabilities. For additional information see the Office of Disability Accommodation website at http://www. Disruptive activities as defined by Section 37. 4 . Travel time required for religious observances shall also be excused. 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. or disrupting an assembly in progress by one or more such means. however. You may request accommodations at any time. by violence or by the threat of same. 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. such as intentionally obstructing. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. educational.565. preventing participation in or the holding of a lawful assembly or attempting to prevent same by force/violence. 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. Please see the UNT Student Handbook for information on which holidays or holy days are covered by this policy. 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. If a disability is verified.4323. seizing control of a building/portion of a building to interfere with an administrative. Religious Holidays In accordance with State law. by threat or by causing reasonable fear of force/violence. research or other authorized activity.edu/oda. Once again. preventing or attempting to prevent passage of individuals on campus or into/out of campus buildings by force.935 of the Texas Education Code. 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. restraining.unt. 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. all assignments and scheduled work must be turned in before the date of the excused absence.

3) Week 3. 19 Content.pdf Larsen-Freeman. (Preface-Ch. 12 Second language teaching methods Methods Presentations Zainuddin. Becoming a Language Teacher. 3 Teaching Speaking Website Review #2 due Avery & Ehrlich. (Intro-Ch.kendallhunt. Sept. Becoming a Language Teacher. Becoming a Language Teacher.9-16) Folse.COURSE SCHEDULE Week 1. (2005). 42(2). 305-328. (2000). Fundamentals of teaching English to speakers of other language in K-12 mainstream classrooms. Sept. American Educational Research Journal. (Ch. R.).).com/uploadedFiles/Kendall_Hunt/Content/Higher_Educa tion/Uploads/CH11_Zainuddin_3e. Planning and Refinement Horwitz. M.3) 5 . Teaching American English Pronunciation. Sept.8-11) Callahan. D. Oct. Teaching American English Pronunciation. (Ch. (2011). (Ed. Retrieved from http://www. (Ch. Techniques and Principles in Language Teaching (2nd ed. H. (recommended) Week 4.8) Week 6. The Art of Teaching Speaking.5) Avery & Ehrlich. 5 An orientation to the field Horwitz. Tracking and High School English Learners: Limiting Opportunity to Learn. Week 5. Assessment. Aug. (Intro-Ch. 29 Getting Started Introductions Administrative housekeeping Week 2. New York: Oxford University Press. Sept. 26 Teaching Speaking Website Review #1 due Horwitz.

31 Teaching Reading Teacher Observation #2 due Horwitz. The Art of Teaching Speaking. Nov. Becoming a Language Teacher.Week 7. (Ch.6) Nation. 7 Teaching Reading Nation. (Ch.3-Appendices) Week 8. Teaching ESL/EFL Reading and Writing. 14 Teaching Writing Horwitz. (Ch. (Ch. (Ch. Nov. Second Language Listening: Theory and Practice.1-3) Week 11. Oct. 17 Teaching Listening Teacher Observation #1 due Horwitz.6-8) Week 10. Ch.4) Flowerdew & Miller. (Ch. Oct. Becoming a Language Teacher. 24 Teaching Listening Flowerdew & Miller. (Ch. Teaching ESL/EFL Reading and Writing. Teaching ESL/EFL Reading and Writing.1. (Ch.7) Nation. 10 Teaching Speaking Folse. Second Language Listening: Theory and Practice.7-10) 6 .5) Week 9. Oct. (Ch.4-6) Week 12. Becoming a Language Teacher. Oct.

Nov. 21 Teaching Writing Portfolio due Ferris & Hedgcock. 5 Methodological Issue Presentations Week 16.9) Week 15.4. Teaching ESL Composition (Ch.m. Teaching ESL Composition (Ch. Nov.1-3) Week 14. 7 . 28 Teaching Writing Ferris and Hedgcock. 12 Methodological Issue Paper due Please deliver a hard copy to my office by 6:30 p. Dec. Dec.Week 13. Ch.