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ENGL 5010: Introduction to Graduate Study- TESL (CRN MIC 14320/14323/14324)

3 Semester Hours of Graduate Credit*


Fall 2018, T 4:00-5:30pm, Wood 019 & MIC B 154

*One semester hour of credit is an amount of work represented in intended learning outcomes and verified by
evidence of student achievement that is an institutionally established equivalency that reasonably approximates not
less than (1) one hour of direct faculty instruction and a minimum of two hours of out-of-class student work each
week for approximately fifteen weeks.

Course description
Catalog description: Introduction to understanding research in the fields of linguistics, applied
linguistics, and teaching English to speakers of other languages. Focuses on identifying major research
trends, finding articles, and writing essays on research in these fields
Elaboration: This course is designed to introduce students to what will be expected of them in
graduate school and to give them guidance and practice in the types of library research, reading, writing, and
oral presenting graduate students are expected to do. Since this course is offered specifically for MA-
TESL students, the APA documentation style will be taught and used, and an overview of various disciplines'
perspectives on second language acquisition (SLA) will provide the content material for the course. Students
will do research on the correction of learners' errors and prepare an annotated bibliography of an SLA topic
of their choosing.

Prerequisites: Graduate Status

Instructor Information
Instructor: Dr. Kitson Phone: 660-543-8711 (office)
Office: Martin 336-M Mailbox: Martin 336
Office hours: T 9:30-11:00am
& 3:30- Email: kitson@ucmo.edu (preferred method of
4:00pm MIC; W (Virtually) 1:30- contact; email is seldom checked on weekends)
3:30pm & 4:30-5pm; and by
appointment

Course materials
Textbook
Lightbown, P. & Spada, N. (2013). How languages are learned. 4th ed. Oxford. Oxford University
Press.
Reference Text
Richards, J. C., & Schmidt, R. (2010). Longman Dictionary of Language Teaching and Applied
Linguistics. (4th edition) Harlow, England: Longman.
Additional Readings as assigned
Lane, D. (n.d.) Introduction to Statistics. Online Edition.
Saldana, J. (2011). Fundamentals of Qualitative Research. Oxford University Press (available at
library).

Class materials
Bring an ink pen, paper, and any readings related to the class

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COURSE GOALS:
More specific course objectives
In this course, students will have the opportunity to:
a. read introductory articles on SLA and more detailed writing on correcting L2 learners' errors.
b. develop advanced level research skills in an academic library.
c. use computer searches to locate library resources.
d. develop their skills in summarizing, paraphrasing, quoting, and critiquing sources.
e. do graduate level research projects, critical essays, and article/book reviews.
f. edit and proofread written work including citations and bibliographies.
g. experience cooperative learning and cooperative research.
h. use the APA style sheet in writing a research paper and an annotated bibliography.
i. observe ESOL classroom teachers and learners.
j. hear and make oral presentations on TESOL/SLA topics.
k. understand some basic statistical concepts necessary to read research articles in the field of
TESOL/SLA.

OBJECTIVES:

By the end of the course, you will be able to:


1.use ERIC and interlibrary loan for research purposes.
2. do a review of the literature on a specialized topic in TESOL/SLA and prepare an annotated
bibliography.
3. write critical reading reports.
4. write, revise/edit, and proofread a research paper effectively.
5. make an oral presentation of findings on a topic in TESOL.

Course requirements
Summary/reports on articles (3) 10%
Reports on visits to ESL classrooms (2) 15%
Written Annotated Bibliography 20%
Proposal/Prospectus (22%)
Error Correction on your own paper (3%) 25%
Oral Presentation of Proposal 15%
Class Participation/Online Discussion 15%
Grading
As a general policy, I do NOT accept late work. "Late" means after an assignment has been collected
in class or after the time an assignment is due in my mailbox.

If you are having any difficulties with this course, the material, the assignments, your group work partners,
etc. or if would like to make a suggestion, please come see me during my office hours. If that is impossible,
make an appointment to see me.

Technology Requirements
Using Blackboard

pg. 2
Course readings and other copyrighted material will be stored on Blackboard. Blackboard
can be accessed through “MyCentral.” Start at the UCM homepage on the web.
Instructor-student communication via e-mail
The university requires faculty to use students’ UCM e-mail accounts for communication.
Students who typically use other e-mail addresses need to be sure their UCM e-mail is forwarded
to their preferred address.
The UCM Computer/Network Help Desk is available to students, staff, and faculty who
experience difficulty using any of UCM’s electronic systems. Their phone number is 660-543-
4357. The Help Desk staff is very cooperative and efficient.

Communication & Support


Email: Outside of class, communication from Dr. Kitson to individual students or the whole class will
typically be by email. Dr. Kitson does not check email at home, so emailed messages sent to her
evenings or weekends will usually not reach her until she is back in her office.
Phone: If you should need to contact Dr. Kitson at a time she is not in her office, you may email her.
During her office hours, you can call her office phone number.
Office hours: You are welcome to drop by any time during Dr. Kitson’s office hours. If you wish to
assure that she will not be working with other students, schedule an appointment with her ahead of
time. If you would like to talk with her and cannot do so during her office hours, contact her for an
appointment at another time.

Course & university procedures


Class behavior
1. Arrive on time.
2. Use electronic devices appropriately. No personal communication during class.
3. Come prepared and with needed printed materials.
4. Use class time to learn and apply course content, not for other purposes.
5. Listen attentively. Don’t talk when others are speaking to the whole group.
6. Speak and act respectfully. (Sit up straight. Keep feet off desk seats.)
7. Follow directions.
8. Assist others.
9. Do your best.

Absences Please see your student handbook for UCM’s definition of an excused absence and for
information on the university’s attendance policy. Missing more than two days will result in a
reduced letter grade missing more than 4 days will result in no credit for the course.
1. Provide documentation for an excused absence. (Excused absences include missing class due to a
doctor’s orders, a death in the family, military orders, or participation in an approved university
activity.) Verification may be requested from the Office of Student Experience and
Engagement, phone number 600-543-4114, Administration Building, Room 214. When absences
are excused, make-up work is eligible for full credit.
2. Make arrangements regarding a planned absence before it occurs. Submit assigned work before
the absence.

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3. Work missed during an unexcused absence cannot be made up.
4. Let Dr. Kitson know why a class was missed. (Send her an email.)

Late work, extra credit


1. Work submitted when collected in class or before a stated due time is on time. All other
submissions are late.
2. The general course policy is that missed exams (and quizzes) cannot be made up. The final
exam cannot be rescheduled for students who are absent.
3. Late work is not eligible for credit. The only exception is work that is late due to an unplanned,
excused absence, for example, a documented illness.
4. There will be no individual extra-credit work.

Submitted work, including exams


If directions are not followed, credit will be lost. Control of English grammar and mechanics
(capitalization, paragraphing, punctuation, and spelling) is expected. Typed work will be done in 12-
point Times New Roman font.

Academic honesty
I will enforce UCM’s Academic Honesty Policy as described in the Student
Calendar/Handbook. Acts of academic dishonesty will not be tolerated. Essentially, it says,
“Don’t lie. Don’t cheat.” It prohibits “any act which would deceive, cheat, or defraud so as to
promote or enhance one’s academic standing”. It also prohibits “knowingly or actively assisting
any person in the commission of an offense of academic honesty”.
A student who violates the policy in an activity associated with this course will earn no
credit for the assignment. If a second violation occurs, the student will fail the course.
Violations are reported to the Office of the Vice Provost for Student Experience and Engagement,
which may suspend students from UCM.

Problems/Suggestions/Questions
Contact Dr. Kitson promptly. Come see her.

Special assistance
The Writing Center: The UCM Writing Center is available to students both face-to-face
and online. The OWL (Online Writing Lab) will provide students with feedback on their papers. All
you have to do is email them your paper. The Writing Center’s onsite location is JCK Library 3160E.
Here are their hours:
Monday-Thursday, 9am-9pm; Friday, 9am-5pm; Sunday, 1pm-7pm
You can call The Writing Center at 660-543-4367 or contact Heather Hughes hhughes@ucmo.edu, the
Writing Center Director, for more information.
Library Services: Get help @ your library! You may access your library account, the online
catalog, and electronic databases from James C. Kirkpatrick Library’s website at
http://library.ucmo.edu. For help with research and assignments, you may contact Research
Assistance:
 Phone: 660-543-4154
 Email: reference-jckl@ucmo.edu
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 Text: 660-223-0011
 RefChat: https://v2.libanswers.com
Office of Accessibility Services. If you have a disability, your rights are protected by the
Americans with Disabilities Act of 1990. You are protected from discrimination on the basis of your
disability, and you are guaranteed equal educational opportunities. If you have a disability, physical or
mental, I encourage you to register with UCM’s Office of Accessibility (OAS). I want to do
everything I can to assist you and ensure your success in this course. However, by law I cannot
provide accommodations to students unless they are registered through OAS. For more information,
please contact the Office of Accessibility Services:
Elliott Student Union
Room 224
511 South Holden
Warrensburg, MO 64093
access@ucmo.edu
(660) 543-4421

UCM’s Diversity and Inclusion Syllabus Statement


(https://www.ucmo.edu/greatercommitment/resources/samplesyllabi.cfm):
The University of Central Missouri considers the diversity of its students, faculty, and staff to be a
strength and critical to its educational mission. UCM expects every member of the university
community to contribute to an inclusive and respectful culture for all in its classrooms, work
environments, and at campus events. Dimensions of diversity can include sex, race, age, national
origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation,
income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary
language, family status, military experience, cognitive style, and communication style. The individual
intersection of these experiences and characteristics must be valued in our community.

Gender Diversity Statement:


I support all students of all gender identities and expressions. I encourage you to contact me if you
would like to use a name or pronouns different than the ones listed on your school records. The closest
gender neutral restroom is located on the first floor in the breezeway between the Martin and Wood
building (just around the corner from the elevator).

Pronouns Used: She, her, hers, he, and his

Conceptual framework: UCM’s teacher education program’s belief & mission statements
Belief Statement

The Central educator is a competent, caring, reflective practitioner committed to the premise that all can
learn.

Mission

As a cornerstone of the institution for over 130 years, the University of Central Missouri's Teacher
Education Program develops teachers and other school professionals who are well grounded in theory, display

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competence in content knowledge and instructional strategies, and possess the dispositions to ensure success
for all learners. The Teacher Education Program prepares individuals as professional educators for an ever-
changing, culturally diverse population. Faculty and candidates provide support and service to schools in
meeting their present and future challenges by developing communities that learn through research and
scholarly activities. Educator preparation is a campus-wide responsibility, a commitment that reflects the
honor and worth of serving a vital profession.

MEETING DESE AND NCATE/TESOL STANDARDS

DESE'S competencies for K-12 teachers of ESOL that this course meets are:

1. Language, Linguistics, and Second-Language Acquisition: Major concepts, theories,


and research related to the nature and acquisition of language necessary to constructing
learning environments that support ESOLstudents' language and literacy development and
content area achievement.
1.2 comparing first- and second-language acquisition.

and

5. Professionalism: History of ESL teaching; new instructional techniques, research results,


advances in the ESL field, and public policy issues; Use of such information to reflect upon and
improve instructional practices; and Providing support and" advocacy for ESOL students and
their families and working collaboratively to improve the learning environment.

5. 2 history, research, laws/regulations, policies, and current practices in the field of ESL
teaching and learning

Both of these standards will be assessed by written work throughout the semester.

NCATE/TESOL standards that this course meets are:

Domain 1: Language

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Candidates know, understand, and use the major theories and research related to the structure and
acquisition of language to help English language learners (ELLs) develop language and literacy and achieve in
the content areas.
Standard 1.b. Language Acquisition and Development. Candidates understand and apply theories and research
in language acquisition and development to support their ELLs’ English language and literacy learning and
content area achievement.

Domain 4: Assessment
Candidates demonstrate understanding of issues and concepts of assessment and use standards-based
procedures with ELLs.
Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and can use a variety of performance-
based assessment tools and techniques to inform instruction for in the classroom.

Domain 5: Professionalism
Candidates keep current with new instructional techniques, research results, advances in the ESL field, and
education policy issues and demonstrate knowledge of the history of ESL teaching. They use such
information to reflect upon and improve their instruction and assessment practices. Candidates work
collaboratively with school staff and the community to improve the learning environment, provide support,
and advocate for ELLs and their families.

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Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research,
educational public policy, and current practice in the field of ESL teaching and apply this knowledge
to improve teaching and learning.

The standard in Domain 1 is assessed by a number of tasks. The standard in Domain 4 is assessed
by the error correction paper. The standard in Domain 5 is assessed by the annotated bibliography.
ENGL 5010 tentative course calendar (Fall 2018)

SP refers to Spada and Lightbown (2013)

Week 1 August
T 14 Introduction to MA TESL program: Getting started/Historical review of the field
SP Introduction and Chapter 1

Week 2
T 21 Chapter 2 (Second Language Learner) Read SP chapter 2 and find 2 research articles that
show how L1 and L2 language learners learn and acquire language differently. Post a
brief summary of your articles in the discussion board along with the title and link to the
text by Midnight Monday August 20th.

Week 3
T 28 Online Course: Statistics Chapter 1: Introduction p. 10-33
Fundamentals of Qualitative Research p. 3-21
Post to blackboard a discussion of your ideas of the content of the two chapters. What do
you not understand?

Week 4 September
T4 Online Course: Statistics Chapter 1: Introduction p. 34-61
Fundamentals of Qualitative Research p. 21-46

Week 5
T 11 Statistics Chapter 2: Graphing Distributions p. 65-115
Find one research article on an area of TESL that interests you that contains at least one
type of graph discussed in the chapter. Post your article and a discussion of why you
picked that article (the area of TESL that interests you) along with your understanding of
at least one graph from the text. Please post by Midnight Monday September 10th.

Week 6
T 18 Fundamentals of Qualitative Research p.46-88 & SP 75-91
Prepare a brief response to the qualitative content you read. Think about which technique
you are most interested in and why. Think about what the chapter said about research
design. Do you think your ideas fit better as qualitative or quantitative? Come prepared
to discuss.

Week 7
T 25 Online Course: Statistics Chapter 3: Summarizing Distributions p. 123-153 & SP 92-100
Find one article that focuses on research in TESL that uses a distribution like those
discussed in the chapter. Post your article with a brief summary of your understanding of
the article. Please post by Midnight Monday September 24th.

Week 8 October
T2 Statistics Chapter 4: Describing Bivariate Data p. 164-175 & Statistics Chapter 6:
Research Design p. 222-245. Read and be able to discuss ideas you have for your own
research. Think about data you would be able to collect and how to analyze it on an issue
of your choice from TESL. Come with at least three ideas to discuss with your peers.
Start work on your research idea or design idea for final proposal.

Week 9
T9 SP Chapter 4: Explaining second language learning p. 103-121 and Statistics Chapter 7:
Normal Distributions p. 248-266
Find at least one additional article related to your research idea. On Blackboard post a
short summary of your article. Post your content to Blackboard by Midnight Monday
October 8th.
Bring a tentative research/design outline including at least two articles connected to your
topic.

Week 10
T 16 Online Course: Statistics Chapter 12: Testing Means p.418-439 & Statistics Chapter 15:
Analysis of Variance p. 515-543
Write a brief response (about 300 words) to both chapters. Do you think that they are
useful? Why? Post your response to blackboard by Midnight Monday October 15th.
Also find two additional articles related to your proposal (the one we have been working
on). Add information from this to your outline (and include a citation) and post to
Blackboard by Midnight Monday October 15th.

Week 11
T 23 Fundamentals of Qualitative Research p. 89-99 & 104-119 and SP Chapter 5: Observing
learning and teaching in the second language classroom p. 123-152
Answer reflection question #1 & #3 and be prepared to discuss your answers in class.
Also find one additional article related to your research interest area (the one we have
been working on). Add information from this to your outline (and include a citation).

Observation Reports due

Week 12 October/November
T 30 Online Course: SP Chapter 6: Second language learning in the classroom p. 153-198
Based on the content from the first part of the chapter argue for an approach/proposal that
was discussed and why you think it is best. Think about how this might influence your
future research (including your proposal for class). Write this into a brief report of no
more than 400 words and post to Blackboard by Midnight Tuesday, October 24th.

All articles selected and half the annotations done for Annotated Bibliography

Week 13
T6 Statistics Chapter 19: Effect Size p. 639-642
Think about everything you read from the statistics book and be prepared to discuss the
features you feel are most important to your future research plans (especially for this
course).
Think about your answer to the following question, “What do you think of the
teacher/researcher?”

Proposal/Prospectus Plan- a draft of your prospectus (Introduction, Literature


Review, and Methods) Post your Proposal/Prospectus draft by Midnight Monday
November 5th.

Week 14
T 13 Online Course: Do you think your ideas fit better as qualitative or quantitative? Discuss
why and connect it to the research methods we have read about (even if it is just to
discuss the research you are basing your design off of). Post your ideas (about 300
words) to Blackboard by Midnight Monday November 12th.

Proposal/Prospectus Plan- Second draft of your prospectus (Introduction,


Literature Review, and Methods) (counts as error correction on paper)

November 19-23 Thanksgiving Break

Week 15
T 27 Read article on research in the classroom (action research) SP Chapter 7: Popular ideas
about language learning revisited p. 201-212
Be prepared to discuss changes you made and questions you have regarding the
proposal/prospectus. As well as what you thought of the course.

Week 16 December
T 4 4:00-5:30pm Final Presentations
Annotated Bibliography Due
Final Draft of Proposal/Prospectus