UNIVERSIDAD DE PUERTO RICO

RECINTO DE RIO PIEDRAS

FACULTAD DE EDUCACIÓN
DEPARTAMENTO DE PROGRAMAS Y ENSEÑANZA
TESS PROGRAM

PRONTUARIO

Title : METHODOLOGY OF ENGLISH AS SECOND LANGUAGE SECONDARY LEVEL

Course Code: : EING 4020
Number of Hours 60 hrs.
:
Credits 4 credits
EDFU3001 OR EDFU3011, 3002 OR 3012, EDFU3007, EDFU3017, EDFU 4019,
Prerequisites : TEED3018, FAED4001, EDFU4007, EDES 4006 AND 75% OF MAJOR COURSES
WITH A GRADE NO LEESER THAN C.
Co-requisite FAED 4002
Course Description

The course is designed to emphasize the relationship among short- and long-term planning. The candidate will
learn to plan for standard-based ESL instruction and to determine culturally appropriate practices for diverse
students. The course is designed to emphasize the relationship among assessment, planning, and
implementation of instruction and student’s achievement. Different assessment tools and techniques will be
used to diagnose and assess academic progress and achievement. The results or assessment will be analyzed to
determine planning and instruction that address student’s needs in a classroom setting in small groups or
individual instruction at the secondary level. As part of this experience, students will evidence their field
experiences with a digital portfolio. Face-to-face, online and hybrid course.

General Objectives
Upon completion of the course, the prospective teacher will have:
1. Examine the ESL standard-based curriculum of the Department of Education and the national TESOL
standards for students from K-12th grades.
2. Observe the process of teaching English as a second language in a secondary classroom setting to analyze
culturally appropriate instruction and best practices.
3. Plan lessons and units that incorporate standard-based ESL instructional practices and meet the linguistic need
of diverse students.
4. Plan lessons and units that integrate the four language modes – listening comprehension, speaking, reading,
writing and literary appreciation.
5. Incorporate skills, activities, tasks, and assignments that develop authentic uses of language in content-based
thematic units which foment students’ learning experiences within a supportive environment.
6. Plan lessons and units that incorporate methods, strategies and techniques based on best practices in the field
of ESL and respond to the specific needs of diverse students.
7. Participate actively in small group instruction and/ or individualized learning within a classroom setting.
8. Implement in small group instruction, a variety of performance-based assessment tool and techniques to
determine students’ linguistic needs and to inform instruction.
9. Use results of assessment to plan instruction that support students’ cultural identities, language, and literacy
development, and administer a posttest to analyze academic progress and instructional implication.

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Main Book: None

Content Outline

Topic Time Distribution (Online)

Topic 1: Introduction to course 2 hours
(In class)
A. Discussion of course syllabus
B. Discussion of demo experience guidelines
1. Discussion of template
2. Dicussion of evaluation rubric
Topic 2: Curriculum for ESL Instruction 8 hours

A. Definition of curriculum
B. Organization of curriculum
1.Standard-based curriculum – DE of PR
a) Discussion and use of related documents
1) English Program Core Standards
2) English Program Frame work
3) Circular Letter on Planning
C. Curriculum in the age of technology
1. Integration of technology
Topic 3: Designing a thematic unit: a workshop approach to UBD 12 hours

A. Stage 1 -Desired Results

1. Goals
2. Tansfer
3. Meaning
a. Enduring Understandings
b. Essential Questions
4. Acquisition
a. Knowledge
b. Skills
B. Stage 2 – Assessment Evidence
1. Performance Tasks
2. Other Evidence
C. Stage 3 Learning Plan
1. Planning for Learning
2. Learning Activities

Topic 4: Planning for Instruction 6 hours

A. Instructional Cycle and planning

B. Pre and Post Assessment and Evaluation
1. Pre assessment and planning
2. Student performance and achievement
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 3. Recycling vs. re- teaching
C.Purpose of planning
D. An Anatomy of Lesson Plan
1. Formats
E. Writing instructional objectives
1. Taxonomies
2. Mager format
3. Gagne & Briggs
4. ABCD format
F. Alignment of Standards, objectives, assessment
G. Webb’s Depth of Knowledge
H. Integrating Differentiated
Instruction- Planning for enriched and supportive
environment to meet the needs of diverse students
1. Student
2. Environment
3. Content
4. Instruction
5. Assessment
Topic 5: Planning for the development of the four languages modes 2 hours
A. Listening comprehension
1. Pedagogical research about listening comprehension
2. Listening techniques from beginning to advanced
3. Assessment of listening comprehension
B. Oral communication
1. Pedagogical research
2. Designing speaking techniques and activities
3. Assessment of oral communication
C. Reading and writing development
1.Pedagogical research on the reading-writing connection
2. Strategies to develop reading- writing skills/writing style
3. Assessment of reading –writing
Field experience 30 hours
Total contact hours 60 hours
In class Strategies
Lectures | Group discussion | Demonstrations | Oral report | Cooperative learning | Application tasks |
Interactive activities on SmartBoard Workshops | Videos
Resources Hybrid
Institutional Platform (Moodle) or Professor’s Blog Institution
Institutional email Institution
Computer with high velocity internet access or mobile internet device with data service Student
Programs or application: word, spreadsheet, presentation slide and YouTube channel. Student
Internal or external speakers Student
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 Web camera or mobile camera with speaker and microphone Student

Assessment Description Weight

Attendance and This five-week class will meet two times per week (Mondays and Thursdays. 15%
participation Each week of the class is equal to 3% of the final grade which will be divided in
the following manner:
• 1% Participating in 1st Weekly Meeting (Mondays)
• 1% Participating in 2nd Weekly Meeting (Thursday)
• 1% Completing all asynchronous work within a given week before Saturday
at 11:59pm (see calendar for specifics)
Attendance is mandatory, but all classes will be recorded in MS Teams. Students
who are not able to attend the live meeting, can receive ½ credit for watching the
recording of the class. Watching the live recording of the class must occur
BEFORE the next meeting or credit will not be given.
Short bio – Short bios are concise, biographical paragraphs that professionals use to 5%
introduce themselves. You can often find short bios on social media profiles,
personal websites, and company team directories. Short bios are typically used to
provide a summary of an individual's accomplishments, an overview of their
career history and a description of their professional goals. Your short bio should
be between 100-150 words.
Mini lessons – Students will create four sets of authentic materials and assessments for their 40%
students. Each set of authentic materials/assessments should be designed for 15-
25 minutes of a daily lesson. Each set should be specifically designed to meet
course objectives related to: 1. Listening, 2. Speaking, 3. Reading and 4. Writing.
Each of the mini lessons will be evaluated individually and will be worth 10%
each. At the end of the class, these mini-lessons and materials will be uploaded
into your online teaching portfolio on Weebly.

Teaching philosophy -
Portfolio reflection
Your teaching philosophy is a paper where you discuss how educational theory 10%
has influenced your teaching. In this paper you should incorporate at least 4
citations from readings that you have come across throughout the academy and
discuss how these concepts impact your day-to-day teaching. The length of this
paper should be a minimum of 500 words and it will be uploaded into Moodle
and also included in your final e-portfolio on Weebly.
Your portfolio reflection is your final paper in the Academy and is the space 15%
where you describe, in narrative form, your 4 mini lessons, why you decided on
the topics and how you think implementing these activities will benefit your
students. In addition to reflecting on your mini lessons, you should reflect on your
growth as an English teacher here in Puerto Rico and how your understandings of
the teaching of English in public schools has changed, if at all, over your courses.
The paper should be 2,000-2,500 words, double spaced and use Times New
Roman font. It should also be uploaded into Moodle as well as your Weebly site.

Digital Teaching Portfolio The digital teaching portfolio will provide documented evidence of teaching from 15%
a variety of sources—and provide context for that evidence. The process of
selecting and organizing material for a portfolio can help one reflect on and
improve one’s teaching. Portfolios are a step toward a more public, professional
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 view of teaching as a scholarly activity. It can offer a look at development over
time, helping one see teaching as an ongoing process of inquiry, experimentation,
and reflection.

Total 100%

Calendar EING 4020

Professor Readings to be
# Date Topic Assignment
in charge read before class
Dra. Intros, syllabus,
1 Nov. 7
Irizarry Curriculum for ESL Instruction
Growth Mindset (Guest Speaker –
Dr.
2 Nov. 10 Profa. Fiorelys Mendoza)
Carroll
Portfolio Workshop
Hand in Short Biography
Nov. 12
(5%)
@ Both Asynchronous Week 1
Complete asynchronous
11:59pm
activities in Moodle
Wiggins, Wiggins,
Dra.
3 Nov. 14 Planning for instruction & McTighe (2005)
Irizarry
Dr.
4 Nov. 17 Activities for listening comprehension
Carroll
Complete asynchronous
Nov. 19
activities in Moodle
@ Both Asynchronous Week 2
Listening mini lesson due
11:59pm
(10%)
Dra. Brown (2001) Ch.
5 Nov. 21 Planning for speaking activities
Irizarry 17
Complete asynchronous
Nov. 26
activities in Moodle
@ Both Asynchronous Week 3
Speaking mini lesson due
11:59pm
(10%)
Dra. Brown (2001) Ch.
6 Nov. 28 Planning for reading activities
Irizarry 18
Dr.
7 Dec. 1 Activities for reading comprehension
Carroll
Complete asynchronous
activities in Moodle
Dec. 3 Asynchronous Week 4
Reading mini lesson due
(10%)
Dra. Planning for writing activities Brown (2001) Ch.
8 Dec. 5 19
Irizarry
Dr.
9 Dec. 8 Activities to improve writing
Carroll
Complete asynchronous
Dec. 10 Both Asynchronous Week 5 activities in Moodle

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 Writing mini lesson due
(10%)
Dr.
10 Dec. 12 Portfolio Workshop
Carroll
1. Upload final Teaching
Philosophy (10%) +
Portfolio Reflection (15%)
Dec. 19 Both to Moodle
2. Complete e-portfolio on
Weebly (15%)

Course Readings

Brown, D. H. (2014). Teaching by principles: An interactive approach to language pedagogy. White Planes, NY:
Longman.
Kostka, I., & Bunning, L. (2017). Curriculum Design in English Language Teaching. ELT Development Series. TESOL
Press. Available from: TESOL International Association. Alexandria, VA.

Squires, D. A. (2004). Aligning and balancing the standards-based curriculum. Corwin Press.
Wiggins, G. P., Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.

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