COURSE OUTLINE IN Teaching English in the Elementary Grades (Language

Arts)

COURSE TITLE : Teaching English in the Elementary Grades

COURSE CODE : EN221

NUMBER OF UNITS : 3 UNITS

CONTACT HOURS : 3 HOURS

COURSE DESCRIPTION:
This course is designed for teaching in the primary level. It will emphasize English as a
second language with main focus on language teaching methodologies to improve knowledge
and fluency in the English language in listening, reading, writing, speaking, and viewing. Use of
content in the structures of English and Children’s Literature in English will be included.
Project-based, task-based learning activities shall be considered.

COURSE LEARNING OUTCOMES:

1. Learn about the methods of teaching English as a second.
2. Learn about some of the strategies and techniques used to address specific language
skills.
3. Learn about the methods of assessing ESL student.
4. Identify the competencies in the different domains of literacy and illustrate how these are
developed in the child’s mother tongue and to his/her second language/s.
5. Use technology in designing integrated lessons and instructional materials that are
culturally relevant and developmentally appropriate for ESL student using
children’s literature in English.
6. Apply the different strategies in teaching ESL through exercises, well-developed lesson
plans, and micro-teaching activities.
COURSE CONTENT
PRELIM and MIDTERM
1. Overview of the Course
2. Perspectives on First and Second Language
Acquisition and Various Factors that Influence
Learning.
3. The Languages Curriculum in the K-12
Program
 Domains of Literacy and the
competencies to be developed in each
domain
 Literacy in the mother tongue and the
second language/s: Bridging among
languages.
 K-12 Issues: ESL Standards, Standards-
based Instruction and Assessment,
Collaborating with Mainstream
Teachers and Parents
4. ESL and Bilingual Methods of Teaching
Children
5. Standards-based Unit Lesson Planning
6. The teaching of listening, reading, writing,
speaking, and viewing
7.Oral Language Development and
Grammar Awareness: Integration of
Literature and Skills
 Ways of developing oral language
 Lessons on Grammatical Structure
 Using a story as a springboard in a
grammar lesson
 Explicit instruction in a Grammar
Lesson
 Designing a Grammar Lesson 8.
Developing Vocabulary and Spelling
Skills.
 Vocabulary and comprehension skills
development
 Spelling
FINALS
9. Developing reading fluency
 The difficulties in oral reading
 Strategies in developing reading
fluency.
 The relationship of fluency to
reading comprehension
10. Developing Composing Skills
 Putting down ideas on paper: the
stages of writing development
 The issue on invented spelling and
mechanics of writing
 Teaching the mechanics of writing
11. Comprehension: the ultimate goal of
reading
 Listening and reading
comprehension
 Formulating questions of different
levels about selection read
 Explicit instruction of composing
skills
12. Developing Study Skills
13. Teaching the ESL Skills in an
Integrated Way
 Micro-teaching Activities
14. Addressing Differences in handling
ability differentiated instruction
 Micro-teaching activities
GRADING SYSTEM:

Class Standing : 60%

Attendance (10%)
Recitation (20%)
Assignment/Seatwork(5%)
Behavior (10%)
Quizzes (15%)
Major Exams : 40%
Total : 100%

REFERENCES:

Buchanan, K. (2005). “School administrators’ guide to ESL standards.” This is published by the
TESOL (Teaching English to Speakers of Other Languages) association. Available directly
at: http://www.tesol.org/s_tesol/bin.asp?CID=112&DID=2040&DOC=FILE.PDF.

Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading.
Reading in a Foreign Language, 14 (2). Available at: http://nflrc.hawaii.edu/rfl/

Godwin-Jones, R. (2005). Emerging technologies: messaging, gaming, peer-to-peer sharing:

Language learning strategies & tools for the millennial generation.
Language Learning and Technology, 9 (1), 17-22. Available at: http://llt.msu.edu

Poole, A. (2005). Focus on Form Instruction: Foundations, Applications, and Criticisms.

The Reading Matrix: An International Journal Online Journal, 5 (1). Available
at http://www.readingmatrix.com/articles/poole/article.pdf