Teaching ESL/EFL Reading & Writing Spring 2011

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Teaching ESL/EFL Reading & Writing Spring 2011

Instructor: Adeline Teo Office: SF829 e-mail: [email protected]

Office Hours: Tuesday 12:10 - 12:50; Wednesday 12:10 - 13:50 Phone: (O) 2905-3809

Course Days & Time: Thursday, 9:10 – 12:00 Course Credit: 3 credits

Room:

*This is a tentative course syllabus.

Course Description

The objectives of this course is to introduce to our MA students various ESL/EFL reading and writing teaching methodologies and theories. Due to the nature of our MA

multimedia track program, one of the primary focuses in this course is to provide students with the opportunity to learn to design ESL literacy lessons using computer-assisted language learning (CALL) tools. Students are also expected to engage in critical discussions about concepts on L2/foreign language literacy development and what it takes to effectively promote English language learners’ literacy development. The organization and structure of the course is designed to offer guidelines on how to incorporate ESL/EFL literacy theories with application in real classroom settings.

Course Goals

 To introduce important theories in L2/foreign language literacy development

 To analyze research conducted in the field of L2/foreign language literacy development

 To learn to use CALL tools to design lesson plans related to ESL/EFL literacy development

 To train students to incorporate ESL/EFL literacy theories with application

 To provide students with the opportunity to present ESL/EFL literacy related lessons they create to their peers in class

Class Activities

- Instructor’s lectures

- Academic texts analysis and group discussion

- CALL-oriented lesson plan design, presentation and in-class practices - ESL literacy lessons presentation

Required Textbook/Reading 1. Reading Packet (RP) 2. Assigned research articles

3. Published Manual of the American Psychological Association (6

^th

edition), 2010.

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Grading Policy

1. Attendance & Participation………10%

(see explanation in the section “Attendance and Punctuality” below) 2. Assignments:

A. ESL/EFL literacy teaching approach presentation ………20%

a. Each student will read an article related to recent ESL/EFL literacy approach and present it in class. The student will introduce the approach to his/her peers and critique it.

b. It has to include all the following components:

 What L2 literacy theory (theories) has/have been mentioned in this article?

 How is/are the theory (theories) tied in with the teaching approach(es) the author mentioned in the article?

 Explain in details how the teaching approach was/can be implemented in a classroom.

 Think about whether the teaching approach recommended by the author can be entirely used in an EFL classroom in Taiwan. If not, what types of modification would you implement to fit the needs of Taiwanese students?

c. Each student should pass out the article copies or scan & e-mail the article to the instructor and all the classmates a week before the presentation.

B. Literacy Approach Analysis .………...20%

a. Students will write a short essay summarizing and critiquing reading materials about the literacy approach presented.

b. Length of article: 500 words.

c. Format: doubled-spaced, font 12

d. It is due on the day you are assigned to do the oral presentation on the chapter

e. Your analysis has to include all the following components:

 What L2 literacy theory (theories) has/have been mentioned in this reading?

 How is/are the theory (theories) tied in with the teaching

approach(es) the author mentioned in the reading?

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 What are the teaching lesson examples the author introduced in the reading that you believe will work in an EFL classroom in

Taiwan? Explain why you think so.

C. CALL lesson plan designs………30%

a. The lesson plan should be about using CALL to teach EFL reading or writing.

b. It should incorporate some of the theoretical approaches or framework we went over in class.

c. Students are expected to email their lesson plan to the teacher at least FIVE days before the presentation day. After receiving the corrected version from the teacher, the presenters should email their CALL lesson plan to all class members at least TWO days before the presentation day. Students must read all these lesson plans prior to class. In class, they will discuss and critique the presenters’ lesson plans.

D. CALL lesson presentation ………...20%

a. Students are expected to present the lesson in class. The presenter is expected to act as an ESL/EFL teacher and teach a literacy lesson to the audience.

b. 1 hour per presentation

d. Students who are not presenting are expected to submit a feedback sheet titled “Peers’ CALL Lesson Plan Comments” in response to the presentation.

*** If possible, I will try to arrange a Freshman English class at FJU for each presenter to teach their lesson. I believe it will be a very valuable hands-on experience for the presenter.

Grading Scale

MA 2

^nd

track

A+ 91 and above

A 87-90

A- 83-86 (average: 84)

B+ 79-82

B 75-78

B- 70-74

Below 70 = fail

Note: 91 and 92 are still possible for exceptionally good students.

Attendance and Punctuality

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Please try your best not to miss any classes and be on time. Each unexcused absence will result a 3% deduction from the final grade. If you are or will be absent for medical or personal reasons, please inform me in advance and show permission slips or proofs (e.g.

medical excuse from your doctor). According to the university regulation, more than two unexcused absences or six excused absences will result in your failing in this course.

Assignments Punctuality

Two or more late assignment submissions will result in failing in this course.

All assignments submitted must be typed.

Preparation

Please be prepared to discuss the assigned reading, write and participate in class.

Plagiarism

Plagiarism is forbidden. You must obey the principles of academic integrity. If you quote or refer to another person’s work, please remember to give credit to the author(s).

A plagiarized product will result in a 0% of your assignment.

Tentative Course Syllabus

Date Activities Assignments for Next

Session 2/16/2012  Self-introduction & e-mail exchange

 Go over syllabus: Introduction of this course & assignments

 Assign individual literacy teaching approach presentation

 Instructor’s lecture on “Research on ESL reading & writing (Peregoy, Chap. 7 & 8)

 Read RP (p.1-18)

2/23/2012  Instructor’s lecture on ‘Vygotsky’s Sociocultural Approach’ (RP, p. 1 – p. 18)

 Read RP (p. 1-18)

 Read Teo’s article:

Social Interactive Writing for ELLs 3/1/2012  Instructor continues lecture on ‘Vygotsky’s

Sociocultural Approach’ (RP, p. 1 – p. 18)

 Instructor’s lecture on Teo’s article: Social Interactive Writing for ELLs (CATESOL)

 Read RP (p. 61-75)

 Read Teo’s article:

SWELL 3/8/2012  Instructor’s lecture on ‘Technology as a

mediation tool for literacy instruction’ (RP, p. 61-p. 75)

 Instructor’s lecture on Teo’s article:

SWELL (English Teaching Forum)

Read RP (p. 21- 34)

3/15/2012  Instructor’s lecture on ‘The Concept of Activity’ (RP, p. 21-34)

 Literacy Approach Presenter 1:

Read RP (37-46)

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 Brainstorm and discuss lesson project 3/22/2012  Instructor’s lecture on ‘Assessment &

Instruction’ (RP, p. 37-46)

 Literacy Approach Presenter 2:

 Brainstorm and discuss lesson project

Read RP (p. 47-58)

3/29/2012 ^ Instructor’s lecture on ‘Vygotsky & At- Risk Readers’ (RP, p. 47-58)

 Literacy Approach Presenter 3:

 Brainstorm and discuss lesson project

Prepare questions and comments for your individual conference 4/5/2012  Individual Project Conference (20 minutes)

per person: discuss your CALL lesson plan

Read RP (p. 77-100) 4/12/2012  Instructor’s lecture on ‘Strategic Thinking’

& ‘Strategic Reading’ (RP, (p. 77-100 )

 Brainstorm and discuss lesson project

Read RP (p. 103-150)

4/19/2012  Instructor’s lecture on ‘Visualizing &

Inferring’ & ‘Determining Importance in Text’ (RP, p. 103-150)

 Brainstorm and discuss lesson project

 Read article ‘‘The Digital Connection : An exploration of computer-mediated reading instruction’

 Read Teo’s article

‘Dynamic Asessment’

4/26/2012  Instructor’s lecture on Article : The Digital Connection : An exploration of computer-mediated reading instruction

 Instructor’s lecture on Teo’s article

‘Dynamic Assessment’

Prepare questions and comments for your individual conference

5/3/2012  Individual Project Conference (20 minutes) per person: discuss your CALL lesson plan

- Continue working on your lesson plan project - Work on a Viewlet lesson 5/10/2012  Students present EFL literary lessons using

Viewlet program in language lab (BE CREATIVE!)

Read : Lesson Plans the presenter gave you 5/17/2012 Lesson presentation 1 + Discussion: Presenter

___________ Read : Lesson Plans the

presenter gave you 5/24/2012 Lesson presentation 2 + Discussion: Presenter

___________ Read : Lesson Plans the

presenter gave you 5/31/2012 Lesson presentation 3 + Discussion: Presenter

___________

Research on CALL related software for teaching ESL/EFL literacy 6/7/2012  Each student shares in class ONE CALL