Engl 5880
SPRING 2009
TESL Capstone
(Three Semester Hours of Graduate Credit)
in the
Department of English & Philosophy
of the College of Arts, Humanities, & Social Science
Course Description: Overview of the history of English as a second language teaching and the forces that have shaped it and development of a portfolio to provide evidence of meeting the TESOL/NCATE standards
Dennis Muchisky
Office phone: 543-4805
Department fax: 660-543-8544
Email:
Office hours:
Office: Martin 336R
Martin Mailbox: Martin 336
Postal address: Dept. of English & Philosophy;
Martin 336 UCM; Warrensburg, MO 64093-5046
Conceptual Framework – 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 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.
LEARNING OBJECTIVES
DESE's competencies for K-12 teachers of ESOL
Students who successfully complete this course will have compiled evidence to show that they have knowledge of and/or competency in the following areas:
1. Linguistics
1. The principles which characterize all human language systems;
2. The principles which characterize the English language;
3 The comparison of non-English language systems to the English
language; and
4 The functions of language in social and academic settings.
2. Language & Culture
1. The impact of culture on perceptions, communication (verbal and
non-verbal), behaviors, and learning;
2. The role of world politics, economics, history, and geography in
shaping belief systems; and
3. The dynamics of cross-cultural interactions.
3. Second Language Acquisition
1. The development of theories and models of second language
acquisition;
2. The emotional, social, and intellectual implications of the process of
learning a second language while maintaining the first language;
3. The analysis and comparison of first language and second language
acquisition; and
4. Learning styles and strategies as they relate to the second language
learner in a cross-cultural setting.
4. Approaches to ESOL Instruction
1. Selection, administration, and interpretation of equitable
formal and informal assessment tools appropriate to the
cognitive, academic, and social development of students from
diverse language backgrounds;
2. Strategies for using English as the language of instruction to
develop social and academic language proficiency in the
second language learner;
3. Strategies for selecting, organizing, adapting, and evaluating
content area materials for students from diverse language and
educational backgrounds in a cross-cultural setting;
4. Strategies for advocating and collaborating on behalf of students
from diverse language backgrounds; and
5. Legal issues affecting students from diverse language
backgrounds.
5. Language Competency
1. Proficiency in a second language; and
2. Native or near-native proficiency in standard English
(listening, speaking, reading, and writing).
TESOL/NCATE (National Council for Accreditation of Teacher Education) Standards
Students who successfully complete this course will have compiled evidence to show that they have met the following standards:
Standard 1: Language
Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.
Standard 1.a. Describing language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.
Standard 1.b. Language Acquisition and Development
Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
Standard 2: Culture
Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement.
Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.
Standard 2.b. Cultural Groups and Identity. Candidates know, understand, and use knowledge of how cultural groups and students’ cultural identities affect language learning and school achievement.
Standard 3: Planning, Implementing, and Managing Instruction
Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.
Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English-language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.
Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
Standard 4: Assessment
Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.
Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.
Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.
Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.
Standard 5: Professionalism
Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.
Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.
Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.
Course Specific Goals:
Preparation for the exam and the production of the portfolio will allow students to:
1. integrate learning from other MA-TESL courses and from practical experience obtained during and prior to studying for their MA-TESL degree,
2. state the relationships between specific past and current learning and linguistic theories and changing teaching practices in the field of TESOL.
3. strengthen the skills of self-reflection and self-assessment,
4. create a personal approach to the teaching of speakers of other languages, and
5. produce a professional portfolio.
REQUIRED READING
Brown, H.D. (1991). TESOL at twenty-five: What are the issues? TESOL Quarterly, 25,
245-260.
Canagarajah, A.S. (2006). TESOL at forty: What are the issues? TESOL Quarterly, 40,
9-34.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a
lingua franca. TESOL Quarterly, 40, 157-182.
Johnson, K.E. (2006). The sociocultural turn and its challenges for second language
teacher education. TESOL Quarterly, 40, 235-258.
Kumaravadivelu, B. (2006). TESOL methods: Changing Tracks, challenging trends.
TESOL Quarterly, 40, 59-82.
Lightbown, P. (2000). Classroom SLA Research and second language teaching.
Applied Liguistics, 2 1, 431-462.
COURSE PROCEDURES & GRADING
This course involves a variety of activities including interactive presentations; large and small group discussions; pair work/mentoring; one examination in a long essay format, and development of a portfolio.
It is possible to earn a total of 225 points. Course scores from 203-225 = A's; 180-202 = B's, 158-179 = C's, 135-157 = D's, and scores under 135 = F's.
Exam 50 points
Portfolio 175 points
Table of Contents 5 points
Curriculum Vita 10 points
Position Paper on the MA 25 points
Reflections on the evidence 50 points
of meeting the Standards (10 points each)
Annotated bibliography 50 points
Presentation 35 points
Academic honesty
Honesty among students and between students and professors is expected at all times. The University’s policy, including a definition of plagiarism, can be found in the CMSU 2006-2007 Planner/Handbook starting on page 141. These policies, of course, apply to any activity associated with this course.
CAMPUS RESOURCES
Accessibility Services
Students with a documented learning, visual, hearing, physical disability, etc., can notify the instructor and propose ideas for what might make it easier for them to learn and perform better. Often the learning environment can be adjusted. Students with documented disabilities who are seeking academic accommodations should contact the Office of Accessibility Services, Union 220, (Voice and TTY) 660-543-4421.
Library
Get help @ your library! You may access your library account, the online catalog, and electronic databases from James C. Kirkpatrick Library’s website at u.edu. For research assistance you may contact the Reference Desk:
Phone: 543-4154 Email:
AIM: JCKL Reference Redcoat: u.edu/chat
Other opportunities for special assistance
Students at Central have an opportunity for a semester of free one-to-one speech/language (pronunciation) tutoring in the Speech and Hearing Center at Martin 39. Students can also have their hearing tested without charge.
The Learning Center at Humphreys 110 has software and other materials to assist students in developing their English-as-a-second-language skills.
The Writing Center is located at Humphreys 116. The Center has free tutorial assistance for students at all stages of the writing process.
COURSE CALENDAR
Week 1
Course introduction & requirements
Review of TESOL/NCATE Standards
Collecting evidence for the portfolio
Using the evidence to support the standards
Week 2
Brown & Canarajah
Review of the relationships between theories
and practice in TESL
Continue collecting/using evidence to support the standards
Week 3
Kumaravadivelu & Jenkins
Review of the relationships between theories
and practice in TESL
Continue collecting/using evidence to support the standards
Week 4
Johnson & Larsen- Freeman
Review of the relationships between theories
and practice in TESL
Continue collecting/using evidence to support the standards
Take-home exam: relationships between theories and practice in TESL
Weeks 5 -11
Exam due
Begin workshop sessions to:
Discuss integration of experiences and knowledge learned
Develop reflections
Select sources to include in final bibliography
Week 12
Submit evidence and reflections sections of the portfolio for final evaluation
Week 13
Submit annotated bibliography for evaluation
Week 14
Submit position paper on holding an MA in TESL
Weeks 15 & 16
Submit final portfolios and present annotated bibliographies