The mission of The College of Education at NorthernArizonaUniversity is to prepare education professionals to create the schools of tomorrow.
Northern ArizonaUniversity
College of Education
BME 430 - Methods and Materials in Second Language Teaching and Structured English Immersion
Fall & Spring 2xxx - Course Syllabus
3 credit hours
General Information:
Instructor:Office: Phone:
E-mail:Fax:
Regular mail:
Office Hours:
Course Prerequisites: There are no prerequisites for this course.
Course Description:
The course will prepare pre-service teachers to: assess the needs of English Language Learners (ELL) and develop curriculum materials and effective teaching methods for ELLs enrolled in both Structured English Immersion programs and mainstream classes. Students will examine critically the theoretical foundations and recent research findings that inform second language classroom practices.
Student Learning Expectations:
Participants in the course will:
- Discuss the conceptual frameworks (educational, linguistic, cultural) that are the foundation of second language instruction with an emphasis on Structured English Immersion and Sheltered English teaching approaches.
- Identify the basic premises, goals, and teacher competencies of second language education.
- Critically examine key concepts, educational theories and practices related to Content-based language learning and Immersion teaching.
- Develop teaching strategies that can be applied to a broad range of multilingual and multicultural classroom situations.
- Design appropriate second language learning classroom materials.
- Practice second language immersion teaching techniques.
- Learn how to apply Computer Assisted Language Learning (CALL) programs to the second language immersion classroom.
Course Structure/Approach:
Sessions will follow a discussion and problem solving format based on required readings,
demonstrations and class presentations, and reports from practice teaching sessions and CALL
experiences.
Textbook and Required Materials:
Required Texts:
1) Echevarría, J.,Graves, A. (2003). Sheltered content instruction: Teaching English-Language Learners with Diverse Abilities (2nd ed.). New York: Allyn & Bacon.
2) Faltis, Christian (2001).Joinfostering: adapting teaching for the multicultural classroom. Columbus: Merrill-Prentice Hall.
3) Lessow-Hurley, J. (2000). The foundations of dual language instruction (3rd ed.). New York: Longman Publishers.
4) Snow, M., & Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23, (2), 201-217. (On reserve in Cline Library)
5) Rosetta Stone Language Library CD-ROM (On reserve in Eastburn Curriculum Lab).
Course Requirements:
Class attendance and participation
Attendance and participation in class are required. In case of absence, the student should contact the instructor prior to class in order to make up missed or due work.
Mid-term exam
Students will synthesize and apply the material covered in readings and class discussions to specific problems in the field of second language immersion teaching (short answer format).
Reaction paper
Briefly respond to one of the readings (e.g., questions, clarification of concepts, self-assessment,
evaluation or expansion of instructor's treatment of the material, personal application, personal
reflection upon language use or cross-cultural experiences, etc.). Make sure you refer to the reading, and the concept(s) that the author is addressing, and two outside readings that you find on your own that are related to the topic. In the bibliography, list the course reading and the outside readings, and cite these in the paper. Length: two pages, single-spaced.
Teaching module/case study
During the semester each student will work with a second language (L2) learner. After studying the Snow, Met & Genesee article, design a teaching module (a short series of lessons) that integrates a content-area object with a language objective. You will work with the student in his or her L2, without recourse to translation. Write a report that includes: a lesson plan, an anecdotal record of what actually transpired during the work sessions, and an evaluation of the objectives and the effectiveness of the lessons. See teaching module guidelines for detailed instructions and format for report.
Second language learning material design
Each student will design and produce an example of a second language learning material that he or
she will use in the classroom. Materials will be presented to the class for comment and critique
during a materials demonstration session.
Computer Assisted Language Learning project:
This assignment involves engaging in a learning activity in a second language. You will choose a
language from the Rosetta Stone program that you do not speak or are learning as a L2, and an appropriate level (one that is beyond your present level of proficiency in this L2). Complete the reading and listening comprehension units for your level, and complete as many writing units as you can. Take the test for the reading and listening units that you studied and save the results under your name. Write a three page (single-spaced) reflection on your language learning experience. See CALL project guidelines for detailed instructions and format for report.
Final Exam
Students will synthesize and apply the material covered in readings and class discussions (short
answer format)
Evaluation:
Mid-term exam - 20%
Final exam - 30%
Teaching module/case study- 13%
Second language learning material design - 12%
CALL project - 18%
Reaction paper - 4%
Attendance and participation - 3%
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F Below 60%
Course Policies:
1. All assignments prepared outside of class for submission to the instructor, or to the class, should be typewritten. Incomplete or unedited work will be assigned an Incomplete and may be returned to be reworked before final grading if time permits. If time remaining before the end of the semester does not permit, zero credit may be awarded to the assignment.
2. Presentations and assignments are due the day agreed upon unless prior arrangement is made with the instructor.
3. If you are unable to take the exam at the regularly scheduled time the instructor should be contacted prior to the exam.
4. Students may proofread each others’ assignments, or provide helpful observations of each others’ work. However, all assignments are to be completed individually, and must be the student’s own work.
5. Papers written for another class may not be submitted to fulfill a requirement in BME430. Copied papers will be awarded zero credit.
6. Please refer to the NAU Student Handbook on plagiarism and academic dishonesty. The policy can also be found on the following website:
7. Make a copy of every assignment before you submit it to the instructor.
Course outline and calendar:
Introduction to Multicultural Education and English as a Second Language Teaching: How immersion works
...... 1) Making U.S. schools effective for English language
learners, by V. Collier & W. Thomas
...... 2) Preface and Foreword: Joinfostering
Teaching English in the multicultural classroom
.....….....3) Expect diversity: Joinfostering, Chapter 1
….……4) Learners with diverse abilities: Sheltered Content
Instruction, Chapter 1 (pp. 2-7)
…….…5) Adjusting discourse to enhance learning - “ESL talk”:
Sheltered Content Instruction, Chapter 7 (pp. 151-166)
Social and historical contexts of second language teaching
....…...... 6) Historical and international perspectives: Foundations, Chapter 1
...... …...7) Pathways to the all-English classroom: Joinfostering, Chapter 2 (part 1)
...... ….....8) Legal foundations of second language instruction:
Foundations, Chapter 10
Second language teaching program types
.....….....9) Program designs: Joinfostering, Chapter 2 (part 2)
...... 10) ESL, immersion, and dual language program models: Foundations, Chapter 2
………11)Comparing instructional models: Sheltered Content
Instruction, Chapter 1 (pp. 7-9, 13-19)
………12) Sheltered Instruction/Structured English Immersion in the content
areas: Sheltered Content Instruction, Chapter 3 (pp. 53-75)
Language learning: basic concepts
...... 13) Aspects of language: Foundations, Chapter 3
...... …14) Language development: Foundations, Chapter 4
.....…....15) Language ability: Foundations, Chapter 5
…….…16) English language knowledge: Sheltered Content Instruction,
Chapter 1 (pp. 9-12)
…….....17) Assessment: Joinfostering (pp. 59-66), Foundations (58-60),
Sheltered Content Instruction (5-7, 12-13, 19-24)
MIDTERM EXAM: ………………………………
Content-based language instruction
...... 18) Integrating language and content teaching in the English language
learning (ELL) classroom: Joinfostering, Chapter 4
...... 19) A conceptual framework for the integration of language and content in second language instruction:
Snow, M.;
Met, M. and Genesee, F. (1989) (on reserve in Cline Library)
...... …....20) The relationship between first and second language: Foundations, Chapter 6
….……21) Theoretical foundations of second language teaching: Sheltered Content Instruction, Chapter 2
...... 22) Second language instruction models: Foundations, Chapter 7
Teacher-student communication in the Structured English Immersion Classroom
....…....23) Arranging the all-English classroom environment:
Joinfostering, Chapter 3
...…...... 24) Facilitating communication: Joinfostering, Chapter 5
……….25) Affective issues: Sheltered Content Instruction, Chapter 4
……….26) Learning strategies: Sheltered Content Instruction, Chapter 5
……….27) Curriculum adaptations: Sheltered Content Instruction, Chapter 6
Language teaching/culture/school and community
...... 28) Aspects of culture: Foundations, Chapter 8
...... 29) Culture and academic success: Foundations, Chapter 9
...... 30) Language and literacy socialization practices: Joinfostering, Chapter 1 ("Language & literacy socialization practices")
Language policy in the classroom and in society: the empowerment model
...... 31) The politics of multilingualism, multiculturalism, second language learning: Foundations,
Chapter 11
...... 32) Toward becoming the kind of teacher you want to be: Joinfostering, Chapter 7
……….33) Self-evaluation and collaboration: Sheltered Content Instruction, Chapter 8
Reading week: ……………………………..
FINAL EXAM: ……………………………….
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