Spring 2017

KEAN UNIVERSITY

Union, New Jersey

Basic Theory and Practice of Teaching English Learners

Course Number:EMSE 3420

Semester Hours:3

Prerequisites:None

Limitations on Enrollment: 20

Required:For Bilingual Education Majors

Catalog Description

This course is an introduction to linguistic theories, methodologies, materials and techniques teachers utilize to support English learners as they develop communicative competence and academic proficiency. This course is aligned with the edTPA rubrics and CAEP Standards.

N. B. In order to insure full class participation, any student with a disability condition requiring special accommodations (e.g., tape recorder, special adaptive equipment, special note taking or test procedures) is strongly encouraged to contact the professor at the beginning of the course. For the student’s convenience, both the professor office hours and telephone number will be listed on the syllabus.

KEAN UNIVERSITY

Union, New Jersey

Basic Theory and Practice of Teaching English Learners (EMSE 3420)

I. Introduction

Conceptual Cornerstones is the name of Kean University’s College of Education’s foundational statement of goals for its preparation of future educators. The statement represents a collaborative synthesis of the thinking of the College’s faculty and was formally adopted in the summer of 2014.

The learning by teacher education candidates in the College of Education is based upon foundation of four philosophical constructs, the Conceptual Cornerstones:

A. 21st Century Skills

B. Equity and Diversity

C. The Whole Learner

D. Global Competencies

Generally, the Conceptual Cornerstones are enacted when candidates demonstrate knowledge, skill and dispositions in the following five domains:

I. Academic Content Knowledge and Planning for Learning

II. Clinical Partnerships and Environments for Learning

III. Instructional Practice for Learning

IV. Professional Development and Values for Learning

V. Networks for Learning

II. Student Learning Outcomes

Specifically in this course, students will:

  1. Describe and analyze various historical approaches to language teaching mythologies. (Domain I, III) (NJPST 3, 7) (ACEI 3, 4)
  1. Identify and teach language skills according to the linguistic minorities’ needs and abilities. (Domain I, III, IV) (NJPST 6) (ACEI 1, 4)
  1. Apply the techniques of second language teaching and present subject matter at levels appropriate to students (s). (Domain I, III, V) (NJPST 8) (ACEI 2, 4)
  1. Analyze instructionalmaterials developed for the English language classroom. ((Domain I, III, V) (NJPST 7) (ACEI 1)
  1. Construct clear English language goals and write English language lesson plans based on edTPA requirements. (Domain I, II, IV) (NJPST 6, 8) (ACEI 1, 2, 3)
  1. Describe and interpret existing legal classifications of exceptional children. (Domain II, III, IV) (NJPST 3, 6, 8) (ACEI 1, 4)
  1. Apply computer assisted instruction to second language teaching(s). (Domain I, II) (NJPST 5, 8) (ACEI 1, 2, 3)

Assessment:

A. Written Exam 30 points

B. Class Participation 20 points

C. Thematic Unit Oral & Written Presentation 50 points

Total 100 Points

III. Course Content

A. Historical overview of language-teaching methodologies

1. Grammar translation

2. Immersion approach

3. Audio-Lingual

4. Cognitive code

B. Assessing the learner’s needs and setting priorities regarding

1. Native language proficiency

  1. Age
  2. Educational background

4. Learning style

  1. Organization and presentation of subject matter and techniques for teaching secondlanguage skills covering
  1. Organization and presentation of subject matter
  1. Assessing students’ needs
  2. Setting clear goals
  3. Presenting information appropriate to students’ levels
  4. Developing appropriate learning activities
  5. Providing clear instruction and direction
  6. Providing ample educational opportunities for students to make decisions.
  7. Pacing and sequencing instruction
  8. Using questioning techniques appropriate to students’ levels
  1. Techniques for teaching ESL
  1. Teaching aural comprehension
  2. Teaching pronunciation
  3. Teaching vocabulary
  4. Teaching structure
  5. Teaching writing
  6. Teaching reading
  7. Teaching listening

D. Analyzing and using commercial and instructional materials

1. Survey available commercial ESL material

2. Identify select and evaluate ESL books

3. Finding and evaluating non-text material

E. Development of clear English language goals and English language lesson plans according to

1. Age

2. Group

3. Level of learner’s language proficiency

4. Skills to be taught

  1. Materials to be used
  2. edTPA requirements
  1. Discussion and analysis of various classifications of exceptional children

1. Speech and language impaired students

2. Students with disabilities

3. Gifted and talented students

G. The role of the computer in teaching English language learners.

  1. Selection and discussion of computer assisted instruction programs in ESL
  2. Hands on experience with commercial and non- commercial computer software

IV. Methods of Instruction

  1. Lectures and discussion
  2. Observation of ESL classes and of non-English proficient students in classes

conducted in English

  1. Practice in evaluating non-native speech (tapes prepared by non-native

speakers)

  1. Evaluation of sample themes written by foreign students
  2. Examination and evaluation of text and computer materials
  3. Practice in use of audio equipment
  4. Preparation of taped exercise for lab use by each student

V.Methods of Assessment

  1. Tests
  2. Short papers
  3. Sample tapes
  4. Class and group discussion
  5. Supervised computer instruction
  6. Laboratory experiences and demonstrations

VI. Suggested Text(s)

Brown, H. D., & Lee, H. (2015).Teaching by principles: an interactive approach to language pedagogy(4th ed.). White Plains, NY: Pearson Education.

VII. References

A. Print

Brown, H. (2015). Teaching by principles (4th ed.). White Plains, NY: Pearson Education ESL.

Driscoll, M., Nikula, J., & DePiper, J. (2016). Mathematical thinking and communication: Access for English learners. Portsmouth,NH: Heinemann Publishing.

Gibbons, P. (2015). Scaffolding language scaffolding learning (2nd ed.). Portsmouth, NH: Heinemann.

Herrera, S., Perez, D., & Escamilla, K. (2015). Teaching reading to English language learners (2nd ed.). New York, NY: Pearson Education.

Herrell, A., & Jordan, M. (2016). 50 strategies for teaching English language learners (5th ed.). New York, NY: Pearson Education.

Herrera, S., & Murray, K. (2016). Mastering esl/efl methods (3rd ed.). Upper Saddle River, NJ: Pearson.

Howe, W., & Lisi, P. (2017). Becoming a multicultural educator. Thousand Oaks, CA: Sage.

Olson, C., Scarcella, R., Matuchiak, T. (2015). Helping English learners to write: Meeting common core standards, grades 6-12. New York, NY: Teachers College Press.

Peregoy, S., & Boyle, O. (2017). Reading, writing, and learning in ESL (7th ed.). Upper Saddle River, NJ: Pearson.

Ponte, E., & Higgins, C. (2015). Enriching practice in linguistically and culturally diverse classrooms: A guide for teachers and teacher educators. Philadelphia, PA: Caslon.

B. Seminal Works

Baker, C. (2006). Foundations of bilingual education and bilingualism. Multilingual

Matters Ltd. Bristol, PA.

Bennett, C. I. (2014). Comprehensive multicultural education theory and practice (8th ed.). New York, NY: Allyn & Bacon.

Celce-Murcia, M., & Brinton, D. (2013). Teaching English as a second or foreign language (4th ed.). New York, NY: Heinle Publishers

Diaz-Rico, L. (2008). A course for teaching English learners. Pearson, MA.

Echevarria, J., & Graves, A. (2010). Sheltered content instruction (5th ed.). New York, NY: Pearson Education.New York, NY: Pearson Education.

Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. New York, NY: Routledge Publishers.

Freeman, D., & Freeman, Y. (2014). Essential linguistics: How to teach ESL, reading, spelling, and grammar. Portsmouth, NH: Heinemann.

Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. New York, NY: Palgrave Macmillan.

García, O., Zakharia, Z., & Octu, B. (2013). Bilingual community education for American children: Beyond heritage languages in a global city. Bristol, UK: Multilingual Matters.

Gollnick, D., & Chinn, P. (2009). Multicultural education in a pluralistic society. Columbus, Ohio: Pearson.

Haynes, J. (2013). Getting started with English language learners: How educators canmeet the challenge. Alexandria, VA: ASCD.

Jensen, E. (2013). Engaging students with poverty in mind: Practical strategies for raising achievement. Alexandria, VA: Association of Supervision and Curriculum Development

Ovando, C., & McClaren, P. (2000). The politics of multiculturalism and bilingual education. Boston, MA: McGraw-Hill.

Richards, J., & Rodgers, T. (2014). Approaches and methods in language teaching (2nd ed.). West Nyack, NY: Cambridge University Press.

Schmidt, R. (2000). Language policy and identity politics. Philadelphia, PA: Temple University Press.

Sleeter, C., Niel, L., & Kumashiro, K. (2014). Diversifying the teacher workforce: Preparing and retaining highly effective teachers. New York, NY: Routledge.

Spradlin, L.K., & Parsons, R.D. (2008) Diversity matters. Understanding diversity in schools. United States: Thomsom-Wadsworth.

Vogt, M., Echevarria, J., & Washam, M. (2014). 99 more ideas and activities for teaching English learners with the SIOP model (5th ed.). New York, NY: Pearson Education.

C. Non-print

Websites for Bilingual Teachers

Everything ESL Net

Websites and Resources for Teachers (Lesson Plans)

Bilingual Books for Kids/Multilingual Books and Tapes

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