1. Attends regularly. (10%)
2. Contributes actively to each
classroom lesson. (10%)
3. Makes a portfolio of journal
reflections and responses to readings. (30%)
4. Produces a textbook/coursebook
analysis. (20%)
5. Teaches a classroom lesson.
(30%)
*Extra-credit will also be offered
for special assignments.
What is the course about?
Basically, this course is a continuation of the previous course (TSL 502
Language Teaching Methodology) in which we will continue try and answer
the question of how best to teach English as a second language to learners?
While the previous course was more theoretical in nature, this course
will be more practical. The practical elements we will learn about are
the following:
- Learning about the different
contexts of teaching (age level and proficiency level).
- Learning how to design and
implement classroom lessons:
* techniques and activities * grouping students
* classroom management * technology and computers
* textbooks and materials * lesson planning
- Learning how to teach the
four language skills (listening, speaking, reading, writing).
- Learning how to teach grammar
and vocabulary.
- Learning how to assess and
test students.
What will I do, learn, and
gain by taking this course?
- You will make connections
between theory and practice and begin to apply them to
actual classroom lessons.
- You will investigate and learn
about many practical language teaching activities and the
materials that support them.
- You will design, prepare,
and present an English language lesson.
- You will develop a critical
understanding of textbooks used to teach students through a
textbook analysis project.
- You will practice various
elements related to teaching through in-class microteaching
sessions.
- You will become aware of and
develop your own learning and teaching beliefs..
- You will reflect about and
write your reactions to various issues related to language
teaching.
- You will develop your own
English communicative and interactive skills through
classroom discussion and through informal and reflective writing.
- You will develop an enthusiasm
for teaching and realize its joy and eternal value for
both yourself and for your future students.
Evaluation:
Attendance (10%)
Attending classes assumes a
great importance for this course. There are several important reasons
and benefits to attending classes regularly:
- Because the classes will be
very interactive, it gives you the opportunity to use and
improve your English communicative skills.
- Important information and insights outside of the assigned readings
will be given during
lectures and during in-class discussions.
- Assigned readings and important theoretical concepts will be clarified
by the instructor
and by other classmates during class time.
- You will learn about many practical and interesting teaching activities.
- You will enjoy the classes.
- As future teachers, it is important for you to be responsible and therefore
for you to be
punctual and to be consistent in class attendance.
* Attendance will be graded
as follows:
1 absent = - 0.5
2 late = - 0.5
Absences will be excused if
documentary proof is given.
Active Participation in Class
(10%)
What does active participation
mean? Here are some examples:
- Concentrating and thinking
about what is going on in the lesson.
- Being on task and getting involved in discussions and activities.
- Preparing for class discussions (by writing in your 'Response to Readings'
notebook).
- Discussing with classmates (and with the instructor).
- Listening attentively to other classmates ideas and opinions (and to
the instructor's).
- Asking questions (to classmates and to the instructor).
- Giving and sharing ideas.
- Thinking critically.
- Using English.
- Asking for help (from other classmates and from the instructor).
- Giving help to others.
- Being respectful of other classmates' level of English.
- Bringing your resources to class (textbooks, reflection journal, folders,
notebooks, portfolio).
- Coming to class and being on time.
- Having a positive attitude.
- Turning off your cell phones before entering class.
- Giving effort and doing your best.
What does non-active participation
look like? A few examples are:
- Not preparing for class discussions and assignments.
- Not communicating with classmates.
- Forgetting to bring your resources.
- Using Korean excessively.
- Looking at your cell phones during class.
* Please note that good participation
is not about being an outgoing or a shy person.
Quite to the contrary, it's all about effort and trying to do the best
that you possibly can.
Portfolio (30%)
What is a portfolio?
A portfolio is a collection of a students' work over time. They provide
authentic evidence of the learning process.
How do I do the portfolio?
For your portfolio, you will first need to buy a 40-pocket file/folder,
A4 size. You will then divide your portfolio folder into 4 sections:
1- Response to Readings
2- Journal Reflections
3- Theoretical Concepts
4- Teaching Activities
What do these 5 sections mean
and how do I do them?
Response to Readings:
Each week you will be responsible for assigned readings in the textbooks.
For each reading you will also be asked to reflect and think about certain
questions. You will then write your answers to these questions in a notebook
or type them on your computer and be prepared to discuss your answers
in class. Make a photocopy or print out your questions and answers and
put them in your portfolio folder.
Journal Reflections:
A journal is a kind of personal diary in which a person writes very informally
about his or her thoughts and feelings. Using the 'Reflections Journal'
book that you need to purchase for this course, I will occasionally ask
you to write in a journal format about your own personal ideas, thoughts,
feelings, and reflections about learning and teaching. The purpose of
this journal is to raise awareness of the learning and teaching process,
and to foster self-confidence, motivation, and autonomy. After writing
your journal entry, make a photocopy or print it out and put it in your
portfolio folder.
Theoretical Concepts:
This section of your portfolio is optional and will not be evaluated.
However, it is a good idea to collect definitions of theoretical concepts
for further study. Therefore, if you encounter a theoretical concept in
your readings, I recommend your write both a textbook definition (the
definition that is written in your book or glossary) as well as your own
personal definition of what you think it means by writing it in your own
words. Extra-credit will be offered for this section.
Teaching Activities:
This section of your portfolio is also optional and will not be evaluated.
However, if you discover new teaching activities that you would like to
use in your present or future classes, please add them to your portfolio
in this section. Extra-credit will also be offered for this section.
How often will you collect the
portfolio?
I will collect everyone's portfolio twice during the semester.
How will you evaluate the portfolio?
The portfolio will be evaluated according to the following criteria:
-Portfolio is well-organized.
- Pages are neat and the writing is clear and easy to read.
- Reasonable length of writing.
- Shows evidence of effort.
- Shows evidence of self-reflection.
- Shows evidence of analytical thought.
* A grade symbol will be given:
** Outstanding + Good ?? Poor
* Very Good ? Fair
Textbook / Coursebook Analysis (20%)
Textbooks or coursebooks are the primary source of materials that teachers
use when they teach English to students. As a result, it is important
to analyze these books carefully if we want to choose a good textbook
to use with our students. This will therefore be the purpose of this assignment.
Working alone or with a partner, you will choose two textbooks to analyze.
You will compare and contrast the two textbooks by referring to an evaluation
criteria worksheet that will be provided to you by your instructor. The
result of your analysis will be a written essay written in regular form
(not point form) and with a mimimum 3 pages in length. You can choose
any textbooks that your want. They can be textbooks that you are already
familiar with or you can choose from a wide selection of textbooks that
will be available in the TESOL office. In choosing your two textbooks
it will be important that the two textbooks are for the same age group
(for example adults) and for the same proficiency level (for example beginners).
This assignment will be due on the final day of class. Students must tell
the instructor in week 2 of the semester if they will be working alone
or with a partner.
Teaching a Classroom Lesson (30%)
The overall purpose of the TESOL program is to learn how to teach English.
In this assignment you will be given the opportunity to teach a 30-40
minute student-centered and communicative-based lesson based on the theories
and practices that you learnt in TSL 502 and TSL 503. Working alone or
with a partner you will design, prepare, and present an English language
lesson. This means that you will:
- Decide which age group and
which level of students you want to teach.
- Choose the methodology and the lesson content.
- Design and produce appropriate materials.
- Prepare and practice the lesson.
- Present the lesson.
- Provide a written lesson plan describing your lesson.
During your preparation it will
be important for you to consult with and have meetings with your instructor
who can provide helpful ideas and guidance. Student presentations will
begin in week 7 of the semester. Your lesson presentations will be teacher
assessed and peer assessed. Students must tell the instructor in week
2 of the semester if they will be working alone or with a partner.
Extra-Credit
Extra-credit will be offered if students complete the 'Theoretical Concepts'
and 'Teaching Activities' sections of their portfolio. In addition, extra-credit
will be offered for those attending special lectures and workshops given
by TESOL professionals during the months of October, November, and December
in which they can write a 1-page journal reflection about what they experienced
and what they learned during the lectures and workshops. These are the
dates for the lectures and workshops:
Sunday October 27th: Cambridge
Day (Jack Richards / Curtis Kelly) ~ Hanyang University
November 12th-14th: H. Douglas Brown Workshop ~Korea, Yonsei, Sookmyung,
Sungkyunkwan, Hanyang
Sunday December 8th: Oxford Day (Henry Widdowson) - Franciscan Education
Center
* Please see the TESOL office billboard for more information about these
lectures and workshops.
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