EDBL 438: Teaching English as a Second Language
Dr. Craig A. Hughes Black Hall 204-28 509-963-1269 hughesc@cwu.edu
Office Hours: Wednesday: 4:00 - 5:00 PM

Catalog Course Description
Theoretical and conceptual information about language and language acquisition. Practical, applied aspects of second language learning and teaching.


Purpose of the Course
The purposes of this course are consistent with the university's mission, "by teaching we learn;" the Center's mission, "facilitating learning for a diverse world;" Teacher Education Program department's mission, "ensuring graduates are prepared to be outstanding educational leaders who demonstrate the knowledge and skills necessary to educate and work withing a diverse school population." The course uses a critical-constructive approach which allows students to explore issues of importance and examine how these issues relate to larger social constructs. This course is designed to assist students in developing appropriate materials and techniques, as specified in the TESOL Association Standards for grades K-12. This course meets the Bilingual Education (K-12)and English as a Second Language endorsement requirements WAC 180-79-326(4) and WAC 180-79-352(2). This course also meets the requirements for Indicator 3.3 of the National Association for Bilingual Education (NABE), as well as standards 9 and 10 of the IRA/NCTE Standards for the English Language Arts.


Outcomes/Objectives
At the conclusion of this course, students will be prepared to:
1. Demonstrate knowledge of appropriate theoretical research, as well as its practical application, in the teaching of English to speakers of other languages;
2. Develop a thematic unit plan which incorporates: a) the relationship between different content areas, b) classroom organization and procedures, c) detailed descriptions of preferred ESL methodologies and applications, d) sample lesson plans, and e) the relationship between ESL instruction and instruction received in mainstream classroom settings;
3. Demonstrate ability to apply appropriate methodologies and applications;
4. Demonstrate ability to assist ESL students in integrating into mainstream school setting.


Required Texts
Richard-Amato, P. (1996). Making it happen: Interaction in the second language classroom (2nd Edition). White Plains, NY: Longman.

Collier, V.P. (1995). Acquiring a second language for school. Directions in Language & Education, 1(4).
http://www.ncbe.gwu.edu/ncbepubs/directions/04.htm


Grade Scale
A (100-96%) A- (95-90%) B+ (89-87%) B (86-83%) B- (82-80%) C+ (79-77%)
C (76-73%) C- (72-70%) D+ (69-67%) D (66-63%) D- (62-60%) F (59-0%)


Assignments

1. Class participation: (20%) Students will expected to actively participate in class. Attendance is required for participation to take place.

2. Friday Assignments: (20%) You will have a small assignment due on most Fridays. You will be given the assignment on Monday.

3. Thematic Unit and Presentation: (40%) Students will create a basic overview of a thematic unit (which I would suggest should be related to the "real world" of the student). The students will provide a more detailed write-up of three ESL activities that are part of the unit. One of the ESL activities will be taught by the students to other members of the class. See assignment sheet for more details on presentations.

4. Mid-term exam: (20%) More details will be provided 2 weeks before exam.


Course Overview
Week of... Topic Readings Assignments Due
Mar 28 Introduction, Prism Model Collier
Apr 4 Theories into practice Amato 1-3 WA1
Apr 11 What it looks like Amato 4,5 WA2
Apr 18 Assessment Amato 6 Thematic Mapping (26)
Apr 25 Methods Amato 7-9 WA3
May 2 Methods Amato 10-12 Mid-term
May 9 Methods Amato 13 WA4
May 16 Classroom organization, Materials Amato 14, 15 WA5
May 23 Programs Amato 16,17 Thematic Units (5)
May 30 Conclusion Thematic Unit Presentations

Appropriate academic accommodations are provided to students with disabilities requesting services through DSS. Accommodations are intended to minimize the functional limitations of a disability or disabilities and provide the student equal access to the educational process.

Thematic Unit Assignment

The thematic unit assignment has 3 goals. 1: The development of curriculum centered on content-based themes. 2: The opportunity to interact with professional peers. 3: The opportunity to demonstrate understanding of possible methods.

We are pretending that you have earned a position in a dual-language bilingual school. You are the English language teacher in a team teaching structure at the elementary level or a "family" grouping teacher at a secondary school with ESL instruction for linguistically diverse students. The school has decided to focus on using thematic instruction in an effort to allow students to see the relationship between different content areas.

Your assignment is, together with your team member, develop a three week plan of instruction for your students. All class members will be paired with a second class member. Between the two of you, you will decide what the grade level will be (for elementary)and the theme for the three week unit.

Phases of the Assignment
1 Thematic Mapping (10%) (Due Apr. 18)
This is the overview of the three week thematic unit. What needs to be included are: A) the theme for the unit, B) How different content areas connect to the theme. These should include language arts (English) and at least three of social studies, science, math, art, music, computer science, and PE. The mapping will include general ideas of regular classroom instruction and more detailed information of the ESL unit.

2 Detailed Lesson Plans (20%) (Due May 23)
Choose a four hour section of ESL (this could be over several days). Develop lesson plans that include at least the following:
 

A Objectives of the lesson.

B Methods used (at least three different methods).

1 Student preparation
2 Body of lesson
3 Evaluation and assessment
C Materials used.
1 Texts
2 Other resources
3 Assessment
D Classroom structure
1 Classroom organization
2 Students' social interaction
3 Teachers' role
There are many ways to actually write up lesson plans. I do not insist on any given way as long as the information above is included.

3 Lesson Implementation (10%) (Mar. 30)
Each teaching team will have the opportunity to present a 10 minute section of their lesson plans using the class as students. Each partner is to be the main teacher for half of the 10 minutes and each lesson should be explained in relation to the theme.