EDUC 688                                                                                                                         Spring ‘02
R. Schwartz                                                                                                                     [688.syll.S’02]]

            METHODS OF TEACHING ENGLISH as a SECOND or FOREIGN LANGUAGE                             
	An investigation of traditional and contemporary techniques, methods, and approaches of teaching English as a Second Language (ESL) and English as a Foreign Language (EFL) will be provided through readings, lectures, technology, demonstrations, and videos. Students will analyze current theory, research, and classroom practices; develop ESL/EFL lesson plans, give in-class reports and presentations, participate in discussions, write a scholarly paper, and micro-teach. Special emphasis will be placed on teaching techniques for developing speaking and listening proficiency  in academic, technical, work-related, and social situations. The teaching of ESL/EFL reading and writing will only be briefly addressed - these areas are studied in EDUC 625 (ESOL Reading & Writing I) & EDUC 655 (ESOL Reading & Writing II).  

codes: assignments; (____/____) = due date for assignments or chapter reactions; h = handout;
          N-I:1-37 = e.g., Chapt. 1, pp. 1-37 in Nunan’s text; R = Richard’s/Rodger’s text.

	         TOPIC	ACTIVITIES/HANDOUTS/ASSIGNMENTS	READINGS in TEXTS	
A.	Introduction to EDUC 688			
B.	ESL & EFL = ESOL: teachers and students 

	*Differences Between TESL/TEFL [h] 
*Role of the ESOL Teacher [h]
*Teaching ESL/EFL: 12 Principles [h] 
*ESL/EFL Students: Two Types of Language       /Swain, M./ [h]
*ESL Standards for Pre-K-12 Students /TESOL/ [h]
*TESOL Standards overview (2/5)	 	
C.	Oral Proficiency: defined/described - evaluation	*Proficiency Rating Packet [h]
*P-Rating Questions Worksheet  (2/19)
*Language profile & Rating exercise (2/12&19)		
D.	1.The Place of ISD in ESOL
2. ESL/EFL Curriculum Development
a. Syllabus Design
b. Goals and Objectives	*ISD [o]
*Curriculum - Goals/Objectives Packet [h]
*Practice in Writing Objectives (________)	*N-5:
148-170     (2/5)
-A & B-	
E.	Learning and Teaching a Second Language	*Popular Ideas About Language Learning
/Lightbown/  (2/19)
*Comparing Instructional and Natural Settings for Language Learning
/Lightbown/(2/26)
*Learning a First Language and      Theoretical Approaches to  Explaining Second Language Learning /Lightbown/ (2/26) 
Note: The above assignments are required only                 for the Ss who have not taken MLL 670.	*N-1:1-37
  (2/12)
     -A-

*N-2: 38-68      (2/12)
     -B-

*N-3:69-92        (2/19)
       -A-	
F.	Oral Language Development:            
1. Input vs. Output
2. Classroom Interactions: The Classroom as a Communication      Center 
3. Omaggio’s Hypotheses
4. Speaking to Learn
5. Why ESL/EFL Ts Talk Too Much
6. Classroom Language
	*Oral Language Development Across   the Curriculum, K-12 /Zhang/ [h & a] (_______)
*Student participation in the EFL classroom: student talk and teacher talk - input vs. output   /Schwartz/ [h]
*ESL/EFL Classroom Interactions Observation Form /Schwartz/ [h]
*Explanations & Suggestions: ESL/EFL                   Classroom Interactions Observation Form              /Schwartz/ [h]
*Teacher Observation Notes /Schwartz/ [h]
*USIS Digital Video Conference...../Schwartz/[h]
*Classroom Language /Winn-Smith/ [h]
*Classroom Language: Sample Utterances            (_______)               
*Micro-teaching: classroom interactions[in-class exercise]	*N-4:
  95-147     (2/19)
     -B-

*N-6:
  171-196      (2/26)
     -A-

      	
G.	*The Basics: Teaching Skills                   Techniques, and Activities

*Classroom Management

*Micro-Teaching	Note: There are handouts for each topic. 
*The Basics
1. Lesson planning 
2. Basic techniques  
3. More basic techniques
4. Questions and questioning   
5. Using the blackboard   
6. Using visual aids/realia 
7. Pair work - Group work 
8. Using Role plays 
9. Learning activities  
10. Motivating students  
11. Self-evaluation  
12. Oral presentations 
13. Mini-lectures
14. Correcting errors 
*Classroom Management
*Micro-teaching
*Micro-teaching lesson plan format (______)
*In-class micro-teaching & lesson   plan (      )	
*N-7: 
  199-224      (2/26) 
      -B-

*N-8:
  225-248
    (3/5)
     -A-
 	
H.	Teaching Language Skills

	1. Teaching pronunciation (N: 105-106) & [h]
2. Teaching listening (N: 199-224) & [h]
3. Teaching speaking (N: 225-248) & [h]
4. Teaching structure/grammar & [h]
4. Teaching reading (N: 249-270) & [h]
5. Teaching writing (N: 271-300) & [h]	*N-9:
249-270
  (3/5)
     -B-

*N-10:
 271-300     (3/12)
   -A&B-	
I. 	Technology in the ESL/EFL classroom	*Evaluate a video or CD /Glissan/
 (________)		
J.

	APPROACHES & METHODS IN LANGUAGE TEACHING	 		

	      TOPIC
(       ) = pages in Richards and Rodger’s text                                   	ACTIVITIES/HANDOUTS/ASSIGNMENTS

5 minute oral presentations on “J. Approaches & Methods in Language Teaching” (TBA)		READINGS in TEXTS

I.	Major language trends in twentieth-century language teaching (1-2)			
1.	A brief history of language teaching (3-17)
a. Grammar-Translation Method
b. The Reform Movement
c. The Direct Method		R-1:1-17
overview
(3/19)
-A&B-	
2.	The nature and approaches and methods in language teaching (18-36)
	 “Eight approaches to language teaching”
/Doggett. CAL/ [h]	R-2:18-35
overview
(3/19)
-A&B-	
3.	The Oral Approach and Situational Language Teaching (36-49)
		R-3:36-49
reaction
(4/2)
 -A-	
4.	The Audiolingual Method		R-4:50-72
reaction
 (4/2)
 -B-	
II.	 Alternative approaches and methods (71-72)			
	*Situational Reinforcement (Eugene Hall) (not in text)

**Lipson’s Approach (Alexander Lipson) (not in text)	*SR: Situational Reinforcement      [h]
*SR: Sample lesson (_______)

*Lipson’s Method [h]
*Lipson sample lesson (______) 		
5.	 Total Physical Response (James Asher) (73-80)			
6.	The Silent Way (Caleb Gattegno) (81-89)			
7.	Community Language Learning/Counseling Learning (Charles Curran) (90-99)		R-7:90-99
reaction
 (4/9)
  -A-	

8.

9.
10.
11.

12.
13.	Note: #s 8-13 are not covered in class. Read in text only.
Suggestopedia (Georgi Lozanov) (100-107) 
Whole Language (108-114)
Multiple Intelligences (115-124)
Neurolinguistic Programming (125-132)
The lexical approach (132-140)
Competency-Based Language Teaching (141-149)			
III.	Current communicative approaches (151-152)			
14.	Communicative Language Teaching (153-177)		R-14:153-177
reaction
 (4/16)
  -B-	
15.	The Natural Approach (S. Krashen & T. Terrell) (178-191)		R-15:178-191
reaction
 (4/16)
  -A-	
16.	Cooperative Language Learning (192-203) -Not covered in class. Read in text only.-			
17.	Content-based Instruction and English for Specific Purposes (204-222)	*CBI/ESP packets [h]	R-17:204-222
overview
 (4/23)
-A&B-	
18.	Task-Based Language Teaching (223-243) -Not covered in class. Read in text only.-			
19.	The Post-Methods Era (244-255)		R-19:244-255
reaction
 (4/30)
  -B-	

REQUIRED TEXTS

Nunan, David. 1999. Second Language Teaching and Learning. Boston: Heinle & Heinle. 
[ISBN 0-8384-0838-9]  

Richards, J. & T.S. Rodgers. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. [ISBN 0-521-00843-3]

ON RESERVE in the Resource Center for Language and Culture

Doff, D. 1988. Teach English: a training course for teachers. Cambridge: Cambridge University Press. 
[0-521-34864-1

Schedule:

Class meets from 4:30-7:00 on Tuesdays
First class - Tuesday, January 29
Midterm - TBA
Last class- May 14
Take-home final - due Wednesday, May 22 at 4:30pm (ACIV #415/427)
Final grades will posted 12:00 noon, (date: TBA ________. Papers can be picked-up in room #427.
 
Late paper policy: w/o excuse - 10 pts. off

Incompletes: Incompletes cause extra work for both you and me. It's suggested that you make every attempt possible to avoid an -I-. See me if you are going to have to request an -I-.

Note: Regular contributing attendance is an important part of the course and will be used in determining the final grade.

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Professional Organizations

If possible, please join one of the local TESOL professional organizations: Maryland TESOL or Washington Area TESOL. To join either one of these professional organizations ($15.00/year, student membership) see staff in ESOL/Bilingual office (rm. #427).	

Resource Center for Language and Culture (room # 103)
The RCLC is open Monday - Thursday  from 1:00-7:00pm (Saturdays, TBA)

Snow Closing Information
To check on cancellation of class, please check with the following:
ESOL/Bilingual office: (410) 455-3061/2376
Campus Announcements: (410) 455-3100
"What's New Section" of the UMBC home page (www.umbc.edu)	

Office Hours - Telephone - FAX - e-mail
Office: Rm. 415, AVIV (A wing)     
Appointments: Call (410) 455-2379/3061 or make appointment in Room 427.
Telephone: (410) 455-2379
fax: 410-455-3986
e-mail: rschwart@umbc.edu

EDUC 688                                                                                              name__________________________
F'01           
GRADING SHEET

         	  #	 due	 grade	 pts	 ttl	
A. WORKSHEETS/ASSIGNMENTS   15%						
1. P-Rating  questions						
2. Language profile & rating exercise						
3. Practice in writing objectives	  					
4.  Sample micro-lesson plan     	 					
5. 5 minute oral presentation on “J. Approaches & Methods in Language Teaching” 	  					
6. SR sample lesson						
7. Lipson sample lesson						
8.	  					
9.						
	  					
B. REACTION PAPERS/OVERVIEWS   20 %						
	  					
C. COMPREHENSIVE LESSON PLAN 10 % 	  	5/14				
 	 					
D. MID-TERM      10%	 ---	  TBA				
E.  SCHOLARLY PAPER   20 %	 ---	 5/14				
F.  FINAL    25 %	 ---	 5/22				
						
                      total points						
                 grade for course						

   

  

    
EDUC 688                      REACTION PAPERS                                                  

1. See course outline for text, chapter, and due date.

2. Reaction papers should be typed  following regular academic scholarly style (format, margins, spacing, etc.).

3. They should be from 2 (min.) - 3 (max.) pages long.

4. Reaction papers are not summaries or overviews of the chapter...they are your reactions (thoughts, ideas,             agreements or disagreements, etc. to the chapter.

5. You may focus/react on a specific topic or  to many of the various topics found in the chapter.

6. On the due date, you’ll be asked to talk about your reaction to the chapter in class.