LLSS 482
TEACHING ENGLISH AS A SECOND
LANGUAGE
Spring 2004
La Mesa Elementary School
Tuesdays -- 4:30-7:00 p.m.
Instructor:
Holbrook Mahn
Hokona 212
277-5887
hmahn@unm.edu
Homepage
Office hours:
T & Th 12:30 1:30
WebCT Login Page: Click Here
WebCT Help Page:
Click Here
Course Goals/Objectives
--
1. To help students gain a knowledge
base in the methods of teaching a second language and to develop
a teaching philosophy integrating prior knowledge and experience
with class readings and discussions.
2. To share teaching ideas and gain experience
by class demonstrations, tutoring, and lesson planning.
3. To discuss the implications of major
approaches and supportive theories for teaching methods and activities.
4 To examine the implications of second
language literacy acquisition theories for pedagogical approaches
as they are applied to students learning English as a Second
Language.
5. To provide guidelines for planning
effective lessons using both thematic units and content-based
subject matter.
6. To develop a unit plan (a combination
of lessons) in a cohesive, well-written paper.
7. To gain an understanding of the Federal
and State laws that govern the rights of English Language Learners.
8. To become familiar with the implications
of the No Child Left Behind legislation for English Language
Learners.
Course Requirements:
1. Attendance & Participation:
Because of the interactive nature of the class, attendance is
mandatory.
2. Tutoring: Each student will
be assigned or will select an appropriate second language learner
to tutor once a week for 10 weeks. A 2-3 page reflection paper
on the experience will be due 4/27.
3. Group Discussion: Students
will participate in an online discussion with other classmates.
A weekly contribution is required. To access the discussion group:
Click Here.
If you are experiencing difficulty, get help Here.
4. Lesson: Each student will prepare
and implement a lesson with our own class of ESL students drawing
from lessons suggested in Making it Happen or other class
readings.
5. Lesson Plan Critique: Students
will find an ESL lesson appropriate to their grade level and
write a critique of it using some of the criteria we have developed
for effective ESL lessons. See Here.
6. Unit Plan: All students will
prepare a unit plan/paper which will: 1) have a short (3-4 page)
introduction which describes the theoretical/philosophical foundation
for the unit; 2) provide an overview of the unit describing the
context (the course, the students -- age, proficiency levels,
backgrounds etc.) and the major concepts and skills to be taught;
3) briefly justify the methods and types of activities to be
included tying them to the introduction; 4) develop a unit that
will last approximately a week (it can vary depending on the
age level and the content); 5) include a lesson plan for an activity
that will be part of the unit plan.
Grading:
Attendance and Participation 10%
Tutoring 20%
Class Lesson 15%
Critique of Lesson 10%
Group Discussion 15%
Unit Plan 30%
Additional Requirement for Graduate
Students :
Graduate students will be required to complete a project for
this class, in addition to the requirements for undergraduates.
This project will be a review of two online articles other than
those on the syllabus.
Required Text -- Richard-Amato, P. (2003). Making it Happen:
From Interactive to Participatory Language Teaching (Third
Edition). New York: Longman.
Selected online articles throughout the
semester. (Some of which require Acrobat Reader which can be
downloaded by clicking on this link: Download
Acrobat Reader
Individuals with special
needs
Students with special needs should contact me as soon as possible
to ensure that appropriate academic adjustments are met in a
timely manner.
Stephen
Krashen's homepage
Daves
ESL Café
Extensive
List of useful ESL Links
National
Clearinghouse for English Language Acquisition
TESOL
Homepage
TESOL Standards
New Mexico State Resources for Educating Linguistically
& Culturally Diverse Students
Bueno
Center
Kenji
Hakuta's Homepage
Course Schedule
Week One: January 20
Introduction of students, course, and instructor. Explore links
above under Resources
Week Two: January 27
Theme: Who are English Language Learners and what are the laws
that protect them?
Reading Assignment: "Struggling
English Language Learners: Keys for Academic Success," Freeman
& Freeman;
Week Three: February 3
Theme: Traditional Approaches to Second Language Acquisition
Reading Assignment: Making it Happen -- Intro., Chs. 1
& 2
The
Five Standards of Effective Pedagogy
Week Four: February 10
Theme: Interactional Approaches and TPR
Reading Assignment: Making it Happen -- Chs. 3 & 8;
What is TPR
Week Five: February 17
Theme: Sociocultural and Political Approaches
Reading Assignment:
Making it Happen -- Ch. 4 & Related Reading 1
Week Six: February
24
Theme: Second Language Literacy Acquisition
Reading Assignment: Making it Happen -- Chs. 5 & 13
Supplementary Reading: Language
Minority Learners I: Models of Bilingual Education and Literacy
Instruction
Week Seven: March 2
Theme: Affect and Second Language Acquisition
Reading Assignment: Making it Happen -- Chs. 6 & 14
Week Eight: March 9
Theme: Assessment, Standards & Accountability
Reading Assignment: Making it Happen -- Ch. 7 & Related
Reading 2
Supplementary Reading: Assessment
and Evaluation &
Articles
on Accountability
Week Nine: March 16
SPRING BREAK
Week Ten: March 23
Theme: The Natural Approach & Making it Fun
Reading Assignment: Making it Happen -- Chs. 9, 10, 11
& 12
Week Eleven: March 30
Theme: Special Education and the ESL student
Reading Assignment: "Effective
Instruction for Language Minority Children with Mild Disabilities"
&
"A
Guide to Learning Disabilities for the ESL Classroom Practitioner"
Christine Root
Supplementary Reading: Special
Education & English Language Learners
Week Twelve: April 6
Theme: Teaching the Native American Student
Reading Assignment -- "And Then I went to School" Joseph
Suina;
Teaching Native American
Students
Week Thirteen: April 13
Theme: Laws and Legislation and the ESL Student -- No Child Left
Behind Act
Reading Assignment: Crawford
NCLB --Guide to Title III of the No Child Left Behind Act
"Leaving
English Learners Behind" by Bob Peterson
"The Bilingual
Education Act 1968 - 2002"
by James Crawford
Week Fourteen:
April 20
Theme: Parents, Community & Culture
Reading: Language
& Culture and
Parent
& Community Involvement
(Choose one article from each site and be prepared to share
an important lesson or insight with your peers.)
Week Fifteen:
April 27
Unit Plan Presentations
Theme: Planning & Classroom Management
Reading Assignment: Making it Happen -- Ch. 15 Theme:
Unit Plan Presentations
Tutoring Reflection
Due
Week Sixteen: May 4
Unit Plan Presentations
Theme: Resources and the Content Areas
Reading Assignment: Making it Happen -- Ch. 16 & 17
Unit Plan/Final
Paper Due
Finals Week: May 11
Unit Plan Presentations
Theme: Different ESL Programs
Reading Assignment: Making it Happen -- Chs. 18, 19, 20
(Choose the chapter applicable to you.)
Evaluation
Papers Returned
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