TESL 32: Materials Selection and Dev in Language Teaching

Transcription

Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If
for any reason the Class Syllabus does not match the print Course Guide or online course information,
the Class Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Materials Selection and Development in Language Teaching
COURSE CODE:
TESL 32
COURSE CREDITS:
COURSE SECTION:
W01
TERM:
Spring & Summer 2015
DELIVERY:
CERTESL– Computer-enhanced
START DATE:
May 6, 2015
END DATE:
August 11, 2015
Course Description
Students will learn how to evaluate, select, and adapt materials for teaching ESL. They will be
exposed to various media used in developing ESL materials, including print, video, audio,
blackboard, overhead, felt board, and visual aids. Approaches to involving students in materials
development are discussed.
Prerequisite or Co-Requisite: TESL 31 or TESL 34; or TEFL 12
Note: This course is also available in a print-based, independent study format.
Course Objectives
The purpose of the course is to:
1. Introduce you to key criteria used in assessing and selecting materials.
2. Familiarize you with the main types of materials available to teachers of English as an
Additional Language (EAL) in all its variations (i.e. ESL, EFL, ESD/ELD).
3. Illustrate the range of teaching possibilities with the various materials presented.
4. Give you the opportunity to experiment with adapting and developing your own
materials.
Please note that Canadian spelling is used throughout this course.
Course Overview
You will have a printed Course Guide as well as online components for this course. TESL 32
consists of eleven modules that will provide you with a workable framework for the selection and
design of teaching materials. The modules will take you through the most common types of
tools and materials used in language classrooms, expanding on related discussions in
TESL 31/ECUR 391 modules on teaching of speaking, listening, reading and writing.
Assignments will give you the opportunity to make logical selections of existing materials,
relevant adaptations of existing materials to students who always have distinct needs, interests,
Mar 26, 2015 slg, rn, ck, gm
TESL 32W – Materials Selection and Development in Language Teaching
strengths and challenges, and develop some of your own materials to meet particular learning
needs.
In the online Discussion Forums you will have the opportunity to share ideas with your instructor
and other students. Discussing course content will deepen your understanding of it and also
help you be more critical and analytical as you think about the course content. You will also
have a chance to develop activities that add excitement to your classroom, including language
games, music-based activities, community contact opportunities, and electronic resources.
Your Instructor
The instructor for this class is Rita Naeschke.
Contact Information
E-Mail: [email protected]. I will usually reply within 24 hours. If I go away and do not
have easy access to email (which I usually do), I will send out an email to the whole class or
post something in the Discussion Forum.
Phone: (250) 591-5635 Note: British Columbia time. Please do not call after 9:00 p.m. my
time (Pacific Standard Time). If I am not home, please leave a message with your phone
number. You might also want to send a quick follow-up email (including your phone number).
Profile
I have been teaching ESL for about 25 years and think this is the absolutely best job in the
world! I taught (face-to-face) ESL at the University of Regina for 20 years and am currently
teaching at Vancouver Island University. I have been with the CERTESL program at U of S for
almost 20 years.
I have taught in many areas of the world - Nigeria, Taiwan, Japan and many parts of Canada.
Teaching overseas can be a real challenge, but it is often well worth the effort.
In terms of my formal education, I have a Bachelor of Arts in French and German with a minor in
Spanish, a Bachelor of Education in elementary education and secondary French, a Masters of
Arts in Teaching English to Speakers of Other Languages and a Masters in Human Resources
Development – seems I am a lifelong learner.
Page 2 of 18
Required Resources
Readings/Textbooks
1. Ormiston, M. and Epstein, R. (2007). Tools and tips for using ELT materials: A guide for
teachers. Ann Arbor: University of Michigan Press. ISBN-13: 978-0-472-03203-7
2. Richards, J.C. and Schmidt, R. (2011, 4th ed) Longman Dictionary of Language
Teaching and Applied Linguistics. Longman. Available online at:
https://archive.org/details/DictionaryOfLanguageTeachingAndAppliedLinguistics
Textbooks are available from the University of Saskatchewan Bookstore:
www.usask.ca/bookstore/
Other Required Materials
1. Print Course Materials package
[mailed from CCDE]
2. Online course in BlackBoard
Electronic Resources
Some readings in this course will require access to a computer and the Internet. Links are
provided in the Course Guide modules and in the Class Schedule – Readings column of this
syllabus. Also, some readings may be posted as PDFs online in the Blackboard learning
management system. To access Blackboard, see your Class Checklist.
Note: If any of the links don’t work for you, try copying and pasting the url into your browser. If
you need further assistance, please contact your instructor. Also note that an electronic version
of this syllabus is available on the CERTESL web site for your convenience in accessing the
links at www.ccde.usask.ca/certesl
Some downloads may require Adobe Reader. To install this software, click this link and follow
the download and installation instructions: http://get.adobe.com/reader
Downloads
1. Canadian Language Benchmarks 2012: English as a Second Language for Adults.
Ottawa: Centre for Canadian Language Benchmarks. Available at:
http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf
Supplementary Resources
1. Azar, Betty S. (2009). Understanding and Using English Grammar, 4th ed. with answer
key. Toronto: Pearson Education. ISBN 978-0-132-46450-5 [available from the U of S
Bookstore; is optional in TESL 32 but is a required textbook in TESL 33]
2. The following sites are great supplementary resources for this class and for when you
are actually teaching. These sites are not required reading for this course, but they are
REALLY good if you are looking for ideas.
http://www.rong-chang.com/
http://faculty.deanza.fhda.edu/madiganjulie/stories/storyReader$8
http://www.uic.edu/depts/tie/coolsites.htm
http://www.internet4classrooms.com/esl.htm
http://iteslj.org/
Page 3 of 18
Class Schedule
Spring and Summer Session Breaks:
May 28, 29
June 22 - 24
July 17, 20
Week
1
2
Module
Readings
Evaluation Due Date
1/ A Framework for Materials
Design and Evaluation
Ormiston & Epstein
(textbook) Chapter 1
Discussion Posting #1
2/ Textbooks
Chapter 2
Tuesday May 19
Tuesday May 26
3
3/ Written Text
Chapter 3
Tuesday June 2
4
4/ Visual Aids—Pictures, Charts,
and Realia
Chapter 4
Assignment 1 due
Monday June 8
Tuesday June 9
5
5/ Basic Classroom Resources
Chapter 5 pp. 92-120
Tuesday June 16
6
7
8
9
6/ Overheads and Audiovisual
Materials
Chapter 5 pp. 121-142
7/ Computers and the Internet
Chapter 6
Module 7 in Course
Guide
Tuesday July 7
8/ Drills, Dialogues and Roleplays
Module 8
9/ Games
Module 9
Tuesday June 30
Tuesday July 14
Assignment 2 due
Thursday July 16
Page 4 of 18
Tuesday July 21
10
10/ Music, Poetry, and Chants
Module 10
Tuesday July 28
11
11/ Project and Community
Contact Materials
Chapter 7
Tuesday August 4
Friday,
August 14, 2015
FINAL EXAM
Note: If for any reason the Class Syllabus Reading List does not match the Module
Reading List or online course information, the Class Syllabus shall be taken as correct.
Grading Scheme
Discussion Forum Participation
20%
Assignment One
20%
Assignment Two
30%
Final Examination
30%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at:
http://www.usask.ca/university_secretary/council/academiccourses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://www.usask.ca/university_secretary/LearningCharter.pdf
Page 5 of 18
Evaluation Components
CCDE Writing Centre – Quality Writing Help for Free!
Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery)
administered by the CCDE can use this free service. The Writing Centre provides tools and support to
help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified tutor
will assess your work and offer advice to improve your project. Contact the CCDE Writing Centre
at http://www.ccde.usask.ca/writing
There are Discussion Forums, two assignments and a final examination in this online
course. Consult the Class Schedule for specific due dates.
Online Discussion Forums
Value: 20% of final grade
Due Date: In order to keep up, log on to the course at least 3 times weekly. If possible, check
the Discussion Forum daily. You can decide how often, how long, and when you need to access
the course. You can log on and work on your course whenever it pleases you. Remember
however, freedom and independence include responsibility. This means you must be disciplined
with your time and make sure you get to the course regularly.
Criteria for Grading Online Participation
You must participate regularly as instructed in order to pass this course. Be sure to use proper
Netiquette in your messages (see http://www.albion.com/netiquette/book/index.html). You must
address each discussion question. You will be graded on the quality of your comments as
follows:
3 points
2 points
1 point
Your comments included integration, synthesis, or major analysis of course
Your comments added description, clarification or minor analysis of course
You added a relevant fact to the discussion
Requirements for All Assignments
Guidelines for Assignments
Carefully read these instructions so that you know what we expect in each assignment. Use
APA guidelines at http://library.usask.ca to ensure your submissions are in the proper format.
•
•
Each assignment must be written in the format specified in the assignment. Point form is
not acceptable.
Each assignment in this course should include the following elements:
o title page (including your mailing address)
o an introduction describing what the assignment contains
o a body, which includes the main part of your assignment; this assignment may be
a short essay, a lesson plan, or a collection of your writing and materials as
indicated in the assignment
Page 6 of 18
a brief conclusion
properly cited references, if applicable, with author, title, page numbers,
publication date, and place of publication, and publisher.
Assignments must be typed and double spaced. Leave a wide margin on all sides to
allow for instructor comments.
Follow the instructions for each assignment carefully to ensure that you have included
everything that is expected of you. Check to see that you have the required number of
pages or words as set out in the instructions. Keep to the suggested length for each
assignment. Instructors will not mark assignments that are too long. They will be sent
back to you for you to rewrite in more succinct form and re-submit.
Proofread your assignments to ensure proper grammar and mechanics. You may fail the
assignments if your English is not adequate. See the Language Requirements section of
this Class Syllabus so that you know what is expected of you in your assignments,
online communication, and final examination.
Number all pages.
Keep a copy of the assignments for your records.
o
o
•
•
•
•
•
Assignment Checklist
Before submitting the assignment, ask yourself the following questions:
• Have I included a title page, introduction, body, and conclusion?
• Have I covered all the required points?
• Have I demonstrated knowledge based on the course readings?
• Have I demonstrated knowledge based on classroom practice?
• Have I properly cited all my sources?
• Are the ideas and points logically and coherently organized?
• Have I expressed myself accurately and effectively?
• Is the assignment succinct?
• Have I used correct spelling and grammar?
For all assignments, weighting will be approximately as follows:
• Ability to connect theory to practice
80%
• Assignment presentation and organization 20%
CERTESL students from the United States may use Standard American English spelling,
grammar, and vocabulary; British students may use British forms; Canadian students may wish
to consult the Canadian Oxford Dictionary. Whichever dictionary is used, try to be consistent.
TESL 32 (W sections) Assignment One
Due Date: See Class Schedule
Description: There are four options for this assignment. Be sure that you select only one of
these options for your assignment and write an essay of 1000 to 1250 words (4 to 5 pages).
If you cannot submit your assignment by the due date, please contact your instructor to
negotiate a submission date.
This assignment will be more realistic and relevant for you if you describe your materials
evaluation in terms of a class you are teaching currently or potentially could teach. Be sure to
describe the class by including the following information:
Page 7 of 18
•
•
•
•
the context in terms of students’ ages, proficiency levels and backgrounds, and the aims
and type of the program
situations in which your students will probably use English
the order of priority for the different language skills and subskills that your students will
need
the kind of language they need to be able to understand and produce (e.g., formal,
informal, scientific, business, academic)
Option A: Coursebook or Textbook Evaluation
Note: If you have already evaluated a textbook for an assignment for TESL 21/ECUR 291.3 you
may prefer to choose one of the other three options. Now that you have more extensive
information and criteria for evaluating a textbook, Option A, evaluation of a course textbook, is
still a worthwhile option. However, you must choose a different textbook than the one you
evaluated in TESL 21/ECUR 291.3.
Obtain a locally used ESL/EFL coursebook. If you are presently teaching, you may want to
evaluate a coursebook used in your own teaching situation. Evaluate the coursebook, providing
both positive and negative comments. Use the information in your textbook related to evaluating
textual material. Write up your evaluation in an essay of about 1,200 to 1,500 words (5 to 7
pages).
In the assignment introduction, give a brief description of the coursebook you have chosen,
including the following: author(s), title, date of publication, publisher, target audience (see
preface), skills to be taught (see table of contents or preface). Also choose a real or imagined
teaching context for which you will evaluate it (e.g., teenagers in a Japanese high school,
advanced class in an intensive English program, a Language Instruction for Newcomers to
Canada (LINC) level 2 class in Canada).
In the body of your assignment, focus on the areas that you consider most important to
evaluate for the target audience. Include examples from the textbook to support your evaluation.
For example, if you state that the textbook provides opportunities for personal investment, then
describe specific activities that provide this. Also in the body, describe which general area, or
areas, of the textbook you would supplement or adapt and why. Design one adapted exercise,
activity, or material. Explain how your adaptation is helpful.
In the concluding paragraph, state your overall judgment of the coursebook and whether you
would recommend the book to others. If you do recommend it, describe how you would use it
(as a source of ideas, as a core teaching tool, etc.). What types of programs and context would
find it useful: ESL vs. EFL? Children vs. teenagers vs. older adults?
Option B: Evaluation of Two Written Texts
Find two readings or written texts, other than textbooks. Your two readings should be suitable
for a particular group of students, real or hypothetical. The readings may be from any source
such as two different newspaper or magazine articles, two simplified stories from an ESL/EFL
reader, children’s stories, an authentic novel, etc. (Do not evaluate the newspaper as a whole,
since this has already been done in a TESL 32 course reading.) Explain the strengths and
weaknesses of the readings regarding their suitability for teaching your group, using information
from Module 3. Be sure to include a copy of the readings with your assignment. Write up your
assessment in a short essay about 1,200 to 1,500 words (five to seven pages).
Page 8 of 18
In the introduction, give a brief description of the readings you have chosen, including the
following: author(s), title, date of publication, publisher. Briefly describe the context in terms of
students’ ages, levels and backgrounds, and the aims of the program. Also include the reading
ability of your students in your introduction.
In the body, assess the texts’ appropriateness to your teaching context and student group.
Refer to criteria for selecting a written text described in the course, for example:
•
•
•
How is each relevant to your teaching objectives?
How appropriate is the subject matter to the age, interests, background knowledge, and
reading ability of the learners?
Refer also to text layout, linguistic difficulty, genre, and socio-cultural content, and use of
authentic or simplified language in assessing the texts’ appropriateness.
You may organize your essay by assessing one text entirely and then the other, or you may
assess both texts in one area and then proceed to assess both texts in the next area. You may
also want to compare the two texts. In the body, also describe one activity you would do with
one of the texts and the objective of the activity or instead of an activity, provide a simplified or
adapted version of one of the texts if you think this is necessary for your student group.
Conclude with your impressions of the overall suitability of the two texts.
Option C: Critique of a DVD
View and critique a DVD or a podcast that includes video (vodcast) using relevant criteria and
guidelines presented in Module 6. Select a suitable short segment of the DVD and outline one
previewing, one viewing and one postviewing activity. Write your critique in an essay of about
800-1000 words (about three to four pages).
In the introduction to your critique, give a clear description of the DVD material you have
chosen and the title. Choose a real or imagined teaching context for which you think it may be
suitable (e.g., teenagers in a Japanese high school, advanced class in an intensive English
program, a Language Instruction for Newcomers to Canada (LINC) level 2 class in Canada).
Briefly describe the context in terms of students’ ages, levels and backgrounds, and the aims of
the program.
In the body, include your critique and viewing activities.
Conclude with an assessment of the overall suitability of the DVD.
Option D: Evaluation of CALL Programs
If you have access to computers and computer software, select two programs for preview. This
software need not have been created specifically for language teaching. Remember that you
can also find some language programs on the World Wide Web. Language teaching institutes
may also allow you to use their software on-site.
Evaluate the programs based on Module 7, Appendix A: Choosing Software. If your software
doesn’t fit into one of the three categories in Appendix A, refer to the other categories of
software described in the readings for Module 7.
Describe for what type of student group the programs may be helpful. Which of the two would
you prefer to use with a particular student group and why. Explain how the preferred program
Page 9 of 18
might fit into a language teaching program for the hypothetical or real teaching situation you
have described.
In the introduction, give the titles and publishers of the programs. Describe generally the two
programs and the categories they fit in (simulations, drill, and practice, etc.).
In the body, provide your assessment of the two programs, referring to specific features of the
programs (e.g., clues, instant feedback, etc.) and what students may learn or be able to do as a
result of using them. Also describe the types of teaching situation(s) or student groups for which
they would be suitable, if any.
In the conclusion, state which program you prefer overall and why. What kind of lesson would
you fit it into and at what stage in the lesson?
TESL 32 (W sections) Assignment Two
Due Date: See Class Schedule
Instructions
This assignment is due following completion of Module 9, but we advise you to begin working on
it as soon as you complete Assignment One. While the assignment is due after you have
completed Module 9, you may include information from Module 10 (see further instructions
below). This means that you will have to budget your time so that you can read ahead.
Remember, extensions must be negotiated with your instructor!
Develop a set of materials for a theme unit. Be sure to label your materials so that the instructor
can easily identify them by type (e.g., drill, role-play, cloze etc.) and identify how each part fits
into the assignment. The course content on themes in Chapter 1 of your textbook will prove
helpful in getting you started on your assignment. Assignment 2 should be 1500 to 1800 words
in length (6 to 8 pages).
Introduction
Your introduction should include:
• the theme topic (e.g., culture shock, dating and marriage, education, sports, family)
• the teaching context (you can use the same context as for your first assignment or a
different one). Include information about students’ proficiency levels in English
• a rationale that explains why your choice of theme and materials are appropriate for your
chosen teaching situation
• a list of four materials and a fifth student-generated material idea
• overall language skill objectives that will be covered by the each of the materials you
choose (functions, structures, vocabulary, listening, reading, critical thinking, etc.).
Include content objectives if applicable (e.g., for non-native English speakers in a K–12
program).
Body
For each material, describe the following:
•
•
language and content objectives (see above)
place in the lesson cycle or sequence (e.g., presentation, controlled practice, freer
practice)
Page 10 of 18
•
instructions for use of the materials.
Three of the materials that you write up should be ones that you develop yourself. The fourth
can be from another source (a published ESL material or an authentic material) that works well
with the theme (e.g., a map, a role-play from another source, the lyrics to a song, a jazz chant, a
written text). It may be difficult to send a video or commercial ESL/EFL tape as part of your
theme unit; you may instead provide a description of the material including title, author, source,
and a synopsis of the story or contents. Please cite your source completely.
Develop or select one type of material from each of the following four categories for your theme
unit:
•
•
•
•
•
visual aids (Module 4)
basic classroom resources or technology-based resources (Modules 5, 6, 7)
drills, dialogues, and role-plays (Module 8); If you choose to develop a role-play, specify
the essential elements, the roles, the props, and the time. Make up role-play cards if
applicable.
games, music, or chants (Modules 9 and 10). Note that you will have to budget your time
so that you can read ahead if you wish to use information from Module 10, as the
assignment is due after you have completed Module 9.
Remember also to provide a description of a fifth, student-generated material that could
be created in conjunction with the theme unit. Your student-generated material can be of
any type.
There will be some overlap between categories when you are creating materials. As part of a
theme unit on Valentine’s Day, for example, you can draw pictures on pieces of overhead
transparency that can be displayed and moved around on the overhead projector while telling a
story. This involves both low-tech materials (overhead transparencies) and visual aids (the
drawings). However, this would count as only one of the four items I need to create for my
theme unit.
Do not simply describe what you would create. For example, for a theme unit on Valentine’s
Day, saying that you would write a jazz chant about inviting someone out, with the other person
politely refusing is not enough. You need to actually write the chant and submit it for grading.
Anything that you make—tapes, video, flashcards—will be returned to you, provided they are
not larger than 9” x 12”. If you choose to use magazine pictures as visual aids, mount them and
cite the source. This counts as materials that you develop. Unless you are particularly interested
in video projects, you may find developing such materials too time consuming for this
assignment.
Your materials will be evaluated on the basis of suitability to the stated teaching situation and
language skill objectives, ease of use, versatility, learner appeal, pedagogical effectiveness in
promoting the development of communicative competence, etc. You may want to review the
general criteria for developing and evaluating materials provided in Module 1, and the relevant
criteria for each type of material in subsequent modules. The quality of your materials is
important in terms of their usability, but I am not looking for works of art. Stick drawings, for
example, are as effective as more elaborate drawings if they are recognizable and neat, and
bold enough to be seen by all the class for large group use. I do not expect you to go to great
expense in creating your materials; you may want to laminate pictures and game boards for
your own use, but you do not need to do so for the purposes of this assignment. Limit yourself
to materials that will fit into one large padded 9” x 12” envelope. Please do not send boxes of
Page 11 of 18
materials. (Large posters or activity charts may not be suitable. A small game board for small
group use would be more practical than a large game board.)
Specific Evaluation Criteria: Assignment Two
Your mark will be out of 100 points and evaluated as follows:
Rationale (10)
• How well does your rationale and theme demonstrate an understanding of your student group
and the benefits of the various material and activity types? Materials (70)
• 20 points—How neat, versatile, attractive, visible, and durable are your materials?
• 30 points—How appropriate are your materials and activities for the age, interests, and
language needs of your students?
• 20 points—How innovative are your materials?
Presentation and organization (20)
Final Examination
Value: 30% of the final grade
Date: See Class Schedule
Time Allowed: 3 hours, invigilated
Description: The final examination for this course will be comprehensive. You may not refer to
any books or papers. You will be graded on the quality of your answers and the use of correct
grammar. Please write legibly.
There are three parts to the examination:
•
•
•
Part I Development of Materials and Activities
Part II Tailoring Materials to the Setting
Part III Instructional Materials.
Read the instructions for each part of the exam and note the value of the questions. Pay
attention to clarity, spelling and grammar.
You must answer all questions in the three parts. Your answers should clearly demonstrate
theories and associated practices described in the course readings in such a way that the
marker can easily imagine how you would teach and how you would expect your ESL students
to learn.
Test questions will assess your ability to do the following:
•
•
•
•
develop and adapt instructional materials, activities, or both that incorporate
o the four skill areas (listening, speaking, reading, and writing)
o hi-tech and low-tech aids
o specific types of material such as a role-play, worksheets, or activities related to
a written text (e.g., the newspaper) that you will be asked to develop
describe activities appropriate for a particular student context
write clear instructions
discuss the benefits and drawbacks of certain kinds of instructional material and give
Page 12 of 18
•
•
•
examples
explain criteria used in selecting various types of materials (e.g., criteria used in
selecting songs, written texts, etc.)
explain uses of various types of materials.
Because CALL (computer assisted language learning) is a growing area in language
teaching, you can be sure that there will be a question on this topic.
Following are some study hints:
•
•
Use the Module Objectives in your Course Guide
Review the following:
o definitions of Key Terms and Concepts
o Checklists
o Application Grids
o Consolidation (summary) Charts
o notes from Required Readings
o answers to Study Questions and Activities, and exercises
o do some thinking about how you might apply what you have learned in an actual
ESL/EFL classroom.
The day and time of your final examination will be listed in your PAWS account.
The location listed in PAWS for your exam is the Saskatoon location. If you want to write your
final exam outside Saskatoon, you must complete an Application for Final Examination
form, available at www.ccde.usask.ca/forms approximately mid-June. This will let us
know where you would like to write your exam. The deadline to submit this application is
Friday, July 10, 2015.
Students writing in Saskatoon do not need to complete this form.
Submitting Assignments
You may post your first completed assignment in BlackBoard as a Word document
attachment. You may also email it to me at [email protected].
Please ensure that you include the following information when you submit your assignments:
•
•
•
•
course name and number including the fact that it is online
assignment number
date submitted
your name and student number
Additional Information
•
Note that for students taking this computer-enhanced version of TESL 32, the
Study Questions and Activities are optional, and time spent on these questions is
allocated to participation in online discussions. Still, online students should feel free to
use the Study Questions and Activities for review and preparation for the final exam.
Page 13 of 18
•
Students must pass all of the assignments and the final examination in order to
pass this course.
•
Plagiarism is a serious offense. If you use resources (books, discussions with
teachers, etc.), you must cite your sources. Failure to do so is plagiarism (see the
following “Integrity Defined” section).
•
You should do the assignments for this class on your own, not in groups. Students
whose assignments have obviously been copied from others will be required to redo the
assignment.
•
Your instructor may deduct marks if you do not follow the instructions. If you think that
your assignment will be late, contact your instructor well in advance of the assignment
due date. Instructors will deduct marks for late assignments if you have not made
alternative arrangements.
•
If you want your final assignment graded and returned to you before you write the final
examination for this course, be sure to submit it by the due date listed on your Class
Schedule.
•
Marks will be deducted for grammatical errors. You may fail an assignment or the exam
if your English is inadequate. Be sure to proofread your assignments carefully for
mechanics! If you note typographical or grammatical errors in the course package,
please take note of them and inform your instructor.
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are
strongly encouraged to register with Disability Services for Students (DSS). In order to access
DSS programs and supports, you must follow DSS policy and procedures. If you suspect you
may have a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].
Integrity Defined (from the Office of the University Secretary)
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practica – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for
Academic Conduct. More information is available at
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
Protocol for Community Contacts
Note: If you intend to work within the community to meet the course requirements (e.g.,
observations), please refer to the Protocol for Working with the EAL Community posted on the
CERTESL website. The protocol document outlines proper procedure and behavior when you
contact an ESL delivery agency and want to teach or observe in classrooms or work with or
interview a teacher. Be sure to read this protocol document carefully and follow the suggestions
in it. If you do not follow the protocol, the ESL delivery agency may refuse to let you into a
classroom to observe or do an assignment, and the teacher may refuse to do an interview with
Page 14 of 18
you. It’s very important that you follow this protocol so that we maintain our good relationships
with these various organizations.
The Protocol Handbook also includes a section titled “Contact with Learners.” This section deals
with the cultural awareness and sensitivity that are required on your part when you are working
with learners.
Observations Across CERTESL
Students in the CERTESL program are required to complete and document a total of 10 hours
of classroom observations before permission to register in TESL 42 (Supervised Practicum) or
TESL 43 (Professional Project) will be granted. You will be required to submit a signature sheet
totaling the 10 hours of observations, plus notes on each session you observe. The documents
should be submitted to the CERTESL Program Assistants. This is to ensure that you have
opportunities to observe how teachers apply language teaching theory in their classroom
teaching and to experience the actual dynamics of the classroom in preparation for your
practicum or project. During the practicum, you will have additional opportunities to observe
teachers and peers.
You will find instructions for Observation Across CERTESL and forms that you will use to
document and report on your observations in the document Protocol for Working with the EAL
Community and Observations Across CERTESL. Available electronically at
http://www.ccde.usask.ca/certesl
Language Proficiency Requirements
You have met the University of Saskatchewan requirements for entrance to CERTESL.
However, as an English teacher, you are expected to be an excellent language model for your
students. Therefore, your command of the English language is very important.
CERTESL has always required students to have a high standard of language skills, and we feel
it is important to clearly lay out those standards to you. The English proficiency standards that
we use to mark your assignments and examinations in CERTESL are based on an English
language proficiency test, CanTEST, which is used for admission to several Canadian
universities.
Written assignments in CERTESL are marked for content, presentation, and organization, as
well as for mechanics. At this stage of your training, the level of your language on assignments
must meet and should exceed the standard of 4.5 on the writing section of the CanTEST.
General descriptions of the CanTEST bands are online at
http://www.cantest.uottawa.ca/score.php
You must be familiar with these bands, regardless of whether you are a native or non-native
speaker, so make sure that you read this online content carefully. If you are unsure about the
interpretation of the score, contact the Academic Coordinator or your instructor.
You will also be assessed on your speaking proficiency during the practicum (TESL 42). By the
time you are ready for TESL 42, you will be expected to demonstrate abilities at the Band 5
level in all skill areas – listening, reading, writing and speaking. If your instructor feels that your
language skills are below the expected levels, she or he will inform you and will provide
suggestions for improvement. You will be required to meet this level in order to pass the course.
If you are a non-native speaker of the English language, you will also be required to
Page 15 of 18
demonstrate this level when you apply for TESL Canada certification or TESL Ontario
accreditation if you want either of these professional recognitions after completing CERTESL.
Regardless of whether you are a native or non-native speaker of English, if you have very
serious weaknesses, your instructor may refer you to the CCDE Writing Centre (visit
http://www.ccde.usask.ca/writing/) for assistance. Please take such a recommendation
seriously. If you cannot use English effectively, you will not be able to provide the kind of
language modeling your students need and deserve. If you are concerned about your ability to
write correct English, don’t wait for an instructor recommendation; contact the Writing Centre
before you submit your first assignment.
If you have questions or concerns with the standards, please contact Shannon Storey,
Academic Coordinator of CERTESL, at (306) 966-2085 or [email protected]
Module Learning Objectives
Module 1: A Framework for Materials Design and Evaluation
1. Explain the role and advantages of published materials, teacher produced materials, and
student-produced materials.
2. Explain what authentic materials are and discuss their importance.
3. Understand how to integrate various materials into a theme unit.
4. Apply principles of the communicative approach to materials design and materials
evaluation.
5. Locate published materials and review of published materials for English Language
Teaching (ELT).
Module 2: Textbooks
1. Explain the various roles that textbooks can fulfill.
2. Choose and use criteria for assessing a textbook.
3. Discuss ways to adapt textbook material to your particular teaching context.
4. Identify the strengths and weaknesses of a given textbook.
5. Explain the implications of copyright in using and adapting texts.
Module 3: Written Text
1. Choose written texts for your class according to defined criteria.
2. Discuss the benefits of literature and newspapers as written text.
3. Discuss the benefits of student involvement in the production of written text.
4. Simplify a written text for your class.
5. Discuss the advantages and disadvantages of simplified text.
6. Identify a wide range of text types you can buy, create, or involve your students in
creating.
7. Respect copyright in your choice and use of written text.
Module 4: Visual Aids – Pictures, Charts, and Realia
1. Select and classify pictures for use in the language class.
2. Do simple line drawings to enhance your teaching.
3. Describe ways to use pictures, charts, and realia.
4. Use key visuals to aid in teaching language and content.
Module 5: Basic Classroom Resources
1. Explain the advantages of various basic classroom technology (chalkboard, felt board,
large sheets of paper) in order to choose the most effective media for a given purpose.
Page 16 of 18
2. Use the various low-tech media and materials effectively in your class.
3. Produce worksheets for your class.
Module 6: Overheads and Audiovisual Materials
1. Explain the advantages and limitations of using the overhead projector, audiotapes
(including the language laboratory), and videotapes in language teaching.
2. Enumerate a variety of ways for using overhead projector, audiotape, and videotape
materials in your classroom.
3. Be able to identify and explain different sources and types of audiotape and videotape
materials available.
Module 7: Computers and the Internet
1. List the advantages and limitations of computers and the Internet for language teaching
and learning.
2. Outline various types of computer and Internet materials, including hardware
(computers, electronic whiteboards), software programs, electronic mail, and World Wide
Web materials.
3. Discuss the variety of ways for using computer and Internet materials in your classroom.
4. Implement guidelines for selecting computer language teaching and learning software,
online communication programs and websites.
5. Describe some teaching and learning activities that utilize computers and the Internet.
Module 8: Drills, Dialogues, and Role-Plays
1. Describe various types of drills and dialogues.
2. Design and adapt drills that are meaningful rather than mechanical.
3. Make and adapt dialogues for your class.
4. Prepare role-plays that are suitable for your students and help to meet your teaching
objectives.
5. Involve students in developing dialogues, role-plays, and plays.
Module 9: Games
1. Discuss the benefits of games in the language class.
2. Know about the major types of games and game strategies such as cooperative games,
competitive games, information gap games, simulation-type games, puzzle type games
and know some of the materials that accompany them.
3. Use and construct a variety of games to help you meet your teaching objectives,
4. Involve students in game production.
5. Adapt games to make them more co-operative.
Module 10: Music, Poetry and Chants
1. Outline the benefits of using music, poetry, and chants in the second language
classroom.
2. Write your own jazz chants or song lyrics to help meet specific teaching objectives.
3. Involve students in writing poetry, lyrics, and chants.
4. Identify and use a variety of music and poetry genres in your teaching.
Module 11: Project and Community Contact Materials
1. Enumerate the benefits of project materials and materials that take students beyond the
classroom.
2. Describe the steps and materials involved in developing a project and possible end
products.
Page 17 of 18
3. Be able to explain a variety of project types and field task materials.
4. Develop your own project materials and involve your students in developing materials
that facilitate language use outside the classroom.
Acknowledgements
Course Author(s)
Mary Ormiston, MA.
Revised by
Ruth Epstein and Mary Ormiston
Instructional Design and Course Development
Ruth Epstein, Instructional Designer
Revised by
Jeanette McKee, Instructional Designer
Page 18 of 18

TESL 32: Materials Selection and Dev in Language Teaching

Transcription

Similar documents

TESL 32W 201501 Final - Centre for Continuing and Distance

Learning Through International Teaching (a guided conversation) International Education Week 2010

SISO Programs and Service Expansion in Hamilton NEW TESL

CACE 24 â Coaching & Counselling Skills Section

Missing Overdue Assignments

comprensión lectora y producción escrita

TESL 43: Professional Project - Centre for Continuing and Distance

Effectiveness of jigsaw, think-pair

Foreword from the Dean... - Faculty of Education

Centre for Continuing and Distance Education (CCDE) Certificate in