Instructor: Dr. Sarah Rilling
Texts
Peregoy, S. F. & Boyle, O. F. (2000). Reading, writing, & learning in ESL: A resource book for K-12 teachers, second edition. NY, NY: Longman.
Willis, J. (1996). A framework for task-based learning. NY, NY: Longman.
Course Objectives
Course Requirements
Service Learning
Each participant will provide a minimum of fifteen hours of ESL service to the community through an approved agency. Students may choose service projects to suit their own interests and career purposes. There are several goals of this service experience including: 1) providing practical teaching experience to complement theoretical components of the course, 2) providing service to ESL learners and literacy agencies in our community, and 3) preparing students to teach in a variety of ESL contexts.
Service Learning Case Study
The Service Learning Case Study will have the following components:
E-Forum
Students will exchange ideas with Intensive English Program students once per week through an electronic forum linked to the course Web site. ESL students will pose questions, and the E324 students will respond to these as well as pose questions of their own.
Mid-Term and Final Exams
These exams will cover the readings and course discussions to date. Exams will include open-ended as well as short answer and fill-in-the-blank types of items.
Annotated Bibliography
Students will choose 3 articles to read from the following journals (TESOL Journal, ELT Journal, ESP Journal -- at least two journals must be represented). The articles should be selected to focus on a coherent topic or theme (for example, task-based learning, activities for a target age group). Review each article. Include in each review: a bibliographic reference in APA or MLA format, a brief summary of the article, and your reaction to the article -- How can you apply what you've learned in the articles? Have you seen this technique/theory in action? etc.
Students will review three ESL textbooks suitable for targeted learners, such as those in the service learning context. Review templates will be provided on the course Web site and include criteria for analyzing such textbook features as content, use of graphics/visual elements, help items such as glossaries, etc.
Grading
Required Components may earn the following points:
Service Learning Case Study 30 points
Mid-Term and Final Exams 10 points each (20 total)
Textbook Analyses 7 points each (21 total)
E-Forum 10 points
Annotated Bibliography 10 points
Class Work (pop quizzes, group work) 10 Points
Total possible points = 101 90-101 = A, 80-89 = B, and so on. + / - awarded rarely.
Course Schedule
* P&B = Peregoy & Boyle W = Willis
Date |
Topic |
Text * |
Due |
Jan. 16- Jan. 18 |
Learning Context |
P&B Chpt. 1 |
|
Jan. 23- Jan. 25 |
Context and Learning Theory |
W Chpt. 1 P&B Chpt. 2 |
|
Jan. 30- Feb. 1 |
Classroom Practices |
P&B Chpt. 3 W Chpt. 2 |
2/1 Part 1, service case study |
Feb. 6- Feb. 8 |
Oral Language Development |
P&B Chpt. 4 |
2/6 Textbook Review 1 |
Feb. 13- Feb. 15 |
|
W Chpt. 3 W Chpt. 4 |
|
Feb. 20 - Feb. 22 |
Literacy |
P&B Chpt. 5 |
2/22 Part 2, service case study |
Feb. 27- March 1 TESOL |
|
P&B Chpt. 6 |
3/1 Textbook Review 2 |
March 3- 11 |
Spring Break |
|
|
Mar. 13- Mar. 15 |
Literacy (cont.) |
P&B Chpt. 7 |
|
Mar. 20- Mar. 22 |
|
P&B Chpt. 8 W Chpt. 5 |
3/20 Mid-Term Exam |
Mar. 27- Mar. 29 |
Task-Based Teaching |
W Chpt. 6 W Chpt. 7 |
3/27 Part 4, service case study |
April 3- April 5 |
|
W Chpt. 8 W Chpt. 9 |
4/3 Textbook Review 3 |
April 10- Ap. 12 |
Content-Based Teaching |
P&B Chpt. 9 |
|
April 17- Ap. 19 |
|
Article TBA |
4/17 Annotated Bibliography |
April 24- Ap. 26 |
Assessment |
P&B Chpt. 10 |
|
May 1- May 3 |
Wrap-Up |
P&B Chpt. 11 |
5/1 Part 5, service case study; 5/3 Part 3, service case study |
May |
|
|
Final Exam |
Service Learning Possibilities
Public Schools (in Poudre School District, required application with mandatory background check with the VIPs office):
Other Agencies for Kids
Adult Education: