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Viewing: FL 427 / ECI 427 / ECI 527 / FL 527 : Methods and Materials in Teaching English as a Second Language

Last approved: Wed, 14 Mar 2018 13:48:16 GMT

Last edit: Wed, 14 Mar 2018 13:48:04 GMT

Formerly Known As: ECI 425 / FL 425


Change Type
Major
FL (Foreign Languages)
427
006548
Dual-Level Course
Yes
527
Cross-listed Course
Yes
Course Prefix:
ECI
Methods and Materials in Teaching English as a Second Language
Teaching ESL
College of Humanities and Social Sciences
Foreign Languages & Literature (16FL)
Term Offering
Spring Only
Offered Every Year
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Jillian Haeseler
Director of English as a Second Language
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1212NoWe have never reached the cap for this section.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC77NoOnly students who cannot come to campus are allowed to enroll in the online version. As a methods class, it is preferable that students take it face-to-face.


Is the course required or an elective for a Curriculum?
No
Methodologies and current approaches to teaching English as a Second Language. Techniques and strategies for teaching reading, writing, listening, speaking and culture. Selection, adaptation, and creation of instructional materials for various levels of proficiency and teaching situations. Evaluation and assessment of written and oral language proficiency through standardized and non-standardized assessment tools. Students cannot receive credit for both FL/ECI 427 and FL/ECI 527.

Prerequisite Change. I would like the course prerequisites eliminated. I would like to open this course to anyone who would like to learn about the methodology of teaching English to speakers of other languages. In this course, we learn teaching strategies, language acquisition theory, and cultural considerations that are applicable to all ESL teaching settings, not just to K-12. A student does not have to an education background to be able to succeed in this course. The enrollment limit for the face-to-face course is 12, and 7 for the online version. In the spring semester of 2015, there were seven students in the face-to-face course and 6 in the online version. Consequently, I anticipate plenty of availability for students from other disciplines.


Dual-Level Course Change. FL/ECI 425 Methods and Materials in Teaching ESL is an existing course and it was created for undergraduate students and non-degree seeking students (mostly in-service K-12 teachers) as one of the five courses for the ESL Add-On at NC State.  It is also taken by MAT ESL students as one of their allowed 400-level courses.  It is preferable from a pedagogical and logistical standpoint for MAT ESL students to take this course at a 500-level. Furthermore, it will attract graduate students from other related disciplines such as students seeking an M.A. in English with a concentration in Linguistics who may want to take this course as an elective. 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

There are no additional resources required for this change.

COURSE OBJECTIVES


This course is required for candidates in the ESL Add-On program and the MAT ESL program. Consequently, course objectives are aligned with the following North Carolina Standards for ESL Teachers.  Standards abbreviations: SA-ESL (Specialty Area DPI ESL Standards), INTASC (Interstate New Teacher Assessment and Support Consortium), LEADSERVE (NC State LEAD & SERVE Conceptual Framework):



  • Teachers inform their practice with major theories, concepts, and current research in the field of second language acquisition to identify and employ effective strategies that support students’ social and academic language learning. (SA-ESL 3.1) (INTASC 1, 2, 3, 4)  (LEADSERVE 1, 2, 3, 4, 5, 8, 9)

     

  • Teachers inform their practice with an understanding of the physiological, social, and psychological variables that influence language learning. (SA-ESL 3.2) (INTASC 2) (LEADSERVE 1, 3, 5, 9) 

  • Teachers understand the challenges associated with first language literacy, second language literacy, and second language development. (SA-ESL 3.3) (INTASC 2, 3) (LEADSERVE 1, 2, 3, 4, 5, 8, 9)

  • Teachers analyze how context affects oral and written language and help students develop strategies and skills to recognize language variation in terms of a variety of pragmatic factors (e.g. politeness, nonverbal communication, colloquial usages, and styles, organization, and conventions of texts.) (SA-ESL 2.1) (INTASC 2, 3, 4) (LEADSERVE 1, 2, 3, 5, 8, 9)

  • Teachers evaluate, select, and design materials that foster the acquisition of both spoken and written English in a variety of social and academic settings. (SA-ESL 4.1) (INTASC 1, 3, 5, 7) (LEADSERVE 1, 3, 4, 8, 9) 



  • Teachers assess and analyze student proficiency in all four modalities: Reading, Writing, Speaking, and Listening; prescribe any necessary modifications. (SA-ESL 5.2) (INTASC 8, 9) (LEADSERVE 4, 5, 7, 9)


Student Learning Outcomes

Students will be able to ...

1. examine the nature of language and the role of culture in second language acquisition.

2. identify, compare, and practice various approaches and methods to teaching a foreign language;

3. define the needs and characteristics of English learners which differ according to their age, socio-cultural background, and motivation for learning English;

4. demonstrate knowledge of best classroom practices for planning instruction, classroom management, material selection, and assessment methods;

5. display knowledge of the mandates and standards for English learners in lesson planning, lesson delivery, and assessment;

Additional learning outcomes for graduate students:

6. integrate notes, personal experience, research, and peer discussion in written statements with regard to one’s teaching style, philosophy, and goals;

7. reflect on, interpret, analyze and document scholarly works by various authors and experts in the field.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment55%23 written tasks. Graduate students have seven additional assignments.
Quizzes10%2 quizzes. Quizzes will cover additional material for graduate students.
presentation20%Peer teaching. Students teach a structure (e.g. grammatical or lexical) or a function (e.g. speech acts) using a particular methodology. They videotape themselves which they self-critique with the aid of rubric. Graduate students will be expected to critique each other.
Final Exam15%The final exam will be a comprehensive multiple-choice exam which is the same format as the ESL Praxis test. For graduate students, the final exam will include a reflective piece in which they describe their teaching philosophy based on the methodologies covered in the course.
TopicTime Devoted to Each TopicActivity
Language and Language Acquisition3 weeksStudents are introduced to basic concepts in Second Language Acquisition Theory through readings, power-point presentation, and worksheets. They also learn the differences between first and second language acquisition. Graduate students are given extra assignments such as developing a power-point for a mock in-service workshop for content teachers.
Teaching Literacy and Oral Skills3 weeksStudents learn about emergent literacy and strategies on how to teach English learners beginning to write and read. Graduate students are required to do additional activities related to the reading and are recommended to interview an ESL teacher.
Language Teaching Methods and Approaches6 weeksStudents receive an overview of the most current language teaching methods. They will watch and critique videotaped teaching segments of each methodology. They are also asked to create a short lesson plan which they use to teach their classmates. Graduate students will be asked to critique one another. Methods covered are the Grammar-Translation Method, Audio-Lingual Method, the Communicative Teaching Method, the Natural Approach, the Cognitive Approach, and SIOP (Sheltered Instruction Observation Protocol).
Assessment2 weeksStudents will become acquainted with formative and summative assessments as well as alternative and classroom-based measurements. An assessment expert from Wake County Public School System will come to talk about standardized assessment (e.g. ACCESS) of ELLs in K-12.
Final exam1 weekComprehensive final exam.
Note 1: This course is a requirement for both the ESL Add-On program and the MAT ESL Program. I was unable to indicate this above since these programs do not have a SIS Program Code.

Note 2: Dr. Haeseler is not yet a member of the graduate faculty; she is Director of English as a Second Language and a non-tenure track faculty member in the Department of Foreign Languages and Literatures. Once the 500-level course is created the department will work with the graduate school to verify her credentials for teaching the course.

mlnosbis 1/5/2017: Note that Dr. Haeseler has been approved by the Graduate School to teach this course. The program/department may wish to later add her to the Graduate Faculty.

ABGS Reviewer Comments:
-The course seems fine, but either cross-listing with ECI or getting their agreement would seem normal. RESPONSE: This is cross-listed with and approved by ECI.
-CIM file lists 15 weeks of activities including the final exam, the syllabus lists 16. RESPONSE- week one of introductions is missing from CIM form, this is fine.
psztajn (Tue, 12 Apr 2016 19:53:47 GMT): Rollback: I am not sure why this is no longer cross listed. Can you cross list it with ECI 425/525? Thanks. Paola
aeherget (Tue, 20 Dec 2016 15:49:39 GMT): AECHH: Uploading updated syllabus at instructor's request via email 12.19.2016.
Key: 1908