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TESOL 427 Teaching Speaking

Winter 2014 Tuesday/Thursday 8 40a!"# 40a! $%& 182
A skilled teacher doesnt think, What shall I do in class today? but asks, What will my students do in class today?; not, What will I teach today? but rather, How will I help my students discover what they need to know? he skilled teacher does not want students who leave the class talkin! about how ma!ni"icent and unusual the teacher is# his teacher wants students who leave talkin! about how ma!ni"icent the !ospel $or the sub%ect o" the class& is' Sister Virginia H. Pearce, The Ordinary Classroom--A Powerful Place or Steady and Continued !rowth" #!eneral Conference, Octo$er %&&'(

Instructor Information )ame* Sister Amanda +allace ,-mail* amanda.wallace-$yuh.edu Phone* './-0'/' Office* 1 2 %3/ Office Hours* 2y a44ointment or whene5er 6 am in my office. Please sto4 $y. 67m ha44y to hel4. Catalog Description Teaching Speaking #8 credit hours( #+( Princi4les, 4rocedures, and materials for teaching ,nglish s4ea9ing s9ills to s4ea9ers of other languages. #Prere:uisite* T,SO; 0...( Texts/Materials )OT,* The te<t$oo9 for this class comes in two forms, $ut $oth are e<actly the same. %( eachin! (peakin! T,SO; =8.>in the 2?@H 2oo9store #te<t$oo9>same as A8( 8( )ractical *n!lish +an!ua!e eachin!, (peakin! $y Bathleen 1. 2ailey #te<t$oo9 on reser5e at li$rary( 0( 0-ring $inder, 4a4er #C D E %%( , and writing materials Optional but very useful and inspiring* The Charted Course Of The Church 6n ,ducation," President F. Geu$en Clar9, Fr #htt4s*HHwww.lds.orgH$cHcontentHsharedHcontentHenglishH4dfHlanguage-materialsH08.3&Ieng.4dfJ langKeng ( eachin!, -o .reater /all0A 1esource .uide "or .ospel eachin!, The Church of Fesus Christ of ;atter-day Saints #htt4*HHwww.lds.orgHmanualHteaching-no-greater-call-a-resourceguide-for-gos4el-teachingJlangKeng ( 2righam ?oung @ni5ersity, Center for Teaching L ;earning #htt4*HHctl.$yu.eduHgos4el4ers4ecti5esH4aradigm-shift(

Course Ob ectives
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The maMor o$Mecti5e of this class is to gain a $asic understanding of the theories and 4edagogical techni:ues that hel4 teachers effecti5ely instruct non-nati5e ,nglish s4ea9ers in the s9ill of ,nglish s4ea9ing. 6n order to do this, students will* Ne5elo4 4ersonal 4hiloso4hy and ideas a$out how to $est teach ;8 s4ea9ing Gead assigned course te<ts and 4artici4ate in class andHor grou4 discussions of te<t content including theories, methods, and case studies Nemonstrate com4rehension of theories and methods through course assignments and e<ams Conduct indi5idual and team teaching s4ea9ing tutorials with on-cam4us ,nglish language learners using methods from class #4racticum( Cali$rate, rate, and gi5e feed$ac9 for s4eech sam4les of ))S using ru$rics Create a sam4le lesson 4lan for target teaching audience and area ,5aluate s4ea9ing te<t$oo9s for strengths and wea9nesses Ne5elo4 a Tas9 6deas ;istHTeaching Ti4s Geflect on learning and e<4erience in the course Methods of Instruction Practicum #tutoring with on cam4us language learners(, lecture, :uiOOes and tests, classroom discussion and acti5ities, online and written assignments, research, and self-assessment and reflection acti5ities. +e will use the 2?@H ramewor9 for Student ;earning in this class #htt4*HHa$out.$yuh.eduHframewor9 (-4re4are, engage, im4ro5e. Course Calendar The course calendar is su$Mect to change de4ending on the needs of the class. A calendar will $e gi5en se4arately. !rading !rades will $e $ased on how well you ha5e learned and a44lied the material taught in the course, rather than on how much wor9 you ha5e done. Assigned wor9 and :uiOOes are tools to hel4 you learn #4re4are, engage, and im4ro5e( as well as to show me how much you ha5e learned. Please 9ee4 all assignments until after final grades are issued at the end of the term. ?our grades will $e 4osted on Can5as throughout the semester, so you can chec9 your grades at any time. A &=-%33P A- &3-&0 2Q C.-C& 2 C=-C' 2- C3-C0 CQ ..-.& C .=-.' C- .3-.0 NQ '.-'& N '=-'' N- '3-'0 /& and $elow

A K e<ce4tional mastery of the o$Mecti5es. 2 K good 4rogressR some course o$Mecti5es not com4letely met. C K a5erage 4rogressR se5eral course o$Mecti5es not met or not met to a satisfactory le5el.

Course "e#uirements ?our grade will $e $ased on your com4letion of the course re:uirements*

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Categories Pre4are Pre4are and ,ngage

Description Geading :uiOOes Personal 2eliefs Pa4er and Sur5ey Assignments* Naily Ne5otional Cali$ration, rating, and feed$ac9 for s4eech sam4les of ))S using ru$rics Sam4le lesson 4lan for target home audience ,5aluation of s4ea9ing te<t$oo9s Tas9 6deas ;istHTeaching Ti4s ;ist Team Teaching and Tutoring Fournal inal ,<am

$ of !rade %&eighting' ()$ ()$ *)$

Pre4are, ,ngage, 6m4ro5e Pre4are, ,ngage, 6m4ro5e

+,$ *,$

(' "eading -ui..es %()$' ?ou will ha5e the o44ortunity to demonstrate your understanding of course content $y com4leting :uiOOes on reading assignments. *' /aper %0ith Survey'1 /ersonal 2eliefs about Teaching Speaking %()$' To4ic* How 6 $elie5e s4ea9ing should $e taught to ,S; learners Pur4ose* To e<4ress your current ideas and $eliefs a$out how ;8 s4ea9ing should $e taught. Throughout the course, you will ha5e the o44ortunity to e5aluate your own $eliefs against the e5idence of the e<4erts and to change and modify your own $eliefs a$out teaching and learning to s4ea9 as you see fit. This 4a4er will gi5e you a start in this 4rocess. @ltimately when you are in the classroom, your o4inion is the one that will matter the most to your students and dri5e the acti5ities and learning in your class. ?ou will also ha5e the o44ortunity to use information you ha5e gained from your sur5ey to hel4 you formulate your $eliefs and ideas a$out teaching s4ea9ing. ?our sur5ey results may sur4rise you, tooS ocus of Pa4er* How you will teach s4ea9ing s9ills to a s4ecific student 4o4ulation. At the $eginning of your 4a4er, you should clearly define the student 4o4ulation you are thin9ing a$out, and this can $e the student 4o4ulation you would li9e to teach after you graduate. Some characteristics of the student 4o4ulation you might consider descri$ing are* age, education le5el, first language#s(, conte<t of study #e.g. ,S;, , ;(, student goals, and school or 4rogram o$Mecti5es. This is )OT a research 4a4er. ?ou should not read through the te<t$oo9 to find something to write in this 4a4er. Gather, thin9 a$out your own, your friends7, and your classmates7 language learning e<4eriences. #?es, you are welcome to discuss ideas with anyone.( ?ou should also use the sur5ey that you com4leted with other students a$out their language learning e<4eriences. or this 4a4er, the most im4ortant ideas are your ideas. 6 want you to s4end time finding your ideas and then organiOing them into a 4a4er. ?ou should write a$out your teachin! 4hiloso4hy. Howe5er, in order to 9now how to teach s4ea9ing, you need to first thin9 a$out how students $est learn to s4ea9. Try thin9ing a$out this :uestion first* How do students best learn to s4ea9 in a second languageJ Then, thin9 a$out how you as a teacher can $est "acilitate that learnin! process. This should lead you toward some ideas
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on what to do to teach s4ea9ing. ?our sur5ey will also 4ro5ide you with some rich data to hel4 with this. Again, focus on a s4ecific student 4o4ulation for this. ormat of the 4a4er* le<i$leS ?ou may write the 4a4er in any way that you feel $est re4resents your ideas. or e<am4le, you can follow an essay format. ?ou can use a re4ort format with headings, 4aragra4hs, and $ullet 4oints that e<4ress how you feel teaching s4ea9ing is $est organiOed. ?ou could also write a statement of your $eliefs a$out the $est way to teach s4ea9ing and use a format similar to the %0 Articles of aith $eginning each statement with 6 $elie5eT" and then an e<4lanation. ?ou are welcome to $e creati5e and use a format that you feel $est re4resents your ideas. Audience for the 4a4er* ?our teacher. !uidelines* This 4a4er should $e $etween C33 U %833 words in length. The 4a4er must $e ty4ed and su$mitted in Can5as. Nue Nate* Thursday3 4anuary +)3 *)(56 !rading will $e $ased on the de4th of thin9ing and wor9 on de5elo4ing a 4ersonal teaching 4hiloso4hyR linguistic a44ro4riateness and accuracyR and adhering to the guidelines of the assignment. or more detailed information, 4lease see the grading ru$ric. +' 7ssignments %*)$' +e will start e5ery class with a $rief de5otional #%-8 minutes(. The 4ur4ose of this de5otional is to hel4 us understand the im4ortance of good communication and language s9ills for our s4iritual growth. The $asis of the de5otional must come from the scri4tures or the teachings of modern 4ro4hets. ,5eryone is re:uired to gi5e at least one de5otional. ?ou will $e gi5en credit sim4ly for doing it. +e will 4ractice rating s4ea9ing sam4les using real sam4les from current ,6; students, and you will gi5e feed$ac9 #anonymously( to hel4 the students with their s4ea9ing s9ills. To 4re4are for this, you will cali$rate with your classmates and 4ractice using a ru$ric. ?ou will ha5e the o44ortunity to create a sam4le lesson 4lan using your own target teaching audience and area. ?ou will e5aluate a 5ariety of s4ea9ing te<t$oo9s using rating forms. ?ou will also com4lete a start-u4 list of tas9 ideas to hel4 you generate lesson acti5ities for s4ea9ing. 5' Team Teaching and Tutoring 4ournal %+,$' ?ou will ha5e the o44ortunity to com4lete a 4racticum for this course $y doing two things* team teaching a grou4 of ,6; students in a wee9ly ,nglish ,<change" e5ening 4rogram indi5idually tutoring an ,6; student in s4ea9ing. This will gi5e you the o44ortunity test your 4ersonal teaching 4hiloso4hy and gain some teaching e<4erience. ?our 4racticum Mournal will hel4 you to organiOe and 4re4are your 4lans and materials for your team teaching and tutoring sessions with students, and it will hel4 you to communicate to me what you ha5e done and what you ha5e learned in these e<4eriences. ?our Tas9 6deas ;ist will hel4 you gather ideas for this 4racticum and for your teaching in the future. ?ou will team teach one lesson with one, two, or three other T,SO; =8. classmates. ?ou will tutor an ,6; student for % hour #two D-hour sessions(. ?ou will $e gi5en guidelines later on how to com4lete the 4racticum tas9s. Nue Nate* Tuesday3 7pril (3 *)(5
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,' 8inal 9xam %*,$' The formal 4art of the final e<am will $e a com4rehensi5e e<am o5er the course materials using a 5ariety of test items* multi4le-choice, trueHfalse, matching, essay :uestions. The informal 4art of the final e<am will include an e5aluation and discussion of case studies of teaching s4ea9ing. ?ou will ta9e the final e<am in class o5er two class times on these dates* 7pril : and 7pril ()3 *)(56 T9SO;<Ma or Student ;earning Outcomes The student learning outcomes #S;Os( for a T,SO; degree are* V Bnowledge* Students can articulate a 9nowledge of human language and how it is learned and taught. V ,<4erience* Students demonstrate that they can a44ly what they ha5e learned within a teaching situation. V Professional 6dentity* a( Students demonstrate a sense of 4rofessionalism through im4ro5ing 4ersonal language 4roficiency. $( Students 4artici4ate in T,SO; 4rofessional communities and utiliOe T,SO; resources. c( Students dis4lay a sense of selfWawareness and efficacy $y demonstrating an understanding of what strengths and wea9nesses they $ring to the T,SO; 4rofessions and how they can ca4italiOe on their strengths and im4ro5e u4on their wea9nesses. The S;O in the 9nowledge category means a student demonstrates 9nowledge of 4rocesses in language ac:uisition and 4edagogy for instructed language learning and language s9ill de5elo4ment #listening, s4ea9ing, reading, writing, 5oca$ulary, grammar, and 4ronunciation(. +ithin the e<4erience category, a student demonstrates the a$ility to a44ly what is learned #from coursewor9( in a teaching situation, including assessing learner needs, 4ro5iding a44ro4riate feed$ac9 and remediation #in terms of age, 4roficiency, and culture(, and creating lesson 4lans that address learners7 needs. 6n terms of the 4rofessional identity, a student demonstrates a sense of 4rofessionalism through im4ro5ing 4ersonal language 4roficiency, in5ol5ement in 4rofessional organiOations, and ha5ing a cogniOance of 4ersonal strengths and wea9nesses as a language teacher.

Course =umber

Course Title >no0ledge (

Outcomes 9xperience /rofessional Identity * 0 +a 0 +b 8 +c 0

T,SO; =8.

Teaching S4ea9ing

TESOL Major Outcomes Matrix A. Wallace, Winter 2014

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9xpectations and /olicies ;ate 7ssignments The assignments for this class will ta9e your time an effort to com4lete. ;i9ewise, the assignments ta9e my time and effort to grade. 6 $elie5e it is im4ortant for me to hand $ac9 your graded assignments as soon as 4ossi$le. Often, this will ha44en during the ne<t class. 6n order for this system to wor9, 6 cannot acce4t late assignments. And to $e fair to e5eryone, assignments are due at the $eginning of class or when indicated in Can5as. ;ate assignments will recei5e a Oero. Howe5er, if you cannot turn in your assignment due to a medical emergency, then 6 will ma9e an e<ce4tion, $ut you must communicate with me a$out this.

A. Wallace, Winter 2014