UNIVERSIDAD DEL ESTE

SCHOOL OF EDUCATION
COURSE OUTLINE

COURSE:

EDUC 413

TITLE :

TEACHING ENGLISH AS A SECOND LANGUAGE AT

PRIMARY LEVEL (K-3)

PROFESSOR:

Jos Morales Sousa, Ed.D.

Email:

moralesj2@suagm.edu

Office Hrs/
Locationn:

Tuesdays/Thursdays
8:30 a.m.-10:00 a.m.
11:30 a.m.-1:00 p.m.
Divisin Nocturna

LEVEL:

UNDERGRADUATE

REQUIREMENTS: ENGL 115-116

CREDITS:

THREE (3)

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I.

Description

Study and analysis of the curricular guide and the standards for the education
of English as a second language in the primary level (K-3). Evaluation and praxis of
the methodologies, techniques and approaches for the linguistic education of the
English in this level. Emphasis in the grammar and oral practice. Reflection, skills
of critic-creative thought and construction of knowledge from the domain of the
lingistics skills.

Awareness, application and assessment of techniques,

methodologies and approaches in the education of English as a second language,

including planning of the learning process.
II.

Rationale

Teaching English as a second language allows education professionals to

grow and educate in a field with no geographic, economic, political and social
boundaries. As the Department of Education statessince culture is embedded in
learning a language, learning English can assist the learner in becoming more
culturally aware and students can learn to appreciate and respect the cultures of
the English speaking world albeit through a second language (Curricular Framework
of the English Program, 2003).
Every teacher of all levels have to know the mission, vision, goals, areas of
study, organization, scope and sequence of the TESL framework of the Department
of Education of Puerto Rico. But, most important is to provide the special tools to
work with the teaching and learning process at the K-3 level. The knowledge of the
linguistics theories for the language acquisition support this aspect.
According to the Department of Educationthe emphasis in Kindergarten
and the First Grade is auditory comprehension, oral communication and cultural
diversity developed through childrens literature. The reading and writing process is
initiated during the second semester of the first grade as well as auditory
comprehension, oral communication and cultural diversity. The mentioned

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approaches continue to be applied in the second and third grade with emphasis on
the integration of the language arts using balanced literacy approach. This course
allows future teachers in developing the necessary competencies and skills of this
level.
III.
A.

Objectives

Study different theories about second language acquisition and the

application to PR.

B.

Examine the English standards and the English Program K-3 of the
Department of Education of Puerto Rico (DEPR).

Use the acquired theoretical and practical knowledge in the TESL to

select, evaluate and adapt teaching material for primary level

D.

Apply ESL principle in the process of daily planning (oral, reading,

writing).
IV. GENERAL DISPOSITIONS

Throughout the course, students must comply with the following responsibilities:
1. Make sure that you are registered in this course.
2. You must register to Edmodo using the group code provided by the professor.
3. All cellular phones must be turned off while the class is in session.
4. You must provide the institutional e-mail address in case we need to
communicate with you at any time.
5. Attendance is mandatory since class participation will constitute part of your
evaluation.
6. You must comply with the set requirements of the course.
7. Try to avoid interrupting classes by coming in and out of the classroom
constantly.
8. Be on time to class.

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9. Unless there is a sign on the door stating that the professor is going to be
absent, you must wait twenty minutes.
10. Make-ups will be given at the discretion of the professor. You will be
responsible for the material covered during your absence to class.
11. Bring textbooks, dictionaries, and other assigned materials at all times unless
told otherwise.
12. Assignments given will be collected and/or checked the date due. Do not
leave any assignments/projects in the professors mailbox or under
someones care.
13. All papers must be typed as clearly and legible as possible. Papers have to
be written in double space to facilitate corrections and provide feedback.

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V. COURSE ITINERARY

Date
January
20

25/27

February
1

Themes
Course
Introduction
DEs documents

Activities/
Materials to be discussed
Discussion of the following:
Course Outline
Evaluation Criteria
Edmodo Registration
Open discussion based on the
following documents:
English Program Circular
Letters
English Program Curriculum
Framework
Puerto Rico Core Standards

Assignments
Review DEs
documents
Assessment 1:
English Program
documents
Read:
Language Learning
Theories and
Approaches

Language
Learning

Discussion & Application:

Behavioral Approaches
1. Watson (Founder)
2. Parlov
3. Skinner

Language
Learning

Discussion & Application:

Nativist Approach (Cognitivist
theories)
1. E. Lennerberg-innately
determined
2. N. Chomsky-LAD
3. Universal Grammar

Language
Learning

Discussion & Application:

Functional Approach
1. Constructivism
2. Social Interaction
3. Cognition and Language

Assessment 2

Audiolingual

Study TPR teaching

method

10
15
17
22
24

SLA Teaching
Methods
Holiday:
Martin Luther
King
SLA Teaching
Methods
SLA Teaching
Methods
SLA Teaching
Methods

TPR teaching method

Silent way
Community Language Learning
Natural Approach
Suggestopedia
Communicative Language Teaching

Identify, explain, and

incorprate a method
of your preference in
a lesson.

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29

March
2

Applying the
methods

Presentation (Assessment 3)

Knowledge and
Cognition through
SLA researchbased theories
SLA researchbased theories

Discussion & Application:

Universal Grammar
Autonomous Induction

14/16

SLA researchbased theories

Discussion and application

Concept-Oriented Approach
Interaction Framework
Vygotskian Sociocultural
theory
The nature of interlanguage
aligned to each theory:
Systematicity & Variability
The role of first language
aligned to each theory

21/23

Holy Weeks
Recess
Assessment 4

7/9

28/30

April
4/6
11/13

18/20

25/27

Contibutions of the
linguistic
environment
The role of L2
instruction in nine
SLA theories
(Assessment 5)
The role of L2
instruction in nine
SLA theories
(Assessment 6)
Assessment and
Evaluation
Designing
Assessment
tasks

Discussion & Application:

Associative-Cognitive CREED
Framework
Skill Acquisition Theory
Input processing theory
Processability theory

Presentation and Demonstration of

research-based theories in the
classroom
Things to consider during the
teaching-learning process.

Designing and planning

activities/mini-lessons
implementing specific theories.
Applying specific theories to
implement PR Core Standards
Application of SLA theories in
context

Principles of Language
Assessment
Evaluation techniques and
assessment tools
Assessing Listening/Speaking

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May
2/4
9/11
16

Designing
Assessment
tasks
Assessment
tasks
Final Evaluation

Assessing Reading

Assessing Writing

Assessment 7

Portfolio Presentation

VI. Evaluation Criteria

Name

Description

Weight

Total
Score

Exam 1

Policies and
Regulations

10.00

100.00

Presentations/
Language Learning
Presentations
& SLA Researchbased
theories/approaches

20.00

100.00

Demonstrative
Lessons

Mini-Lessons

20.00

(2 x 100)
200.00

Lesson
Planning

Lesson Planning

20.00

(2 x 100)
200.00

Class

Class Participation

10.00

100.00

Portfolio

Final Evaluation

20.00

100.00

VII. STUDENTS WITH EXCEPTIONAL NEEDS

According to the American with Disability Act (ADA Law), all students reasonable
accommodations will be coordinated in compliance with their particular needs.
Students who receive services from Vocational

Rehabilitation should inform

the professor about their special needs during the first week of class. It is

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advisable to provide this information in order to plan reasonable accommodations
and provide any necessary equipment recommended by the Office of the Vicechancellor for Development and Retention.

VIII. PLAGIARISM
All and every assignment, including oral and written reports have to be an original
product of the student. The students should not assume any persons ideas,
research, or work. Plagiarism will invalidate the students work and a grade of zero
will be assigned.
IX. Books used as References:
Brown, H. D. (2010). Language assessment: Principles and classroom practices.
White Plains, NY: Pearson Education.
Brown, H. D. (2008). Principles of language learning and teaching. White Plains, NY:
Pearson Longman.
Brown, H. D. (2010). Teaching by principles: An interactive approach to language
pedagogy. White Plains, NY: Pearson Education.
VanPatten, B. (2011). Theories in second language acquisition: An introduction.
Mahwah, N.J: Erlbaum.
X.

Learning Resources

INDEC. (2003). Curriculum Framework. English Program. Department of Education.

INDEC.

(2003).

Proyecto

de

renovacin

curricular.

DEPR:

Publicaciones

Puertorriqueas.
XI.

WEB SITES

Departamento de Educacin (2016). Cartas Circulares. Retrieved from

http://intraedu.dde.pr/Cartas%20Circulares/Forms/AllItems.aspx

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Departamento de Educacin (2016). Ejemplos de Actividades del Portafolio PPEA.
Retrieved from http://de.gobierno.pr/conoce-al-de/261-aprovechamientoacademico/2228-pruebas-puertorriquenas-evaluacion-alterna-ppea
Departamento de Educacin (2016). Gua de Recursos para Maestros par alas
Pruebas Puertorriqueas de Evaluacin Alterna. Recuperado
http://de.gobierno.pr/files/2011-12_PPEA_Resources_Guide.pdf
Departamento de Educacin. (2016). Programa de Ingls. Retrieved from
http://de.gobierno.pr/221-programas-academicos/1961-programa-de-ingles
Deutsch, N. (2013). Language Learning Theories. Retrieved from
https://www.youtube.com/watch?v=YPcBPNRTjmQ
Functional-Notional Approach Retrieved from
http://www2.vobs.at/ludescher/grammar/functional.htm
K-5 Learning (2014). Reading Comprehension Worksheets. Retrieved from
http://www.k5learning.com/free-preschool-kindergarten-worksheets/readingcomprehension
OWS (2009). University of Texas, College of Education. Retrieved from
https://ows.edb.utexas.edu/site/sara%C3%ADs-e-porfolio/theories-languagelearning
Oxford Seminars (2015). Retrieved from www.oxfordseminars.com
The Access Center: Improving Outcomes for All Students K-8. (2005). Early Reading
Assessment: A Guiding Tool for Instruction. The Access Center:
Washington DC. Retrieved from http://www.readingrockets.org/article/earlyreading-assessment-guiding-tool-instruction