HUED/ED 5353

Teaching English as a Second Language

Course Syllabus Spring 2009

Instructor: Insun Park, Ph.D

email: insun.park@udtallas.edu
phone: 469-744-8398
office hours: by appointment
mail box:JO 4.606

Course Description

This course examines the major means by which teachers have tried to teach
second/foreign languages. It introduces the basic theoretical issues in modern language
teaching and provides a bridge between the theory of second language acquisition and
second language classroom practice. It is specifically designed to help you gain an
understanding of the major teaching and research issues in the field of second/foreign
language pedagogy so that you have a firm foundation for further development as a
professional language instructor. It will provide you an opportunity to examine and
integrate your past and present teaching and learning experiences with an understanding
of the theory of language learning and teaching.

The course has two themes. One is a historical overview of trends in language teaching
and an analysis of the theories of language and language learning that form their bases.
The other theme of the course is an exploration of issues in four skill areas, i.e. speaking,
listening, reading and writing as well as the basics of grammar and vocabulary.
Integration of the skills in content-based Instruction and task-based learning will also be
explored.

Course Goals: By the end of this course, you should be able to

• identify, compare, and contrast differing models of language teaching, and apply such
knowledge to an increased understanding of your own teaching practice or
preparation;
• gain the ability to analyze language teaching approaches and techniques for their
strengths and weaknesses and for the teaching situations to which they are most
suited;
• understand and discuss some of the issues related to the teaching of language skills;
• understand and be able to discuss the various areas of concern that are inherent in
language teaching;
• articulate a rational basis for the design, development, implementation, and
evaluation of instruction for second language learning;
Materials:

1. Required Textbooks:

• Brown, H, Douglas. (2007). Teaching by Principle: An Interactive Approach to

Language Pedagogy: Longman
• Brown, H, Douglas. (2006). Principles of Language Learning and Teaching:
Longman

2. Materials on reserve in McDermott Library

• Brown, J. D. (1995). The Elements of Language Curriculum. Heinle & Heinle/
Thomson
• Celce-Murcia, M , Brinton, D., & Goodwin, J. (1996) . Teaching Pronunciation:
A Reference for Teachers of English to Speakers of Other Languages. Cambridge,
UK: Cambridge University Press.
• Celce-Murcia, M (Ed.) (2001). Teaching English as a Second or Foreign
Language. Heinle & Heinle.
• Larsen-Freeman, D. (2000). Techniques and principles in language teaching (2nd
ed.). Oxford, UK: Oxford University Press.
• Day, R. R. (1990). Teacher observation in second language teacher education.
Second Language Teacher Education, Richards, J. C. & Nunan, D.
(eds.) Cambridge: Cambridge University Press.
• New Ways in TESOL Series. (1993-1999) Alexandria, VA: Teachers of English to
Speakers of Other Languages.
• Lightbrown, P. & Spada, N. (2006), How Languages Are Learned. New York:
Oxford University Press.
• Teacher training through video: ESL techniques series (Multimedia Library
Services-2nd floor)
• Acquiring the human language: playing the language game (Multimedia Library
Services-2nd floor)

Requirements:

• Regular class attendance. A basic philosophy of this class is LEARNING BY

DOING. Therefore, the class format will be as experiential as possible:
demonstrations, analyses and application. What goes on in class is meant to involve
you as a language learner/teacher, therefore class attendance is extremely important.
If you are absent, you are responsible for getting that day’s information from a
classmate, including any information about assignments due at the next class session.
• Maintain your background reading schedule. You are responsible for information in
the reading assignments even if we haven't discussed a particular point in class.
Be sure to ask about anything you find problematic in the reading or anything that
you feel conflicts with what you hear in class.
• 3 quizzes
• 2 observation reports
• A Final project (An oral project presentation is required )

Evaluation: Late assignments will not be accepted unless prior arrangements have been
made with the instructor. You are responsible for assignments made/completed during
any classes you miss. Course requirements will be evaluated as follows:

1. In-class work/ assignments 20%

2. Quizzes 30%
3. Observation reports (two) 20%
4. Final paper or project 30% (this is in lieu of a final exam)
Oral presentation 10% (Due the last week of class)
Written presentation 20% (Due on Scheduled final exam time)

Description of the observation reports: Throughout your career as a language teacher,

a simple and effective way you can continue to learn about teaching is by observing your
fellow teachers. The purpose of this assignment is to train you to become a skilled
classroom observer, i.e. a person who is able to observe with understanding. As part of
this training you will view videotapes of real classes, fill out observation sheets, and
discuss and compare your observations with your classmates.

Procedure: Choose a classroom or colleague you would like to observe for one full
lesson.

1. Attend the class.

2. Take notes during the class. A guide sheet/form will be provided to you to help
you better identify the strengths and weaknesses of the classroom environment.
3. Write up a one page 500-800 word summary about the element in that classroom
that most impacted you, your learning and possibly your teaching style or ability.
( A guide sheet will be provided as well)
4. All classroom observations will be done between Week 6-Week 12 of the course
as it is convenient with your schedule. The write-up of the classroom observation
should be done shortly after the observation for you to have a better recall of what
you learned. However, the Write-up can be handed in any time between Week 6-
12.

Observation behavior. When you go to ‘live’ classes to observe, it will be important for
you to remember that you will be an outsider who has been granted permission to view
the workings of a "mini-culture." Therefore, it will be very important for you to respect
that culture; consider this a cross-cultural experience.
Description of the quizzes: These will usually be in-class, closed-book quizzes. There
will be a study guide to familiarize you with the test style and to clarify expectations.

Description of the final paper or project:

A synthesis paper
This paper is an opportunity for you to read more in depth on a topic in second language
teaching that is of special interest to you. The topic might or might not be one that we
touch on in class, but it should be centrally located in the area of second language
teaching. You will focus on a particular issue or approach in second language teaching.
There is a list of suggestions to get you thinking but please do not limit yourself to these.

Topic : You will fill out a form and give it to me to get approval for your topic. On this
paper you will give your topic and frame a question or questions that the paper will
seek to answer.
Questions might be historical in nature, e.g. How has the place of pronunciation teaching
changed with changes in language teaching approach?
Or they might be synchronic, e.g. What are the principles guiding English for Specific
Purposes curriculum development, and how are they operationalized?

Guidelines:
• Your topic must be "cleared" by me to make sure it meets the intent of the
assignment.
• You are to read a minimum of 5 articles written by different authors from
reputable journals in the field. This is to ensure that you get a variety of
perspectives.
• The written paper should include a cover page and a references page at the end.
All references should be cited somewhere in the paper.
• All ideas and quotations used in the paper are to be cited appropriately in the
paper. If a reference is cited, it must appear in your bibliography.
• Your paper will clearly indicate
- the question(s) you plan to explore;
- why you chose this area (for example, some language experience in your own
language learning history);
- responses to the question(s) provided by the literature;
- your reactions to the literature, including what you see as useful to yourself
as a teacher; and
- the areas that you believe need more attention and/or research.

Format: [ This is important. Points will be deducted for not following the required
format.]
• A maximum of 10 1.5-spaced pages, 1 inch margins
• 11-point Arial or Times New Roman
• 1 1/2 spacing
• Use APA format for citations, including internet sources.
Course design option
Using J. D. Brown’s Chapter 1 (pp. 1-32) as a guide, design a one-week (4-7 hour) unit
for a class that you are or visualize yourself teaching, using one of the teaching methods
or approaches that we discussed in class. As part of this design, you are to do more
reading in one skill area or one teaching issue that you will focus on in your design.

For example, you may wish to design a language component for a sheltered Content-
based instruction classroom on social studies, grade 7. Your topic of focus may be
“Integrating a language focus into an academic content.”

A list of possible topics and sources will be provided, but do not feel you must limit
yourself to this list.

Oral presentation This will take place in class. Essentially you will prepare a visual
representation (i.e. poster or powerpoint) of your paper or course design and be prepared
to give a short orientation and answer questions on your topic. You can consider it to be
an oral first draft of your paper.

Possible topics
Task-based learning and teaching
Acquisition and teaching of vocabulary
Product vs. process in teaching writing
SPRING TERM: IMPORTANT DATES :
FIRST DAY OF CLASSES : Monday, January 12, 2009.
LAST DAY OF CLASSES : Monday, May 4, 2009.
SPRING BREAK: Monday, March 16 -- Saturday, March 21, 2009.
FINAL EXAM: Thursday, May 7 – Wednesday, May 13

Course Content and Reading

Week Course Content Reading

1. Jan 14 Introduction/Orientation

2 . Jan 21 1. Historical overview of trends in TBP Ch. 1-2

language teaching (Methods, PLLT Ch. 1-2
approaches, theories of language
learning and teaching
2. video viewing for in-class observation
practice #1
3. Jan 28 1. Historical overview of trends in TBP Ch. 2
language teaching (Methods, PLLT Ch.4
approaches, theories of language
learning and teaching)
2. video viewing for in-class observation
practice #2

4. Feb 4 1. Historical overview of trends in TBP Ch.2, Ch.3

language teaching (Methods, PLLT Ch.9, 10
approaches, theories of language
learning and teaching)
2. video viewing for in-class observation
practice #3
5. Feb 11 1. Historical overview of trends in TBP Ch.3
language teaching (Methods,
approaches, theories of language
learning and teaching)
2. video viewing for in-class observation
practice #4
3. review

6. Feb 18 1. Principles, issues, and areas of TBP Ch.4, 5

consideration in language teaching PLLT Ch. 5, 6, 7
2. Quiz 1
Suggestion: Begin classroom
observations
7. Feb 25 Teaching Listening TBP Ch.18

8. Mar 4 Teaching Speaking / Pronunciation TBP Ch. 19

9. Mar 11 Teaching Reading /Teaching Writing TBP Ch.20, 21

10. Mar 25 1. Teaching Grammar/Vocabulary TBP Ch.22

2. Quiz 2

11. Apr 1 Integrating the Four Skills TBP Ch.17

12. Apr 8 Designing and implementing classroom TBP Ch. 9,10

lessons (Overview of Course Design/
Lesson Planning)

13. April 15 Designing and implementing classroom TBP Ch. 11, 12 ,13, 14
lessons ( Techniques and Materials /
Technology/Interaction/Group Work)
14. April 22 1. Issues, and areas of consideration in
language teaching TBP Ch. 6, 7, 8
2. Quiz 3
OBSERVATION REPORTS DUE
APRIL 29 IN CLASS
15. April 29 Presentation

Final Exam Final Project/Paper Due

Week
May 13

Note: This syllabus is subject to change and/or adjustment at the professor’s discretion.