Colorado State University Department of English

E684BV: Supervised College Teaching: ESL

Class Time: T 6:40-9:30 PM Place: Co-Op Building 105 Fall, 2001

Instructor: Dr. Sarah Rilling

Office Hours: Co-Op Building 109: M 3:00-4:00, T 5:00-6:40, & by appointment

Message Phone: Eddy: 491-3344 e-mail: sarah.rilling@colostate.edu

course website: <http://lamar.colostate.edu/~srilling/684.htm >

Course Objectives:

Students will

· practice teaching ESL to learners from the community;

· prepare and implement a variety of ESL lessons focusing on different language skills (e.g., grammar, listening, speaking) and content (e.g., vocabulary, current events, business English);

· teach different levels of learners;

· evaluate and adapt existing ESL textbooks;

· provide peers with supportive feedback;

· gain skills in classroom technologies: black/whiteboards, OHP, the Internet, and use of video;

· reflect on classroom teaching by using a variety of classroom-based research techniques;

· provide teaching or tutoring service in a professional ESL context within the community.

Course Materials:

Richards, J.C. & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge, UK: CUP. (R & L on course outline below)

Woodward, T. (2001). Planning lessons and course: Designing sequences of work for the language classroom. Cambridge, UK: CUP. (W on course outline below)

1-2 VHS type tapes

Course Requirements:

Community Service Learning: Each participant will provide a minimum of thirty hours of ESL service to the community through an approved agency. Included in the hours is any training and preparation. 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 TEFL/TESL Program, 2) providing service to ESL learners and literacy agencies in our community, and 3) providing students opportunities to teach in a variety of ESL contexts. For each service encounter, participant will write a brief summary and response in a service learning log.

Electronic Journal: Twice during the semester, you will submit an electronic journal. In your entries, you will be asked to reflect on your teaching/learning/the course. Prompts will be given a week or two prior to the due dates, but you can add to your journal at any time. Due Dates September 18 & Dec. 4.

Computerized Discussion Participation: In webbed discussions every other week, you will “talk” to the class about your service learning experience. Discussions will be most productive if you read each others’ postings and respond accordingly. Common rules of netiquette will apply. The computer-based forum will be divided into two areas for comments: successes and problems. You can connect to the computerized discussion through the class web page.

Practice Teaching: You will teach as often as possible during the semester. You will pair up with a partner in class who will videotape you teaching twice. You must confer with the instructor prior to teaching to go over lesson plans and reproduce class materials.

Lesson Plans: Lesson plans must be submitted at least an hour prior to teaching that you will teach in the Tuesday evening community language class; other lesson plans may also be submitted for feedback (e.g., lessons prepared for the service learning). During the first half of the semester, you must use published ESL materials in developing your lessons. In the second half of the semester, you may develop your own materials if you wish.

Video Analysis: You will submit a two page written review of your teaching for one of your recorded teaching sessions (Due: within two weeks of the recording). In addition, you will choose one or two segments of video equally about 5 minutes to present to the class during final’s week.

Peer Support: You will pair up with one or more peer(s) to discuss lesson plans and materials. You will support all student efforts through assistance during their teaching sessions and you will provide positive feedback/encouragement to each other and our learners throughout.

Attendance: You must attend and actively participate in all Tuesday sessions, whether you are teaching or not. On days you are not teaching, you may be asked to assist in facilitating small group work or record the lesson on video. This is a valuable opportunity for observing teaching in action. You should be an active participant in all lessons by observing and providing feedback during our debriefing sessions and through our web-based discussions. For every 2 absences from Tuesday evening sessions, your grade will drop by a full letter grade. Exceptions may be made with extenuating circumstances.

Grades:

Points will be awarded as follows:

Electronic Journals (2): 15

Web Discussion (biweekly): 15

Practice Teaching: 20

Service Learning Log: 20

Lesson Plans: 15

Video Analysis: 10

Final Presentation with video clips: 5

Total: 100

Grades will be calculated using a standard formula (93-100% = A, 90-92% = A-, 88-90% = B+, 83-87% = B, and so on). This course is graded as “instructor option,” so if you prefer an S/U option (satisfactory/unsatisfactory) grade option, let the instructor know. Otherwise, standard letter grades will be used.

Course Schedule

Week	Date	Readings	Content
1	8/21		Course Introduction
2	8/28	W Intro & Chapter 1	Who are the students
3	9/4	W Chapter 2	Lesson Length
4	9/11	W Chapter 3	Lesson Contents
5	9/18	W Chapter 4	Teaching and Learning (First E-Journal Due)
6	9/25	W Chapter 5	Teaching Materials
7	10/2	W Chapter 6	Lesson Variations
8	10/9	W Chapter 7	Preparations
9	10/16	W Chapter 8	Freedom & Constraints
10	10/23	R & L Chapter 1	Classroom Research
11	10/30	R & L Chapter 2	Teacher Beliefs
12	11/6	R & L Chapter 3	Learners
13	11/13	R & L Chapter 4	Decision Making in Teaching
	11/20	Holiday
14	11/27	R & L Chapter 5	Role of Teacher Structure of a Lesson
15	12/4	R & L Chapter 6	Classroom Interaction (Second E-Journal Due)
16	12/11	Finals Week	Video Presentations

Note: The above syllabus reflects a three-credit course load. If you are taking this course for more or fewer credits, please arrange to meet with me to build a contract for your requirements.

Policies regarding academic honesty, etc., follow processes spelled out in CSU’s Academic Rights and Responsibility statement in the Graduate and Professional Bulletin.

Some Service Learning Possibilities

(others must be approved by the instructor --see the Office of Service-Learning and Volunteer Programs -- lower level LSC, 491-1682 -- for other ideas)

Public Schools (in Poudre School District, required application with mandatory background check with the District’s VIPs office -- contact Jacqueline, 490-3200):

· Bennett Elementary School, K-6 ESL Magnet School, Mary Trimble, 484-6125

· Irish Elementary, After school tutoring M-Th 3:10-4:10, Lisa Rabold, jsrabold@verinet.com

· Laurel Elementary , ESL classes, Helen Kaplan, 482-7117

· Fort Collins High School, Sandra Eddy (ESL teacher), 416-8230

· Poudre High School, Jacqueline 490-3200

· Thompson Valley School District, Loveland, Tutors from elementary to HS, Vicki Duerre, Director of ESL, 613-5021

Other Agencies for Kids

· Even Start Family Centered Learning, Marilyn Thayer, 484-2580

· The Tutor Center, Loveland, ESL Kids 3:00-7:00 PM, Nancy Walter, 203-1134

Adult Education:

· Education and Life Training Center, Connie Rockwell, Coordinator, Adult Literacy Services, 484-7323

· Front Range Community College, Literacy Tutoring or Classroom Assistant, Margie Wagner, Coordinator of ESL Programs, 204-8373

· IEP Conversation Partners (CP), Classroom conversation experience organized by an ESL teacher. Sign up in class.

· IEP/International Programs Conversation Groups (CG). Lead small group discussions. Contact Sheila Young, 491-7254 or sheila.young@colostate.edu