For each class meeting where the
syllabus indicates a reading assignment or assignments, students must prepare
an informal response journal. If there is more than one reading assignment,
you only need to do one journal entry.
Your weekly response journal should
be sent to me by e-mail by 2 p.m. on the Monday that it is due.
You should also bring a printout of your journal with you to class. As
a printout, the journal should be at least one page long if single spaced,
or two pages long if double spaced.
A response journal is not the
same thing as a synopsis or a précis. A response journal is
an informal, personal reaction to the reading assignment as a whole, or
to some aspect of it that you found particularly striking in some way.
It can be something that seemed significant or thought-provoking, or something
that struck you as absolutely right or dead wrong, or something you were
not sure of but want to think about some more -- or something you found
totally bewildering. It need not be written in an "academic" style. The
same tone you would use writing a personal letter is fine. Please be honest.
This is my way of finding out what people think of the readings before
we discuss them in class. This is also a technique you may want to adopt
in your own classes. At the beginning of each class, you will share your
responses to the reading(s) in small groups. Journals written after a reading
assignment has been discussed will not be accepted.
Language learning narrative.
You will write a language learning narrative,
in which you reflect on your own experiences as a learner of other languages.
Detailed guidelines for this assignment will be distributed early in the
semester. If you wrote a language learning narrative last semester in English
770, you should use that as a starting point and revise it by adding material
in which you relate your own experiences to what we will learn this semester
about language learning and teaching methods. I have set aside a class
period at the end of the semester for us to share our language learning
The course project will be a major requirement
for the course. For students seeking certification as part of the English
Department's MAT in ESL program, this project will satisfy the Commonwealth's
requirement for a pre-practicum field experience. Students who are
not seeking certification will complete a project which will be equivalent
in scope to the formal pre-practicum.
Your course project will involve experiences
such as the following:
Introduction / orientation to course.
L-F, Chapter 1, "Introduction" (1-9);
Chapter 2, "The Grammar-Translation Method" (11-22); Chapter 3, "The Direct
Method" (23-33); Chapter 4, "The Audio-Lingual Method" (35-51).
L-F, Chapter 5, "The Silent Way" (53-72);
Chapter 6, "Desuggestopedia" (73-87); Chapter 7, "Community Language
Additional reading: Green, "An Understanding
of Counseling-Learning" (handout).
L-F, Chapter 8, "Total Physical Response"
R-A, Chapter 7, "The Total Physical Response
and the Audio-Motor Unit" (115-126); Chapter 8, "The Natural Approach:
How It is Evolving" (127-155).
HOLIDAY (Presidents' Day)
No class -- your
professor will be attending the international TESOL convention in St. Louis,
Missouri. More information on this conference is available on TESOL's
L-F, Chapter 9, "Communicative Language
R-A, Chapter 9, "Jazz Chants, Music,
and Poetry" (156-171); Chapter 10, "Storytelling, Role Play, and Drama"
(172-191); Chapter 11, "Games" (192-201); Chapter 13, "Affective Activities"
Tentative plan for course project
/ pre-practicum due.
No class (spring recess).
R-A, Chapter 12, "Ways to Promote Literacy
AE 10: Bromley, "Buddy Journals for ESL
and Native-English-Speaking Students" (71-75).
AE 11: Ogulnick and others, "Entering
the Fictive World: Enhancing the Reading Experience" (76-80).
AE 24: Villarreal, "Parents as First
Teachers: Creating an Enriched Home Learning Environment" (148-152).
AE 26: Carger, "Attending to New Voices"
R-A, Chapter 15, "Tools of the Trade"
AE 31: Green, "Cruising the Web with
English Language Learners" (188-192).
AE 32: Sayers, "Confronting an Embarrassment
of Riches: Internet Search Tools" (193-195).
OPTIONAL READINGS (elementary
AE 9: Ernst and Richard, "Reading and
Writing Pathways to Conversation in the ESL Classroom" (64-70).
AE 13: Monroe, "Multicultural Children's
Literature: Canon of the Future" (84-89).
R-A, Chapter 14, "Classroom Management"
AE 30: Krashen, "A Gradual Exit, Variable
Threshold Model for Limited English Proficient Children" (181-185).
L-F, Chapter 10, "Content-Based, Task-based,
and Participatory Approaches" (137-158)
R-A, Chapter 16, "Teaching through the
Content Areas" (297-309).
OPTIONAL READING (elementary emphasis):
AE 4: Lemberger, "Factors Affecting Language
Development from the Perspectives of Four Bilingual Teachers" (30-37).
L-F, Chapter 11, "Learning Strategy Training,
Cooperative Learning, and Multiple Intelligences" (159-175); Chapter 12,
AE 16: Stergis and Perrin, "Learning
Strategy Instruction in the Bilingual/ESL Classroom" (CALLA) (99-102) ).
AE 17: Christison, "Teaching and Learning
Languages through Multiple Intelligences" (103-107).
TESOL's ESL Standards for Pre-K?12 Students
document, pp. 1-27. (After reading these pages, please take a few
minutes to look at the rest of the book and see how it is organized.
Reading assignments in this book for next time will vary and will be made
in class tonight.)
TESOL's ESL Standards for Pre-Kó12
Students document. Page numbers assigned will vary; some students in
class will read standards for grades 4-8 (pp. 69-106) and some will read
standards for grades 9-12 (pp. 107-151).
AE 14: Vigil, "Effective Math and Science
Instruction--The Project Approach for LEP Students" (92-93).
AE 18: Heath, "The Social Studies Video
Project: A Holistic Approach for Teaching Linguistically and Culturally
Diverse Students" (108-113).
AE 22: Short, "Assessing Integrated Language
and Content Instruction" (129-141).
HOLIDAY (Patriots' Day).
Presentation of language learning
Presentation of course projects.
Presentation of course projects.