Syllabus - Michigan State University

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History of language teaching approaches and perspectives on learning. Celce- Murcia. Survey and Assignment 1. Tu 1/20. Communicative language teaching.


LLT 307, Sect. 002 SS 2009

LLT 307 – Methods of Teaching English to Speakers of Other Languages Dr. Angelika Kraemer, [email protected] Spring 2009 Tu & Th 12:40-2:00 pm C-113 Wells Hall

Office hours (A-605 Wells Hall): Tuesdays 2:15-3:15 pm Thursdays 11:00 am - 12:00 pm and by appointment

Course Description This course is directed toward prospective language teachers, primarily preservice teachers of English as a second language; however, most of the content of the course is applicable to language teaching in general. Students will have the opportunity to focus on a target language other than English for two of the assignments and may choose a language other than English as the target language for their final project. The course focuses on issues that will provide teachers with a knowledge base that they can then modify for a variety of settings and learner populations. Topics to be covered include: • History of approaches to language teaching and learning • Types of ESL programs • Content-based instruction • Learning styles and strategies • Providing feedback to language learners • Teaching and assessment of the four macroskills (listening,speaking, reading, writing) Throughout the semester, we will use a DVD produced by the Center for Applied Linguistics to highlight teaching techniques within the framework of the SIOP Model (Sheltered Instruction Observation Protocol). We will combine the principles of language learning with the observed classroom techniques as we discuss and prepare lesson plans for language learning classrooms. Objectives The goals of this course are: 1. To explore fundamental issues regarding the instruction of English as a second language or foreign languages. 2. To promote and develop individual teaching skills. 3. To engage students intellectually through readings, discussion, action, and reflection. Readings There is no textbook for this course. Course readings will be posted on ANGEL under “Lessons” as either PDF or word files. There are three categories of readings: • The readings that appear on the course schedule must be read before class in preparation for class discussion. These readings will be posted in the “Required Readings” folder on ANGEL. • Some readings will provide background information or serve as reference materials and will be posted in the “Reference Materials” folder on ANGEL. • There will be some chapters related to the segments of the SIOP Model. After each segment is discussed in class, the relevant material will be put in the “SIOP Model” folder on ANGEL. These chapters will be for your use in completing the assignments. Procedure for SIOP Model Discussion The DVD on the SIOP Model includes nine chapters or segments. For each, I will present some preliminary information in class, and then we will watch the related DVD segment and discuss some of the issues as a whole class. In groups, students will review copies of lessons related to the topic of that segment and evaluate them following specific guidelines. Students will then compare their ratings of the lesson with those of practicing teacher educators. Each group will summarize their discussions for the whole class.

LLT 307, Sect. 002 SS 2009


Student Responsibilities Attendance, at-home preparation, and active in-class participation are vital to your success in this class. • Students are expected to complete the assigned readings for a given day prior to class, to participate actively in class discussions, and to provide thoughtful completion of all assignments. • All assignments are expected to be well written and free of grammatical errors. Free writing assistance is available at the Writing Center in Bessey Hall or the ELC Writing Lab. • While attendance will not receive a direct grade, it is to the student’s advantage to come to class. Active participation is part of the final grade; needless to say, students who are absent cannot participate in class discussions. • Late work will not be accepted unless arrangements have been made with the professor prior to the date an assignment is due. • If you have questions about any of the readings, assignments, or anything else in relation to this course, I strongly recommend that you come see me during office hours or set up an appointment that fits your schedule. You can also email me at [email protected] at any time. Student Code of Conduct and Code of Academic Integrity Academic Honesty Article 2.3.3 of the Academic Freedom Report states: “The student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards.” In addition, the Department of Linguistics and Languages adheres to the policies on academic honesty as specified in General Student Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide and/or the MSU Web site.) Therefore, unless authorized by your professor, you are expected to complete all course assignments without assistance from any source. You are expected to develop original work for this course; you may NOT submit course work you completed for another course to satisfy the requirements for this course. Students who violate MSU rules may receive a penalty grade, including – but not limited to – a failing grade on the assignment or in the course. (See also Accommodations for Students with Disabilities Students with disabilities should contact the Resource Center for Persons with Disabilities to establish reasonable accommodations and inform the professor of such accommodations. For an appointment with a disability specialist, call 353-9642 (voice), 355-1293 (TTY), or visit Should any situation or issue arise during the course of the semester that may require you to receive special accommodations, please notify the professor as soon as possible. Disruptive Behavior Article 2.3.5 of the Academic Freedom Report for students at Michigan State University states: “The student’s behavior in the classroom shall be conducive to the teaching and learning process for all concerned.” Article 2.3.10 of the AFR states that “The student has a right to scholarly relationships with faculty based on mutual trust and civility.” General Student Regulation 5.02 states: “No student shall . . . interfere with the functions and services of the University (for example, but not limited to, classes . . .) such that the function or service is obstructed or disrupted. Students whose conduct adversely affects the learning environment in this classroom may be subject to disciplinary action through the Student Faculty Judiciary process.” Students are expected to treat others with respect. You are expected to conduct discussions in this class; however, such discussion should focus on the content and cannot include personal attacks. Furthermore, cell phones must be turned off during class. If your phone goes off in class, I will answer it. Out of respect to your classmates and your professor, do not check your email, do not read/send text messages, answer your phone, or place calls. Finally, punctuality is also expected, and repeated late arrival will affect your grade.


LLT 307, Sect. 002 SS 2009

Grades Assignments will be evaluated based on the following criteria: • Clarity of presentation of information • Consideration of important aspects • Depth of discussion • Supporting details drawn from readings/videos and class discussions There might be additional criteria, depending on the assignment. Evaluation Criteria

% of Grade 10%

1. Contribution to class discussions. Please note it is not possible to participate if you are not in class. 2. Homework and online assignments. Includes ANGEL discussion posts as well as other short assignments throughout the semester.


3. Written commentary of a foreign language class. Select a video available on the web site Teaching Foreign Languages K-12 ( and write a commentary. Access to the website requires registration but is free for educational use.


4. Two reflective essays on the SIOP Model and related class discussions. #1 covers Introduction through Comprehensible Input. #2 covers Strategies through Assessment and includes the contribution of the model and related class discussions to the development of your teaching philosophy.

10% 15%

5. Mini-lesson demonstration and write-up. A 5-minute lesson focusing on either listening/speaking or reading/writing skills for a population of your choice. The demonstration will take place in class as noted on the course schedule. The write-up of the lesson as well as your response to peer comments is to be submitted at the beginning of the class period after the demonstration.


6. Final Project. Development of two detailed lesson plans and related materials to promote integrated language skill development in a content- or theme-based course for a population within K-12 that includes L2 learners of English or learners of a foreign language of your choice. This project also includes the rationale for your decisions based on the course readings and class discussions. Students will present their projects within groups during the last week of class, and may incorporate peer feedback in the preparation of the final report.


7. Extra credit: A report on tutoring/conversation experience with a language learner. Meet with an ESL learner or a learner of a foreign language in which you are majoring at least 4 times over the course of the semester. These can be tutoring sessions, conversation sessions, or lessons lasting at least 30 minutes each. Ideally, learners would fall in the age-range that you intend to teach but this is not a requirement. The report should be between 1000 and 1500 words in length. You need to describe the difficulties your learner had with the target language and culture and how you have or could have helped the learner overcome these difficulties, as well as the challenges you faced when working with the learner. Finding a language learner is your responsibility. Note: There is an opportunity to be a conversational partner for adult learners taking a free ESL class at MSU.


Grading Scale 100-92% = 4.0 77-72% = 2.0

91-88% = 3.5 71-66% = 1.5

87-82% = 3.0 65-60% = 1.0

81-78% = 2.5 Below 60% = 0.0


LLT 307, Sect. 002 SS 2009

Course Schedule (adjustments may be made as the course progresses) Date


Readings and Assignments (to be done before class)

Tu 1/13

Introduction to course Language learning experiences

Th 1/15

History of language teaching approaches and perspectives on learning

Celce-Murcia Survey and Assignment 1

Tu 1/20

Communicative language teaching


Th 1/22

Needs assessment and syllabus design

Nunan Assignment 2

Tu 1/27

English language proficiency standards Teaching adults


ESL program types Bilingual education

Hilles & Sutton Peregoy & Boyle (ESL program types) pp. 23-28 McGroarty

Tu 2/3

Content-based instruction

Hawkins (focus on pp. 375-80) Short ANGEL discussion 1

Th 2/5

Lesson planning SIOP Introduction & Lesson Preparation

Jensen Assignment 3

Tu 2/10

Vocabulary learning SIOP Building Background


Th 2/12

Input and interaction SIOP Comprehensible Input

Assignment 4

Tu 2/17

Learning styles and strategies

Ehrman, Leaver & Oxford Oxford SIOP Essay 1

Th 2/19

SIOP Strategies

Tu 2/24

Aural/Oral skills

Peterson Lazaraton

Th 2/26

Continued NOTE: Online discussion – class does not meet

Goodwin Peck ANGEL discussion 2

Tu 3/3

Interaction in ESL classrooms SIOP Interaction

Th 3/5

Corrective feedback

Lyster & Ranta


LLT 307, Sect. 002 SS 2009

March 9-13

Spring Break

Tu 3/17

SIOP Practice/Application & Lesson Delivery

Assignment 5

Th 3/19

Assessment SIOP Review/Assessment SIOP wrap-up

Cohen (except assessment of specific language skills)

Tu 3/24

Literacy Development: Reading

Ediger SIOP Essay 2

Th 3/26


Grabe & Stoller

Tu 3/31

Literacy Development: Writing

Olshtain Kroll ANGEL discussion 3

Th 4/2


Tu 4/7

Cross-cultural communication


Th 4/9

Technology in the classroom


Tu 4/14

Mini-lessons: Day 1

Commentary due

Th 4/16

Mini-lessons: Day 2

Lesson Plan write-up Day 1

Tu 4/21

Mini-lessons: Day 3

Lesson Plan write-up Day 2

Th 4/23

Mini-lessons: Day 4

Lesson Plan write-up Day 3 Extra Credit assignment (optional)

Tu 4/28

Discussion of final projects in groups

Lesson Plan write-up Day 4

Th 4/30

Discussion of final projects in groups

Tu 5/5

DUE: Final Project by 2:00 p.m.

I am looking forward to a wonderful semester.

LLT 307, Sect. 002 SS 2009


Bibliography of required readings Blake, R. (2001). What language professionals need to know about technology. ADFL Bulletin, 32(3), 93-99. Celce-Murcia, M. (2001). Language teaching approaches: An overview. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 3-11). Boston: Heinle & Heinle. Cohen, A. (2001). Second language assessment. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 515-534). Boston: Heinle & Heinle. DeCarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 285-299). Boston: Heinle & Heinle. Ediger, A. (2001). Teaching children literacy skills in a second language. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 153-169). Boston: Heinle & Heinle. Ehrman, M, Leaver, B., & Oxford, R. (2003). A brief overview of individual differences in second language learning. System, 31(1), 313-330. Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 117-137). Boston: Heinle & Heinle. Grabe, W., & Stoller, F. (2001). Reading for academic purposes: Guidelines for the ESL/EFL teacher. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 187-203). Boston: Heinle & Heinle. Hawkins, B. (2001). Supporting second language children’s content learning and language development in K5. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 367-383). Boston: Heinle & Heinle. Hilles, S., & Sutton, A. (2001). Teaching adults. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 385-399). Boston: Heinle & Heinle. Hinkel, E. (2001). Building awareness and practical skills to facilitate cross-cultural communication. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 443-458). Boston: Heinle & Heinle. Jensen, L. (2001). Planning lessons. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 403-413). Boston: Heinle & Heinle. Kroll, B. (2001). Considerations for teaching an ESL/EFL writing course. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 219-232). Boston: Heinle & Heinle. Lazaraton, A. (2001).Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 103-115). Boston: Heinle & Heinle. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. SSLA, 19, 37-66. McGroarty, M. (2001). Bilingual approaches to language learning. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 345-356). Boston: Heinle & Heinle. Nunan, D. (2001). Syllabus design. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 55-65). Boston: Heinle & Heinle. Olshtain, E. (2001). Functional tasks for mastering the mechanics of writing and going just beyond. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 207-217). Boston: Heinle & Heinle. Oxford, R. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 359-366). Boston: Heinle & Heinle. Peck, S. (2001). Developing children’s listening and speaking in ESL. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 139-149). Boston: Heinle & Heinle. Peregoy, S., & Boyle, O. (2005). What kinds of programs exist to meet the needs of English language learners? In S. Peregoy & O. Boyle (Eds.), Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers (pp. 23-28). Boston: Pearson/Allyn and Bacon. Peterson, P. W. (2001). Skills and strategies for proficient listening. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 87-100). Boston: Heinle & Heinle. Savignon, S. J. (2001). Communicative language teaching for the twenty-first century. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 13-28). Boston: Heinle & Heinle. Short, D. (1991). Integrating language and content instruction: Strategies and techniques [Electronic Version]. NCBE Program Information Guide Series, Number 7. Retrieved January 26, 2007, from