Methods and Materials in Second Language Instruction (new)

Course Calendar

Course Description

This course provides an immersive experience into the theoretical and practical aspects of ESL instruction. You will explore current teaching approaches, the relationship between language and culture, effective learning strategies, and the pedagogy of teaching both oral and written English skills. You will tailor instruction to suit various learning contexts and learners’ diverse needs, ages, and proficiency levels. You will also design engaging language tasks and critically evaluate teaching materials and texts. By the end of this course, you will be equipped with the essential tools and knowledge needed for effective language teaching.

Course Learning Objectives

This course addresses the following TESOL (Teachers of English to Speakers of Other Languages) standards. 

Standard 1 – Language

• 1.1 – Acknowledges English language structures in different discourse contexts to promote acquisition of reading, writing, speaking, and listening skills across content areas.
• 1.2 – Explains second language acquisition theory and developmental process of language to set expectations for and facilitate language learning
• 1.4 – Applies knowledge of English academic language functions, learning domains, content-specific language and discourse     structures, and vocabulary to promote ELLs’ academic achievement across content areas. 

Standar 2 – Culture

• 2.1 Demonstrates knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, affects the education of ELLs. 
• 2.2 Explains the ways cultural variables affect second-language acquisition and teaching.
• 2.3 – Applies knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs
• 2.4 Devises and implements methods to understand each ELLs’ academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs.
• 2.5 Devises and implements methods to learn about personal characteristics of the individual ELL (e.g., interests, motivations, strengths, needs) and their family (e.g., language use, literacy practices, circumstances) to develop effective instructional practices. 

Standar 3 – Instruction

• 3.1 – Designs culturally and linguistically relevant, supportive environments that promote ELLs’ learning
• 3.2 – Devises scaffolded instruction of language and literacies to support standards and curricular objects for ELLs in the content areas
• 3.3 – Utilizes effective practices for teaching literacy to English- language learners
• 3.4 – Promotes ELLs’ acquisition of receptive and productive skills
• 3.5 – Effectively integrates the four domains of language (i.e., speaking, listening, reading, and writing) into instruction
• 3.6 – Instructs ELLs using evidence-based, student-centered, developmentally appropriate interactive approaches
• 3.7 – Adjust instructional decisions after critical reflection on individual ELLs’ learning outcomes in both language and content
• 3.8 – Plans strategies to collaborate with other educators, school personnel, and families in order to support their ELLs’ learning of language and literacies in the content areas
• 3.9 – Uses and adapts relevant materials and resources, including digital resources, to plan lessons for ELLs, support communication with other educators, school personnel, ELLs, and parents/guardians to foster student learning of language and literacies in the content area
• 3.10 -Assesses and supports Students with Limited or Interrupted Formal Education (SLIFE), formerly known as Students with Interrupted Formal Education (SIFE)
• 3.11 – Plans and modifies lessons for ELLs with learning disabilities or gifted services

Standar 4 – Assessment

• 4.1 – Applies knowledge of validity, reliability, and assessment purposes to analyze and interpret student data from multiple sources, including norm-referenced and criterion-referenced tests and make informed instructional decisions that support language learning. 
• 4.2 – Utilizes assessment in the identification, placement, and exit from language-support. 
• 4.3 – Designs classroom-based formative, summative, and diagnostic assessments based on language and content learning goals that are scaffolded for both English language and content assessment
• 4.4 – Demonstrates knowledge of state-approved administrative considerations, accessibility features, and accommodations appropriate to ELLs for standardized assessments
• 4.5 – Utilizes strategies for communicating assessment data to English learners and their parents/guardians. 
• 4.6 – Advocates for ELLs who may be eligible for special education and/or gifted and talented services and provides feedback about assessment data.

Standard 5 – Professionalism

• 5.1 – Implements effective collaboration strategies to plan ways to serve as a resource for ELL instruction and to support school personnel, ELLs and families
• 5.2 – Applies knowledge of school, district, and governmental policies and legislation to support ELLs’ educational rights
• 5.3 – Self-assesses, reflects, and grows professionally in the field of English language learning and teaching
• 5.4 – Differentiates between disabilities and typical language proficiency development
• 5.5 – Uses a variety strategies for consulting and communicating with ELL parents/guardians about each student’s progress and needs

Major Projects

TESOL Methods Identification

In this assignment, you will watch a recorded language lesson and analyze it to identify various TESOL methods used by the instructor.

Language Lesson Adaptation

In this assignment, you will apply your teaching knowledge across different contexts by adapting an ESL lesson plan originally designed for children to suit an adult audience.

Situationally and Needs Informed Lesson Plan

In this assignment, you will develop a detailed lesson plan informed by situational and needs analysis.

Thematic Unit

In this three-phase assignment, you’ll create a detailed lesson plan for teaching one language skill (listening, speaking, reading, or writing), record yourself teaching the lesson to a real or imagined learner audience, and finally write a one-page reflection on your teaching strategies and experiences.

Teaching Philosophy Statement

In a one-page teaching philosophy, you will share your philosophy and beliefs about teaching in general and second-language teaching in particular. 

Who is this course for?

• Language Learners: Individuals who are attempting to learn a new language may take a course in SLA to better understand the process, make more informed decisions about their study habits, and optimize their learning strategies.
• Language Teachers: Teachers of English as a Second Language (ESL) or other language instructors may study SLA to understand how to better facilitate language learning for their students. This includes understanding linguistic theories, language development, and strategies to address common learning challenges.
• Linguists and Researchers: Those studying linguistics or conducting research in related fields may engage with SLA to explore the underlying mechanisms of language learning. This could include cognitive, sociocultural, and psychological factors influencing language acquisition.
• School Administrators and Policy Makers: Understanding SLA might be essential for educational administrators and government officials involved in creating language education policies, curricula, and programs to ensure they are effective and inclusive.
• Parents of Bilingual or Multilingual Children: Parents raising children in bilingual or multilingual environments may benefit from understanding SLA to support their children’s language development.
• International Students and Expatriates: Individuals planning to study or work in a non-native language environment may find insights from SLA helpful in accelerating their language learning and adapting to a new cultural setting.
• Healthcare and Social Work Professionals: Those working with diverse populations may study SLA to communicate effectively with clients or patients who speak different languages.
• Business Professionals: In a globalized economy, business professionals working with international clients or teams may find understanding SLA useful in enhancing communication and cultural awareness.
• Cultural and Diversity Trainers: Professionals working in intercultural communication, diversity training, and related fields might engage with SLA to foster empathy and effective communication across linguistic and cultural boundaries.
• Language Software Developers: Those involved in creating language learning apps or software may need to understand the principles of SLA to create effective and engaging learning tools.
• Heritage Language Learners: Individuals reconnecting with their ancestral or heritage language may also be interested in SLA to guide their learning process.