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Teaching English to Speakers of Other Languages (TESOL) Certificate Program
Center for the Study of Languages & Cultures University of Notre Dame
+TESOL Certificate Program
9.00-10.15am 10.30-12.00pm 12.00-1.00pm
1.00-3.00pm 3.15-4.30pm
Monday March 10
Introduction / Orientation
Intro to SLA Theory
Lunch (on your own)
Communicative Languages Strategies
Teaching Demonstrations
Tuesday March 11
Teaching of Pronunciation
Classroom Dynamics
Lunch (on your own)
Micro-Teaching Sessions
Info Session 1: Opportunities in TESOL
Wednesday March 12
Teaching of Oral Proficiency
Assessment & Evaluation
Lunch (on your own)
Classroom Management
Blogging and SoundCloud Reflection on Microteaching
Thursday March 13
Teaching of Writing
Methods and Methodology
Lunch (on your own)
Micro-Teaching Sessions
Info Session 2: E-Portfolios
Friday March 14
Teaching of Grammar
Introduction to Practicums
Lunch (on your own)
Teaching Philosophy
Blogging and SoundCloud Reflection on Microteaching
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+Comfort Zone vs. Learning Zone
+Outline
n Icebreaker
n Defining Language, Language Learning & the Role of the Teacher
n Terms and Acronyms
n Becoming a Reflective Language Learner
n Communicative Language Teaching
+Icebreakers & Warm-ups
n What is an icebreaker?
n Why use icebreakers in the classroom?
+Icebreakers & Warm-ups
n Very short (3-5 min) activities designed to help students activate their language. n Like stretching before exercise or tuning an instrument before a
performance.
n Sets the expectation that students should come to class ready to practice and actively participate n Do have students wait for the instructor to tell them what to do.
+Icebreaker Jeopardy!
n Think of several common and uncommon questions you might ask in order to get to know someone: n What’s your name? Where are you from?
What was the last great meal you had? Etc.
n On a sheet of paper list only your answers to these questions.
n Have a partner try to guess the questions.
n All guess MUST be in the form of a question.
n When a guess is correct provide follow-up details and information.
+Icebreaker Jeopardy!
+What does it mean to learn a language?
n Knowledge of words/meaning?
n Knowledge of behavioral conditioning?
n Knowledge of structure/order?
n Knowledge of culture/society?
n Many of the great minds have focused upon this very question.
+B.F. Skinner
n “The consequences of behavior determine the probability that the behavior will occur again. Language is simply the result of such conditioning in the case of verbal behavior” n -Verbal Behavior (1957)
+Behaviorism Applied
n Fast paced classroom with little time to second guess oneself.
n Developing ‘good language habits’ via repetition & substitution.
n Errors seen as a conflict between old (L1) language habits and new (L2) language habits.
+Noam Chomsky
n “Language is a process of free creation; its laws and principles are fixed, but the manner in which the principles of generation are used is free and infinitely varied.” n -Language & Mind (1967)
n Colorless green ideas sleep furiously
+Cognitivism Applied
n Everyone has an innate ability to acquire language.
n Students have systematic patterns in development and errors.
n Teachers need to provide ‘comprehensible input’ and opportunities for ‘meaningful’ practice.
+Edward Sapir
n “Eliminate society and there is every reason to believe that [the individual] will learn to walk. But, it is just as certain that he will never learn to talk, that is, to communicate ideas according to the traditional system of a particular society.” n -Language: The Study of Speech (1921)
+Interactionism Applied
n Language should be used for real and ‘meaningful’ communicative needs.
n Knowing how to use the target language appropriately among people and not simply understanding its linguistic patterns & structure.
+What should language teacher do?
n “We believe that what the learner does to learn a foreign language is far more important than what the teacher teaches.” n The ABCs of Languages and Linguistics: A Basic Introduction to
Language Science" by Curtis Hayes, Jacob Ornstein & William Gage
n What does this quote say about building language skills?
n Do you agree or disagree? Why?
n What would most student’s say is the role of the teacher in a language classroom?
+What does it mean to learn a language?
n Write 3-4 sentences on how you approach language learning.
n Consider questions such as: n What is involved in the language learning process?
n What is unique about language and/or language learning compared to other varieties of learning?
n What are the roles of students and teachers in a language classroom?
n Hold on to your statement and expand/revise it as needed.
+Terms and Acronyms
n ESL: English as a Second Language – programs in English-speaking countries where students learn English as a second language.
n EFL: English as a Foreign Language – programs in non-English-speaking countries where English is not used as the lingua franca.
n ENL: English as a New Language – Typically k-12 programs in US schools for children who do not speak English at home
+Terms and Acronyms
n EAP: English for Academic Purposes – The English used at universities both in the US and internationally.
n ESP: English for Specific Purposes – job related ESL/EFL programs, medical English, business English, aviation English, customer service English.
n ELL: English Language Learner – often used to refer to a student in an ESL or EFL program.
n IEP: Intensive English Program – ESL/EFL programs designed for students prior to beginning a course of student at an English speaking college or university. Students are often ‘provisionally admitted’ based on required coursework at IEP.
+Terms and Acronyms
n TESOL: Teaching English to Speakers of Other Languages – a professional activity that requires specialized training. It is also the name of the association, Teachers of English to Speakers of Other Languages, Inc.
n TOEFL: Test of English as a Foreign Language – a US based exam administered worldwide to international students applying to institutions of higher education.
n IELTS: International English Language Testing System – UK based standardized test of English language proficiency for non-native English language speakers.
+Questions
+Reflective Learning
n Describe a skill or aptitude you developed over time. n Examples: playing a musical instrument, artistic skills like
painting, cooking your favorite food, sports
n What was the key to mastery?
n What advice would you give to a novice?
n Do you believe in “practice makes perfect”? Why or why not?
+Reflective Learning
n What does it mean to be a “reflective practitioner”?
n How are you reflective in your work as a student, teacher or in other work you have done?
n What attitudes lead to successful reflection?
n How does reflective practice relate to building and refining English?
+Becoming a Reflective Practitioner of a Language
n Encourage students to build 'self-monitoring' skills.
n Ask students to consistently listen to themselves and read what they write.
n Continuously review the cycle with your students.
Speak +
Write
Listen +
Read
Self-Monitor
Correct
+Warm-up Video
n What does this video clip tell us about language learning? n http://youtu.be/0MUsVcYhERY
+Communicative Language Teaching (CTL)
n An applied amalgamation of Cognitive and Interactionist models
n Came out of the ‘functional syllabus’ approach in Europe, circa 1960
n Emphasizes language learning through & for communication (‘meaning-making’)
n Uses language functions as the basis for curriculum & learning
n Strong focus on learners needs and creating meaningful & authentic context
+Examples of CLT Activities
n Exercise sequences in many CLT course books take students from mechanical, to meaningful, to communicative practice.
n The following exercise, for example, is found in Passages 2 (Richards and Sandy 1998).
+Passages 2 (Richards and Sandy 1998)
+Passages 2 (Richards and Sandy 1998)
+Passages 2 (Richards and Sandy 1998)
+Passages 2 (Richards and Sandy 1998)
+Examples of CLT Activities
n Mechanical practice: n Have students read and practice aloud the sentences in the
grammar box.
n Meaningful practice: n Ask students to complete the sentences in exercises A and B with
their own information.
n Communicative practice: n Put students into pairs or groups for an open-ended discussion
activity such as Exercise C
+Goals of Communicative Competence
n As first proposed by Dell Hymes (1966)
n 1. Linguistic Competence: n Metalinguistics à grammar ,structure and other ‘rules’ of the game
n 2. Sociolinguistic Competence: n Pragmatics à Language use in society; cultural expectations for
politeness, authority, etc.
n 3. Discourse Competence: n Register/Genre à Rhetorical forms beyond the sentence level; story
telling, complaining, etc.
n 4. Strategic Competence: n Finding ways to communicate when one lacks knowledge/
competence or difficulty arises
+Ten Guidelines for Effective Communicative Pedagogy (NCLRC, 2007)
n Provide appropriate input
n Use language in authentic ways
n Provide context
n Design activities with a purpose
n Use task-based activities
n Encourage collaboration
n Use an integrated approach
n Address grammar consciously
n Adjust feedback/error correction to the situation
n Include awareness of cultural aspects of language use
+Examples of CLT Activities
n What is the difference between presenting a topic and teaching a subject?
n Watch the following videos and take notes on these questions: n What types of class activities do you observe? n What was effective about the instruction? n How would you describe the relationship between the instructor
and students?
n http://youtu.be/0nEbDJ70Vek
n http://youtu.be/3kRT-rsKxn4
+Learner-Center Instruction via Task-Based Pedagogy
1. Learner-Center Teaching n Focusing on S-S interaction: communicative
n Learner autonomy & responsibility for own learning
n Allows adaptation to diverse learning needs and styles
n Teacher as facilitator and observer for informed instruction
2. Task-based Instructional Methods n Functional approach to communicative teaching
n Students learn and practice by accomplishing L2 tasks
n Fits well within CLT foci of authenticity and context
n Compels application of conceptual knowledge
+10 Generalizations for L2 Learning & Teaching Lightbown (2001)
n Adults & Adolescents can acquire a second language
n Learners create their own interlanguage
n There are predictable sequences for learning a language
n Practice alone does not make perfect or even allow for retention
n Knowing a rule does not mean one can communicatively
n Isolated & explicit error correction is usually ineffective
n Acquisition stops before attainment of native fluency for adults
n One cannot attain native-like fluency in 1 hour of study a day
n The learners task is enormous because language is very complex
n Meaningful context is essential to comprehension & production
+Microteaching
n Practice teaching strategies and techniques in artificial but safe environment
n Receive feedback from colleagues
n Opportunity evaluate yourself n MT session will be recorded
n Twice during the week (Tuesday & Thursday)
+Microteaching
n Select a simple and straight forward topic you might present to beginning level ESL students n examples: basic part of speech, common introductions, a warm-up
or icebreaker
n Prepare activities that will engage the students n Consider your peers to be your students
n Strict 5-7 minute time limit so that everyone can fully participate
n Practice and time yourself
+Microteaching
n Example n What feedback would you have for this instructor?
n What did you find effective about the microteaching?
n Recommendations for future microteachings. (Pronunciation, organization, interaction, pace, other):