ࡱ> "$ ! ˷bjbj 7tcc&   8Ld DZ"|||W&} 5777777$֓p[@"WW@"@"[||p(((@"d||5(@"5((E|5|:?")F!0o4$55p|({ ![[J'@"@"@"@" : COURSE DESCRIPTION AND REQUIREMENTS ENGL 591: Literacy and ESOL Speaking ENCORE: (TARGET Program-2014) USDE GRANT: T365Z110023 9iý޹˾ Course Designer: ANJALI PANDEY 8.30 -5.00 p.m.: (XXXX) Office: XXXX Mail Box: Department of English, Holloway Hall Phone: Office: XXXX; Home: XXXX E-mail: XXXX Office Hours: 12-1 (W), or by Appointment. OVERVIEW OF THE COURSE This course aims to acquaint trainees with the theories, and specific techniques concerning the teaching of effective English speaking skills to newcomer populations in a variety of academic settings, content-areas, and proficiency levels. In effect, it explores the relationship between second language acquisition theory and speaking research on the one hand, and actual classroom language learning and oral skills instruction on the other. The first part of the course will focus on both micro and macro speaking skills, via a synthesis of theoretical and practical issues in current conversation analysis theory, discourse analysis, and ethnomethodology. The focus will be on developing and enhancing the five key elements of ELL speaking namely, imitative, intensive, responsive, interactive and extensive speaking in both transactional and interpersonal settings. A specific focus of the course will be on building the academic speaking skills of ELL learners in both unidirectional as well as bi-directional formats through the design of activities which are: controlled, awareness-building, fluency-building, and feedback-enhancing for a variety of proficiency levels. The eventual aim is to provide an understanding of key cultural considerations behind effective oral instruction for multi-level and diverse learners in rural settings. Consequently, trainees will be exposed to over 30 case-studies of both effective and ineffective speaking classes across the world. The second part of the course will focus on understanding the elements of task design in the speaking class with a specific emphasis on the microstrategies/techniques meant to enhance the speaking skills of students in specific content areas in the K-12 setting. Such strategies include but are not limited to the following: creating theoretically-based interest inventories; selecting effective speaking topics in relevant content areas; outlining the anatomy of effective speaking tasks; specifying the linguistic burden of oral speech actsin particular, focusing on both the language in the task as well as the language for the task; building both accuracy and fluency in speech, monitoring output, and finally, designing creative speaking tasks which interest learners and trigger oral skills development. The course will conclude with a focus on effective oral assessment techniques of newcomer populations in K-12 settings. COURSE OBJECTIVES By the end of the course, students should not only have a clearer understanding of the theory and praxis of oral skills enhancement but will also be able to: Exhibit a detailed understanding of the research and theory behind effective micro and macro oral-skill enhancement in the ELL class. Develop ELL learner speaking skills for a variety of academic and social purposes. Demonstrate a critical awareness and understanding of a variety of strategies to develop academic oral skills in relevant content-areas via the design of an oral skills handbook incorporating tasks based on authentic and creative uses of content-relevant language. Display an informed theoretical understanding of the variables of learner, context/culture, classroom and linguistic input, in particular: of teacher talk vs. student talk. via a detailed self-analysis and peer observation of video-taped classroom scenarios. Utilize a variety of effective and relevant macro and micro teaching strategies necessary for the effective teaching of speaking skills via a detailed analysis of 30 case studies of speaking scenarios from across the world. Generate a personal, theoretically sound and informed theory of effective oral skills enhancement for a variety of newcomer populations in specific content areas. The long-term outcome is to equip teachers with the expertise and confidence to handle ESOL populations that exhibit multiplex variation, that is students who come from a variety of proficiency levels, ethnic, linguistic, educational and experiential backgrounds, and to provide educators with a repertoire of techniques meant to trigger meaningful, relevant oral skills enhancement and overall literacy growth in the academic classroom. REQUIRED TEXTS/MATERIALS Folse, Keith, (2006). The Art of Teaching Speaking: Research and Pedagogy for the ESL/EFL Classroom. Ann Arbor: University of Michigan Press. Zwiers, Jeff and Marie Crawford (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understanding. Portland, Maine: Stenhouse Publishers. Recommended TEXTS/MATERIALS Brown, Douglas, H. (2004). Language Assessment: Principles and Classroom Practices. New York: Pearson Education Inc. Seedhouse, Paul, (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Ann Arbor: University of Michigan Press. Helmer, Sylvia, and C. Eddy, (2003). Look at Me when I Talk to You: ESL learners in Non-ESL classrooms. Toronto: Pippin Publishing Corporation. **** Additional readings/handouts will be distributed in class. Writing across the currIculum (wac) statement All written work in this course including, but not limited to, the formal assignments, such as the written assignments, as well as the formal project, are in support of the Universitys Writing across the Curriculum Program. ACADEMIC DISHONESTY/PLAGIARISM Policy The English Department takes plagiarism, the unacknowledged use of other peoples ideas, very seriously. As outlined in the Student Handbook under the Policy on Student Academic Integrity, plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly. Since the research paper is a very important component of this class, please familiarize yourself with the details below. Each of the following constitutes plagiarism: 1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor. 2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote. 3. Including in a paper someone elses original ideas, opinions or research results without attribution. 4. Paraphrasing without attribution. A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible. Attendance Policy and class structure You are responsible for coming to every class meeting barring any emergencies. Consistent tardiness and absences from this class will negatively impact your overall grade in the course. Please keep this in mind throughout the course. There will be unannounced in-class work assignments. Since this is a very practical course, be sure come to class rested and alert. Always come to class with your textbook and your hours of videotaped teaching. The short duration of the course will require that you take careful notes throughout the duration of the course. These notes will aid in your recall of key information to be used later for review exercises and in-class work. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work may be assigned. Otherwise, missed in-class work may not be made up. The tight schedule of this class will require you to manage your time very wisely. As much as possible, assignments and projects are due on dates to ensure the effective use of both in-class and out-of-class time. Late assignments will not be permitted. Please let me know if you have any questions or concerns as soon as possible. This class assumes professional conduct at all times, and you may be asked to leave this class if you fail to respect the professional etiquette due your fellow peers and instructor. CELL PHONE/LAPTOP POLICY: In recognition of the busy lives of students of the 21st century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates. REQUIREMENTS AND STRUCTURE OF THE COURSE 1. Monitoring speaking skills in action: 20% 2. Authentic speaking-Materials design: 10% 3. Culture in Speaking Task: 5% 4. Developing Academic Speaking: lead Discussant 15% 5. Academic Tasks for Zero English: 15% 6. Identifying effective speaking strategies: 5% 7. designing effective speaking Tasks 10% 8. creating content-area oral skills handbook: 20% ------ 100% DETAILED EVALUATION CRITERIA 1. Monitoring speaking skills in action: Analyzing Teacher Talk Task: Choose a 5 minute segment in your videotaped teaching where you are directly teaching your students something. Be ready to contextualize the scenario when you share the segment with the class or various other short segments with the class. Next, you will answer the following questions and present the results to the class formally (15-20 minute presentationstrict time limit) in the form of a power-point presentation/windows media show/handoutswhatever your preference). Contextualize your clip. In approximate percentage terms how much of the time (5 minutes) do you hear your voice talking? In approximate percentage terms how much of the time (5 minutes) do you hear your students voices speaking? If this were a speaking class, would you be satisfied with the amount of time your students get to speak? Explain in detailed terms why yes or why no. If there are any English Language Learner (ELL) students in your class, explain how much time they get to speak and how you decide on this speaking time. Choose a segment in your video where students are having a conversation. Go to p. 8 in your Academic Conversations textbook (Zwiers and Crawford 2011). Examine the extent to which your students are engaged in deep as opposed to superficial or interaction without depth conversations. What is your finding? What ideas do you currently have for increasing deep speaking opportunities that your students get in your class? Provide a list of some strategies. Recent research demonstrates ELLs having difficulty decoding oral directions given by teachers. Analyze the way in which you give oral instructions to your students. How would you improve the clarity and efficiency of these instructions for your ELL learners? What do you currently do in your class to get your students to orally participate? Research shows a lack of oral participation of many ELLs in current classrooms. List some strategies you could use to improve speaking opportunities in your class. Finally, explain if the Art of Speaking is important in your content area/grade level. Provide detailed reasons why yes or why not. Give examples using your content area of where learning/using speaking skills are necessary. (e.g., orally sharing the findings of a science experiment/ social studies project/literary close reading with a classmate for example). Any other thoughts? Analyze your strengths in both managing teacher talk, as well as in providing adequate opportunities for oral student-input in your class. Analyze your areas for improvement in both managing teacher-talk, as well as in providing adequate opportunities for oral, student-input in your class. Finally, provide conclusions regarding how satisfied you are with your management of oral skills. Note: For those of you who do not have video-taped teaching samples for technical reasons, please use either PowerPoint with narration or windows movie maker, and prepare a short presentation which answers the above questions using samples of activities you have designed, and/or examples of strategies you use. For some of the questions, you will have to speculate on answers since you will not have ready data available. Evaluation Criteria content (analysis/organization) and delivery (creativity/aides/props/time management). You are encouraged to present your thoughts via the medium of Power-Point. Only select a maximum of 1-3 minutes of your video to show to the class. Maximum talking time: 15-20 minutes. Participants over the time limit will be penalized. 2. Authentic Speaking: Materials Creation for the Speaking class: During Institute 1, you will be given some visual realia, and your task will be to design a creative speaking activity aimed at getting students of whatever ELL background you choose to practice their speaking skills. You can decide to come up with any innovative game or activity which fosters authentic speaking using any aspect of the realia provided. The goal is to be as creative as possible, and to instigate authentic/ real world speaking practice. Feel free to design a task for any proficiency level, content-area, and any grade level. Plan the task details/activity for the proficiency and grade level of choice. You are free to incorporate any element[s] of the provided realia/provided materials Design the instructions which you will give to your ELL students to get them to speak. Consult the Assessment Rubric on p. 222 of your text to determine which aspect of speaking your activity will focus on (e.g., Accuracy: (Grammar or Pronunciation, vocabulary); Fluency or Appropriacy of usage). Decide which of these aspects of speaking your activity will instigate practice in. Be prepared to justify your task design/activity choices. You will be given a chance to share your product-design with the class at the end of the institute. Evaluation Criteria: Creativity/Innovation and Design Features: Utility and clarity of Linguistic intent of Task/Language Goals/objectives 3. Culture in Speaking Task: In order to train students on appropriacy in conversation, brainstorm and provide a list of 5 taboo questions/statements in any number of scenarios (i.e., in a classroom, school, home, workplace, office, gathering etc.), and provide reasons why these would be considered taboo topics/questions/statements in American culture. (e.g., going to someones house for dinner and asking: How much did your house cost? (Speculated Reason: In a culture based on strong links to work ethic and output, questions about monetary home-values put owners on the spot as to the value of their work ethic). Do not rely on research, but your own knowledge of American culture/experience to come up with your list. Your lists are due during Institute 2. Evaluation Criteria: Creativity/variety and Cultural Insight 4. Developing Academic Speaking Skills In The Content-ArEAS: Lead Discussant: Roundtable Discussions: You will be assigned to be the lead discussant on an assigned chapter from your text, Academic Conversations. It is suggested that you read the Introduction, and Chapters 1 & 10 in Academic Conversations before you begin to prepare for this task. Your task will be to: 1. Develop a one-page bulleted summary/brief of the chapters main points for distribution to the class members (aim to highlight all the useful strategies covered in the chapter in your handout); 2. Discussion of how the ideas presented in the chapter can be implemented and/or modified for use in your current class and/or other content-areas 3. A critical analysis of cons/disadvantages of any of the strategies/techniques/ content/material spotlighted in the chapter. 4. Other creative ideas for increasing participation in productive academic talk particularly for any zero- level English Language Learners present in a class, and finally, 5. Management of the roundtable discussion to ensure thought-provoking questions, and a lively, interesting and creative/intellectual exchange of ideas. This activity will be designed as a roundtable for a maximum of 30 minutes (Plan a maximum of 20 minutes per chapter for analysis & discussion). You will serve as the lead discussant of the chapter assigned. Evaluation Criteria: Summary/Handout created; Application; Critical Analysis; Conversation Management; Time Management 5. Designing Academic tasks For Zero English: Your task will be to revisit a recently delivered lesson plan in your content area, and explicitly demonstrate how you will modify the lesson for students in your class who are at zero to little English proficiency levels (ACTFL level 01+ levels/Novice learners ranging from low to high). Please refer to the provided handout which gives a description of proficiency levels as well as strategies for task design. You will be sharing your lesson modifications with the class in the form of an oral power-point/prezi. In planning your presentation: (to be delivered: Institute 5), aim for 10-15 minutes maximum) 1. Explain what the lesson objectives were. 2. Explain how you modified your own teacher talk for these students in this lesson. 3. Explain how you modified activities in the lesson to provide speaking opportunities for any zero-level speakers of English. 4. Outline 1 or 2 authentic and creative, speaking opportunities you designed as a result of the assigned reading. Demonstrate how these activities would trigger oral participation on the part of these students in the lesson. 5. Highlight any challenges you faced when modifying the lesson. How for example would you keep these learners from feeling overwhelmed while at the same time ensure that other learners in your class are not under-challenged? Evaluation Criteria: 1. Detail/Insight in response (relevant links to assigned content); 2. Creativity of Strategies; 3. Pedagogical soundness of lesson for all learners/Time Management 6. Identifying effective Speaking strategies in the worlds classrooms: ROUND TABLE DISCUSSION Due to the short duration/span of the course, please take extremely detailed notes of all lectures, discussions, exercises and readings. You will be required to remember key facts, and will need to be alert at all times in order to effectively remember details. During Institute IV we will analyze in detail case-studies of speaking classes around the world. In preparation for this task, read Chapter 3 in The Art of Speaking. Read the case study/case-studies assigned to you (you will draw a number for this project). Take annotations/notes pertaining to the following questions: (it might be an effective idea to take notes on index cards to ease in your location of notes). You will have approximately 3 minutes of talking time (maximum). Take brief summary notes of each case study to include the following: Brief overview of scenario/summary of case study Your overall impression of the speaking class in the case study (Impressed/not impressed and theoretical reasons as to why) If possible, identify one speaking strategy (you can give it a name if the author did not), used by the teacher which you felt was especially effective and/or ineffective for the particular group of students, and why. Do some research on speaking etiquettes in this particular culture/region of the world. Share key findings with the class. What issues if any about culture and speaking were evident from the case study. If possible, link issues to class discussions/content. Any concluding remarks. One question. What follow-up question did the case study prompt in you? Evaluation Criteria: 1.Depth/detail in response; 2. relevance of content to task; 3.Time management; 4. Linkages to course content, and 5. Creativity/insight 7. DESIGNING EFFECTIVE Speaking activities: A. Designing a Speaking Task: (5%) You will be shown a prompt item in class and be asked to design a creative speaking activity which incorporates the following theoretical constructs: 1. Interaction: An activity which promotes two-way interaction. 2. Planning Time: Specifies how students will plan their responses to the task (Student planning). 3. Task outcome: A closed task (one which promotes a limited response and is not open ended). 4. Linguistic Burden: specifies in clear terms, and via a comparative chart (see page 25 in your text) both the language IN the task and the language FOR the task 5. Directions: A clearly explained set of directions to students with a creative name for the activity (Refer to page 23 for an example). This is due on the date marked on your syllabus. (Institute 3) Evaluation Criteria: Content and Creativity B. Classifying Oral tasks in the speaking class: (5%) Your task will be to read the assigned successful activity (Chapter 4 in your text) and an assigned unsuccessful activity (Chapter 5 in your text), and for each activity, a. Share one/two salient thoughts/questions about the activity with the class. Write these questions on a small strip of paper/index card which you can easily access. You will share your responses in class during Institute 3. Please have all chapters carefully read for this task. Note: When reading, try and identify: a. the micro/macro skill spotlighted in the task, OR what the pedagogical goal is of the spotlighted activity (e.g., controlled activities; awareness building activities; fluency building activities or feedback-building activities). b. Also, aim to identify the speaking objectives embedded in the task: (e.g., Imitative speaking; Intensive speaking; Responsive speaking; Interactive speaking or Extensive speaking). c. Your thoughts as to why you think the activity was either successful/unsuccessful d. Could the successful activity be used in your current class? Why or why not?give reasons e. What modifications could be made to the unsuccessful activity to make it work? Evaluation Criteria: Planning and Delivery 8. Creating Content-area Speaking skills handbooks: You will be paired with a partner of choice. Your task will be to design authentic, relevant and creative speaking activities for any grade level and content area of choice. Your handbook has to have the following contents: Introduction (Briefly explain why you have chosen the contents and content area). Interest inventory checklist (Create your own needs assessment survey to get at student interests at the chosen content level). Topic List: Provide a list of at least 10-12 relevant topics that would generate discussion for this audience and content area. Please aim for authentic, useful/relevant topics for the content area for which you are designing speaking activities. Tasks: Design Four creative speaking tasks/activities/games for any or all of the following proficiency levels a) Limited formal schooled students b) Beginning level students c). Intermediate proficiency d). High intermediate e). Advanced proficiency (you could choose to focus on one proficiency level or have a mix of levels). The exact format is specified below. Your speaking tasks should try to elicit to the extent possible a variety of speaking formats: (imitative/intensive/responsive/interactive/extensive) as well as a mix of pedagogical goals (controlled activities/awareness-building activities/ fluency building activities/feedback building activities). Aim (if at all possible), to utilize one web 2.0/3.0 application for at least one of your tasks in a bid to give students practice using current technological applications. Self-evaluation/conclusion: Evaluate both the strengths and weaknesses of your speaking tasks as they pertain to building the oral accuracy and fluency skills of your students in the domains of grammar, vocabulary and pronunciation. What was your favorite task and why? Conclusion: Outline what you have learned from the project. Do your choices affirm authentic, creative and relevant activities for the audience you have chosen? Outline any challenges you faced when doing the project. Further resources: web sources and print sources (provide a list) Format of Task Description Part 1 Curricular details: For each speaking task outline the following: Proficiency Level Speaking objective/Type of speaking elicited: (e.g., Imitative, intensive, responsive. Interactive or extensive) Pedagogical Objective:(e.g., controlled activities/awareness-building activities/fluency building activities or feedback building activities) Microskill/macroskill under focus: Identify the skill based on the list provided in class. Part 2: Procedural details: Title: (provide a catchy name) Description: Brief explanation of what the activity is and what it accomplishes Needed: List materials to complete the activity Preparation steps: Explain the activities involved in the Pre-talking phase (the background knowledge/vocabulary needed to get the task done); during task elements (Identify key vocabulary terms/grammar needed to complete the task) and post-talking activities (specific task objectives). Suggestions: List of potential problems/suggestions for follow up Sources: List useful sources (you can refer to Chapter 4 and relevant appendices in your text for relevant lay-out details) Part 3: Task Design details: 1. INTERACTION: Specify whether the activity will elicit one-way or two-way interaction? 2. Planning Time: Specify student planning time and how this will be done. 3. Task outcome Specify whether the task outcome will be open-ended or a closed task. 4. Linguistic Burden: specify in clear terms, and via a comparative chart, (see page 25 in your text) both the language IN the task and the language FOR the task 5. Directions: A clear and brief set of directions to students with a creative name for the activity (Refer to page 23 for an example). Part 4: Assessment Details Explain how the task will be assessed. If using a rubric from the text (see, page 222), explain why this is the most appropriate choice and include criteria not present in the rubric i.e., Appropriacy. If using any of the provided rubric samples, justify your choices as well. NOTE: Please choose a workable partner. Since you are getting a team grade (unless there are exceptions), please divide duties equitably. Report any problems to me immediately. Evaluation criteria: 1. Authenticity of tasks; 2 creativity of tasks; 3. Relevancy of tasks to identified grade/content level; 4. Coherence; 5. Self-Evaluation. GRADING CRITERIA GRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Papers, presentations and the reports will have to include a greater range and depth of exploration, will have to demonstrate originality of ideas, and be presented in extremely professional terms (such as at national and international conferences). The following grading system will used: GRADING SCHEME 90-100%=A; 85-89%=B+; 80-84%=B; 75-79%=C+; 70-74%=C; 65-69%=D; 0-64%=F NCATE Requirements: Data collection The M.A. TESOL at 9iý޹˾ is an NCATE accredited program. In order to meet national accreditation requirements, and to collect data necessary for annual program review, selected samples from work completed in courses in the TARGET program may be copied and retained for review including videotaped teaching samples. All material thus obtained will be kept confidential and used for the purpose stated above. For further inquiries related to this matter, please contact the Chair of the English Department. ESOL/TESOL: NCATE STANDARDS AND LINKAGES TO THE COURSE Please refer to Domains 1 and 3 respectively in the document:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF Also, refer to the Rubric for Domain 3 under Planning, Implementing and Managing Instruction: Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. The above are two standards most applicable to this specific course though other standards are consistently alluded tothe separation is quite artificial. The chart below indicates the intended NCATE outcomes of the standard and the second column indicates the variety of assessments used in this particular course to meet these standards. Scores of 90-100% assume that the candidate Exceeds Standards; scores of 80-89% assume that the candidate Meets Standards; and scores of 70-79% assume that the candidate Approaches Standards. Below is the detailed link between outcomes and assessments to gauge the outcomes in this specific course: Domain 3: Planning and Managing InstructionOutcomes Course relevant Assessments Candidates know, understand, and are able to use effective practices and strategies related to planning and management of ESL Instruction, including classroom organization, effective teaching strategies for developing and integrating language skills, implementing a variety of teaching strategies and structures, and effectively choosing and adapting classroom resources. Self assessment of videotaped teaching of teacher talk and student oral development Assessment of 30 case studies of speaking classes around the world. Evaluation of lesson plans and materials design via oral demonstration projects. Evaluation of 30 speaking tasks based on theoretical/research criteria. Design of oral tasks in the form of a content-specific oral skills handbook/lesson plans. Survey of library /electronic research and oral presentations on effective methods of oral language teaching. MSDE/NCATE Technology Requirements All students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection, be sure to include: (just some tips!) A brief narrative argument explaining why the selection will be integrated into your classroom pedagogyexplain why it is of importance. The extent to which the selected artifacts meet relevant NCATE standards A detailed explanation with support of the extent to which you feel that your selections meet a specific standard in the cited NCATE/TESOL standards and your evaluation of whether it: a) Approaches the specific standard b) Meets the specific standard c) Exceeds the specific standard NOTE: The syllabus that follows is subject to changes. Both the pacing and the content will be dictated by your needs and intended outcomes for this class. SYLLABUS ENGL 591: Literacy and ESOL speaking 9iý޹˾, Summer 2014 Course Designer: Anjali Pandey Phone: Office: 410-677-5387; Home: 410-572-6033 Institute 1: Teaching Second language oral skills: Theoretical considerations M July 21 Part I: Laying the Groundwork Introduction to the course, syllabus, course objectives and needs assessment. Part II: Theory & Research: Examining the Structure of Conversation: Theoretical Elements: Exchange Structures; Adjacency pairs; Turn-taking; Openings and closings. Showcase on Controlled Activities Part III: Micro and Macro Speaking acts: Classification/Taxonomies Classifying Speaking acts in terms of content; Looking at the attributes of Imitative speaking Intensive speaking Responsive speaking Interactive speaking Extensive speaking Classifying Speaking acts in terms of pedagogy: Controlled activities Awareness-building activities Fluency building activities Feedback-based activities. Factors in planning and teaching a conversation class Reading Focus: Introduction and Chapter 1 in The Art of Speaking Analyzing key elements in oral skills development: Learner; Curriculum; Topic; Linguistic demand, and Authenticity. LUNCH BREAK Planning and Presenting Authentic Materials Design Task. Developing Academic Speaking: Lead Discussants: Robin and Marianne Chapter 2 and 3 Part IV: Vocabulary Enhancement and Conversation skills Reading Focus: Appendix A: Ten things you should know about Teaching ESL vocabulary Part V: Workshop/ Time for skills handbook Planning Homework: Review notes and Read Chapters 2 and 4 in The Art of Speaking (see syllabus for task). Review Appendix D: Samples of Successful Lesson Plans, and Appendix E: List of Classroom Materials and Web-sites. Authentic Speaking: Material Design Product due today. Institute II: Research on conversation Analysis/Discourse Analysis Culture in Speaking Task due today T July 22 Part I: Conversation Analysis Theory and Ethnomethodology: Findings and implications: Back-channeling and Paralinguistics. Focus on Oral Narrative Structure Conversational Implicature/Cooperative Principles in Conversation Analysis Showcase on AwarenessActivities Understanding the underpinnings of: Accuracy/fluency; and Effective Task Design in the oral skills class. Reading Focus: Chapter 2 in The Art of Speaking Part II: Praxis: Speaking Skills in Action Showcasing Video Demos (1-4) ______________________ ______________________ ______________________ ______________________ Part III: Application: Micro strategies Reading Focus: Appendix B: Twelve things you should know about Teaching ESL pronunciation LUNCH BREAK Workshop/ Time for skills handbook Planning Developing Academic Speaking: Lead Discussants: Jamie and Caroline Chapter 4 and 5 Part V: Reflective Essay: Planning Homework: Read Chapter 5 in The Art of Speaking (see syllabus for details) Institute III: Classifying Speaking Tasks: A theoretical evaluation Designing Speaking Tasks Assignment due in class today W July 23 Part I: Academic Oral Skills: Content-Area Speaking Strategies Negative/Positive Politeness theory: Conversational Implications Showcase on Fluency Skills; Part II: Praxis: The Art of Oral Language Teaching Examining successful oral Activities: Discussion and classification (Classifying Oral task Types Part I) Reading Focus: Chapter 4 and 5 in The Art of Speaking: Roundtable Examining unsuccessful activities: discussion (Classifying Oral Task Types Part II) Part III: Speaking Skills in Action Reading Focus: Appendix D: Samples of Successful Lesson Plans Showcasing Video Demos (4-8) ______________________ ______________________ ______________________ ______________________ LUNCH BREAK Part V: Workshop/Time for skills handbook Planning Developing Academic Speaking: Lead Discussants: Andrea and Lindsay Chapter 6 and 7 Part V: Reflective Essay: Planning Homework: Review notes and read Chapter 3 (see syllabus for task). Institute IV: Elements of successful conversation classes: A Global Perspective Th July 24 Part I: Focus on Feedback Skills (Part 1) Trends in global classrooms: Conversation courses around the world. Roundtable Discussion Part 1 Reading Focus: Chapter 3 in The Art of Speaking Developing Academic Speaking: Lead Discussants: Jennifer and Kelly Chapter 8 and 9 Part II: Looking at case studies on conversation around the world: Cultural issues in mainstreaming (Roundtable Discussion Part II) LUNCH BREAK: Workshop/Time for skills handbook planning Homework: Read Chapter 6 in The Art of Teaching Speaking. Also read Appendix C: The Role of Grammar in Teaching ESL/EFL Speaking Institute V: CONCLUSION: Assessing Speaking skills in the academic classrooM F July 25 Part I: Assessment in pre, during and post-orals skills instruction (Protocols of Delivery) Formative and Summative Testing Focus on Feedback Skills (Part 2): Alternative and Standardized Assessments Academic tasks For Zero English Showcasing Lesson Strategies: 1-8 ______________________ ______________________ ______________________ ______________________ Reading Focus: Chapter 6 in The Art of Speaking Reading Focus: Chapter 10 &11 in Academic Conversations Focus on Paralinguistics in speech Part II: Examining Formal Assessment Issues Looking at formal and informal/alternative assessments in the oral classroom Focus on Error Correction in the Speaking class: Implicit and Explicit strategies Part III: Accuracy in orals skill instruction Reading Focus: Appendix C: The role of Grammar in Teaching ESL/EFL Speaking LUNCH BREAK: Potluck: Meeting Teachers from ChinaDiscussion Panel after Part III: Workshop/ Time for skills handbook Planning Conclusion FINAL PROJECT DUE IN CLASS (With all accompanying materials) (see course policy sheet for details). Please DO NOT use pocket folders when submitting final projects. Dear Everyone: Hopefully, most of you are done with school and have had a few days to rest! I look forward to seeing you in person. I know that things move very quickly during the summer so I thought to send out some advance preparation work for the Literacy and Speaking class before your time was taken up. It would help tremendously if you read and took copious notes on Chapters 3 and 4 in The Art of Speaking text when you get a few moments. Also, in preparation for the course, here are two assignments that if you have time to prepare for, would help alleviate stress during the week of the class. I am attaching a handout for the first assignment. Please download and fill in your responses. The second assignment details also follow. I am not expecting you to be done with these, but as busy professionals, I know you would appreciate advance notice on some of the course-work. Please let me know if you have any questions. Have a great summer holiday before classes begin and see you soon! Anjali 1. Monitoring speaking skills in action: Analyzing Teacher Talk Task: Choose a 5 minute segment in your videotaped teaching where you are directly teaching your students something. Be ready to contextualize the scenario when you share the segment with the class or various other short segments with the class. Next, you will answer the following questions and present the results to the class formally (15-20 minute presentationstrict time limit) in the form of a power-point presentation/windows media show/handoutswhatever your preference). Contextualize your clip. In approximate percentage terms how much of the time (5 minutes) do you hear your voice talking? In approximate percentage terms how much of the time (5 minutes) do you hear your students voices speaking? If this were a speaking class, would you be satisfied with the amount of time your students get to speak? Explain in detailed terms why yes or why no. If there are any English Language Learner (ELL) students in your class, explain how much time they get to speak and how you decide on this speaking time. Choose a segment in your video where students are having a conversation. Go to p. 8 in your Academic Conversations textbook (Zwiers and Crawford 2011). Examine the extent to which your students are engaged in deep as opposed to superficial or interaction without depth conversations. What is your finding? What ideas do you currently have for increasing deep speaking opportunities that your students get in your class? Provide a list of some strategies. Recent research demonstrates ELLs having difficulty decoding oral directions given by teachers. Analyze the way in which you give oral instructions to your students. How would you improve the clarity and efficiency of these instructions for your ELL learners? What do you currently do in your class to get your students to orally participate? Research shows a lack of oral participation of many ELLs in current classrooms. List some strategies you could use to improve speaking opportunities in your class. Finally, explain if the Art of Speaking is important in your content area/grade level. Provide detailed reasons why yes or why not. Give examples using your content area of where learning/using speaking skills are necessary. (e.g., orally sharing the findings of a science experiment/ social studies project/literary close reading with a classmate for example). Any other thoughts? Analyze your strengths in both managing teacher talk, as well as in providing adequate opportunities for oral student-input in your class. Analyze your areas for improvement in both managing teacher-talk, as well as in providing adequate opportunities for oral, student-input in your class. Finally, provide conclusions regarding how satisfied you are with your management of oral skills. Note: For those of you who do not have video-taped teaching samples for technical reasons, please use either PowerPoint with narration or windows movie maker, and prepare a short presentation which answers the above questions using samples of activities you have designed, and/or examples of strategies you use. For some of the questions, you will have to speculate on answers since you will not have ready data available. Evaluation Criteria content (analysis/organization) and delivery (creativity/aides/props/time management). You are encouraged to present your thoughts via the medium of Power-Point. Only select a maximum of 1-3 minutes of your video to show to the class. Maximum talking time: 15-20 minutes. Participants over the time limit will be penalized. 4. Developing Academic Speaking Skills In The Content-ArEAS: Lead Discussant: Roundtable Discussions: You will be assigned to be the lead discussant on an assigned chapter from your text, Academic Conversations. It is suggested that you read the Introduction, and Chapters 1 & 10 in Academic Conversations before you begin to prepare for this task. Your task will be to: 1. Develop a one-page bulleted summary/brief of the chapters main points for distribution to the class members (aim to highlight all the useful strategies covered in the chapter in your handout); 2. Discussion of how the ideas presented in the chapter can be implemented and/or modified for use in your current class and/or other content-areas 3. A critical analysis of cons/disadvantages of any of the strategies/techniques/ content/material spotlighted in the chapter. 4. Other creative ideas for increasing participation in productive academic talk particularly for any zero- level English Language Learners present in a class, and finally, 5. Management of the roundtable discussion to ensure thought-provoking questions, and a lively, interesting and creative/intellectual exchange of ideas. This activity will be designed as a roundtable for a maximum of 30 minutes (Plan a maximum of 20 minutes per chapter for analysis & discussion). You will serve as the lead discussant of the chapter assigned. 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