Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - FLE6371
Tracking Number - 1612
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Current Status:
Approved, Permanent Archive - 2008-05-05
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Phil Smith
- Phone: 9741113
- Email: psmith@tempest.coedu.usf.edu
- Prefix: FLE
- Number: 6371
- Full Title: Instruct Methods & Strategies for Teaching ESOL
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Inst Meth & Strat Tch ESOL
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites:
- Course Description: Effective use of ESOL methods and strategies. Conceptual focus of this course is based on the teacher as self-directed, reflective practitioner and problem solver who is able to facilitate learning and change within diverse populations and environments.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is for Inservice teachers and master students who want Esol Endorsement or Ph.D. students who want to get ESOL cognate. It is one of the five courses required to meet the State of Florida ESOL endorsement.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The course is part of the required sequence to meet the State of Florida ESOL endorsement.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, once
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree
- Objectives: Knowledge of Instructional Methods and Strategies for Teaching ESOL
•Demonstrate the ability to apply different ESOL methodologies including multilevel classroom strategies in relation to the various needs of LEP students. e.g., language proficiency, age, interest level, and learning styles.
•Apply a variety of ESOL teaching strategies and approaches such as the Cognitive Academic Language Learning Approach (CALLA) to expand student’s critical thinking abilities.
•Demonstrate knowledge to adapt content-based curriculum using ESOL approaches for different situations in the implementation of an ESOL model.
•Develop lesson plans demonstrating appropriate ESOL strategies for teaching the mechanics of reading and writing using authentic literature appropriate to the age, language proficiency and interest level of the LEP student.
•Demonstrate application of content area reading instruction for LEP students.
•Demonstrate effective lesson planning by providing ESOL activities for a variety of situations, such as individual, small group and whole group instruction, cooperative learning, and learning centers.
•Match instructional approaches with language learning theories related to teaching LEP students in a positive learning environment that supports social development, cooperative learning and self-motivation.
•Plan, implement and evaluate effective instruction using different approaches (such as the Language Experience Approach and Whole Language) in a variety of learning environments which will be appropriate for LEP students.
•Demonstrate awareness of the central role of ESOL within the total school curriculum in order to adapt the curriculum to meet the needs of LEP students.
•Apply multi-sensory ESOL strategies in relation to learning styles
•Design activities using literary texts appropriate to the age, language and interest level of the LEP students that will prepare them to make a smooth transition to the regular English Language Arts program.
•Demonstrate appropriate strategies for ensuring a smooth transition from the ESOL reading program to regular English reading program.
•Recognize the importance of teaching reading as a process rather than as a discrete series of skills to be taught through unrelated activities/exercises.
•Demonstrate knowledge of implementing a wide variety of English literature throughout the curriculum, including high-quality children's and adolescent literature of a variety of cultures appropriate to the age and developmental level of learners.
•Demonstrate knowledge of current and historical perspective about the nature and purposes of reading and about widely used approaches to reading instruction.
•Demonstrate knowledge of major professional organizations and publications related to ESOL and Language Arts to maintain, extend, and update knowledge in the field of teaching ESOL.
•Demonstrate knowledge of how to work effectively with LEP parents and other professionals and stakeholders in the continuous improvement of the educational experience of the LEP student.
•Describe different types of ESOL models (pull-out. sheltered English, content-based, inclusion, etc.)
•Identify aspects of the school curriculum that need modification to be accessible to LEP students.
•Apply ESOL strategies and approaches to enhance learning in content area instruction.
•Develop appropriate curriculum at the elementary, middle and high school using knowledge of first and second language acquisition principles and processes.
•Identify characteristics to be considered when selecting computer assisted instructional materials for ESOL classes and other instructional materials for ESOL in elementary, middle, and high schools.
•Demonstrate ability to select, use and adapt, media, technology, and other resources for Language Arts and content area instruction when teaching LEP students.
•Demonstrate knowledge of how to work effectively with LEP parents and other professionals and stakeholders in the continuous improvement of the educational experience of the LEP student.
- Learning Outcomes: Course Tasks
7 Discussion Participations
3 Mini Projects
1 Major Project
7 Reading Responses
- Major Topics: 1. Chapters 1and 2
History of ESOL Methods and Theories of Second Language Acquisition
2. Chapters 3 and 4
Interactive and Participatory Language Teaching
3.Chapters 5 and 6
Literacy Development and the Affective Domain
4.Chapters 8 and 9
TPR and Communicative Practices
5.Chapters 10 and 11
Chants, Music, Poetry, Storytelling, Role Play, and Drama
6.Chapter 12, 13, and 14
Games; LEA; Affective Activites
7.Chapters 15 and 16
Integration of Methods & Activities:
Tools for Teaching
- Textbooks: Making it Happen: From Interactive to Participatory Language Teaching — Theory to
Practice (Third Edition). Patricia Richard-Amato. Longman Publishers.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.