LT+513+Course+Syllabus

Leyte Normal University
GRADUATE SCHOOL Tacloban City

A SYLLABUS IN FOUNDATIONS OF LANGUAGE EDUCATION (ISSUES & TRENDS IN ESL) LT 513 **__COURSE DESCRIPTION __**  LT 513 is a comprehensive course in the teaching of English as a second language. The course looks into the issues and trends in second language teaching and learning with emphasis given to classroom research and infusion of technology in language education. It also revisits relevant theories and approaches in language teaching and learning. **__GENERAL OBJECTIVES __**

 After taking the course, each participant in the class is expected to perform the following:
 * 1) show evidence of an awareness and understanding of current issues and trends in language teaching and learning;
 * 2) create teaching tools relevant to learners’ needs with the use of technology; and
 * 3) generate understanding of the teaching and learning process through the conduct of classroom research.

**__COURSE CONTENT __**  A. Specific Objectives  At the end of the unit, each student should be able to
 * <span style="font-family: Arial,sans-serif;">Unit ****<span style="font-family: Arial,sans-serif;"> I. Introduction to the Course with Reference to the Mission, Goals & Objectives of the Graduate School and the University **  **<span style="font-family: Arial,sans-serif;">(3 hours) **

1. outline the content of the course in the context of the program, Master in English; and 2. relate the course to the mission, goals and objectives of the University and the Graduate School. <span style="font-family: Arial,sans-serif; text-align: justify;"> B. Content

1. Overview of the course 2. Mission, Goals and Objectives of the University and the Graduate School **<span style="font-family: Arial,sans-serif;">Unit II. Revisiting the Context of Language Teaching (9 hours) **

A. Specific Objectives <span style="font-family: Arial,sans-serif; text-align: justify;"> At the end of the unit, the students should be able to  <span style="font-family: Arial,sans-serif;"> 1. differentiate approach, method, and technique; 2. relate relevant theories in language teaching with actual classroom practices; <span style="font-family: Arial,sans-serif;">3. recognize and compare current teaching approaches; and 4. locate the position of linguistics in the language curriculum.

B. Content

1. Theories of Teaching in Language Teaching 2. Taking a Multifaceted Approach to Teaching <span style="font-family: Arial,sans-serif;"> 2.1 Natural Approach 2.2 Literature as Content 2.3 Communicative Language Teaching (CLT) 2.4 Content-based Instruction (CBI) 2.5 Project-based Learning 2.6 Task-based Language Teaching 2.7 English for Specific Purposes (ESP) 3. Language Teaching and Linguistics: Current Issues <span style="font-family: Arial,sans-serif;"> 3.1 Theories of Competence and Performance 3.2 Components of Communicative Competence 3.3 The Status of Grammar in the Language Curriculum <span style="font-family: Arial,sans-serif; text-align: justify;">C. Suggested Readings

<span style="font-family: Arial,sans-serif; text-align: justify;">1. “The Secret Life of Methods” in __The Context of Language Teaching__ by Jack C. Richards 2. “Implementing Task-based Language Teaching” in __Methodology in Language Teaching: An Anthology of Current Practice__ by Richards & <span style="font-family: Arial,sans-serif; text-align: justify;"> Renandya 3. “Project Work: A Means to Promote Language and Content in __Methodology in Language Teaching: An Anthology of Current Practice__ by <span style="font-family: Arial,sans-serif; text-align: justify;"> Richards & Renandya 4. “The Literature Connection” in __The Effective Teaching of Language Arts__ by Dinna E. Norton 5. “Exploring the Literary Text through Grammar and the (Re-) Integration of Literature and Language Teaching in Literature Teaching”in <span style="font-family: Arial,sans-serif; text-align: justify;"> __Literature in Language Teaching and Learning__ edited by Amos Paran 6. “English for Specific Purposes (ESP): Tailoring Courses to Students Needs—and to the Outside World” in __Teaching English as a Second or Foreign Language, 3rd Edition__, edited by Marianne Celce-Murcia 7. “The end of CLT” in __ELT Journal volume 58/1__ by Stephen Bax 8. “Task-based learning: the interaction between tasks and learners” in __ELT Journal volume 57/4__ by Jacky Murphy D. Evaluation <span style="font-family: Arial,sans-serif; text-align: justify;"> 1. Group presentations on the teaching approaches 2. A reflection paper on Communicative Language Teaching 3. A term paper on the status of grammar on the language curriculum 4. Class observation report **<span style="font-family: Arial,sans-serif;">Unit III. Working with ESL Learners (9 hours) ** <span style="font-family: Arial,sans-serif; text-align: justify;"> A. Specific Objectives <span style="font-family: Arial,sans-serif; text-align: justify;"> At the end of the unit, the students should be able to <span style="font-family: Arial,sans-serif; text-align: justify;"> 1. cite different styles and strategies used by language learners; and 2. examine and analyze techniques used in developing learners’ communicative competence. <span style="font-family: Arial,sans-serif; text-align: justify;"> B. Content

<span style="font-family: Arial,sans-serif; text-align: justify;">1. Language Learning Styles and Strategies 2. Helping Learners Attain Communicative Competence 3. Taking Learners beyond Basic Interpersonal Communication Skills <span style="font-family: Arial,sans-serif; text-align: justify;"> C. Suggested Readings <span style="font-family: Arial,sans-serif;"> 1. “Research on the Language Learner” in __Language Learner Strategies__ edited by Cohen & Macaro <span style="font-family: Arial,sans-serif;">2.“Coming to Terms with Language Learner Strategies” in __Language Learner Strategies__ edited by Cohen & Macaro <span style="font-family: Arial,sans-serif; text-align: justify;"> D. Evaluation

<span style="font-family: Arial,sans-serif; text-align: justify;">1. An analysis of students’ learning styles and strategies with recommendations on how to complement classroom instruction **<span style="font-family: Arial,sans-serif;">Unit IV. Assessing Learners and Teachers (12 hours) **

<span style="font-family: Arial,sans-serif; text-align: justify;">A. Specific Objectives <span style="font-family: Arial,sans-serif; text-align: justify;"> At the end of the unit, the students should be able to

1. survey alternative forms of assessing learning; 2. conduct a classroom action research; and 3. construct assessment tools. <span style="font-family: Arial,sans-serif; text-align: justify;"> B. Content <span style="font-family: Arial,sans-serif; text-align: justify;"> 1. Nontraditional Forms of Assessment 2. Assessing Teaching Effectiveness <span style="font-family: Arial,sans-serif; text-align: justify;"> 2.1 Peer Observation 2.2 Self-assessment 2.3 Journals and Learning Logs 2.4. Action Research <span style="font-family: Arial,sans-serif; text-align: justify;"> C. Suggested Readings

1. “E-assessments: Portfolios, Quizzes and Rubrics” in __Teaching English__<span style="font-family: Arial,sans-serif;">__Language Learners through Technology__ by Ebren et al. 2. “Research in Your Own Classroom” in __Methodology in Language__<span style="font-family: Arial,sans-serif;">__Teaching: An Anthology of Current Practice__ by Richards & Renandya 3. “Portfolios: Integrating Advanced Language, Academic, and Professional Skills in __ELT Journal volume 57/1__ by Cristina S. Banfi <span style="font-family: Arial,sans-serif; text-align: justify;"> D. Evaluation

1. Self-made assessment tool 2. Action research **<span style="font-family: Arial,sans-serif;">Unit V. Using Technology in the Classroom (15 hours) **

<span style="font-family: Arial,sans-serif; text-align: justify;">A. Specific Objectives <span style="font-family: Arial,sans-serif; text-align: justify;"> At the end of the unit, the students should be able to

1. identify ways in using technology in the classroom; 2. integrate technology with language teaching; and 3. create E-learning tools. <span style="font-family: Arial,sans-serif; text-align: justify;"> B. Content

1. The Internet and the Language Classroom <span style="font-family: Arial,sans-serif;"> 1.1 The Internet as Resource Bank 1.2 The Internet as a Classroom Tool 1.3 Tools for Online Work 2. Teaching English Language Learners through Technology <span style="font-family: Arial,sans-serif;"> 2.1 Making Accommodations for ELLs and Infusing Technology into a Lesson 2.2 Video in the ELT Classroom 2.3 The Internet for English Teaching <span style="font-family: Arial,sans-serif; text-align: justify;"> C. Suggested Readings

1. “Communicative-Facilitating E-tools: Getting ELLs to Produce Language” in __Teaching English Language Learners__ by Ebren et al. 2. “How to Use Virtual Learning Environment Tools in the Classroom” in __Teaching English Language Learners__ by Ebren et al. 3. “What can the World Wide Web Offer ESL Teachers” in __Methodology in Language Teaching: An Anthology of Current Practice__ by Richards  & Renandya 4. Technology and Second Language Learning from the University of Minnesota Center for Advanced Research on Language Acquisition  (CARLA) 5. “The internet in every classroom” Using outside computers” in __ELT Journal, volume 58/1__ by Daniel Linder <span style="font-family: Arial,sans-serif; text-align: justify;">D. Evaluation

1. Self-made E-learning tool **<span style="font-family: Arial,sans-serif;">Unit VI. Probing into Language Education Issues in the Philippines ****<span style="font-family: Arial,sans-serif;">(6 hours) **

<span style="font-family: Arial,sans-serif; text-align: justify;">A. Specific Objectives <span style="font-family: Arial,sans-serif; text-align: justify;"> At the end of the unit, the students should be able to evaluate the language education programs currently practiced in the Philippines. <span style="font-family: Arial,sans-serif; text-align: justify;"> B. Content

1. Mother-Tongue-Based Multilingual Education 2. Education for Sustainable Development <span style="font-family: Arial,sans-serif; text-align: justify;"> C. Suggested Readings <span style="font-family: Arial,sans-serif; text-align: justify;"> 1. “Education for Sustainable Development Toolkit” in __esdtoolkit.org__ by Rosalyn McKeown 2. “Good Practices in Teacher Education in Education for Sustainable Development in Action UNESCO Education Sector <span style="font-family: Arial,sans-serif;">3. “The Importance of Mother Tongue-based Schooling for Educational Quality” a Commissioned study for EFA Global Monitoring Report 2005 <span style="font-family: Arial,sans-serif;"> by Carol Benson 4. DepEd Order No. 74, s. 2009 Institutionalizing Mother Tongue-Based Multilingual Education (MLE) <span style="font-family: Arial,sans-serif; text-align: justify;">D. Evaluation

1. A paper on the Mother Tongue-Based Multilingual Education **__<span style="font-family: Arial,sans-serif;">STRATEGIES __** <span style="font-family: Arial,sans-serif;">Lecture Demonstration Group Work Cooperative Learning Techniques Workshop Term Paper Oral Presentation **__<span style="font-family: Arial,sans-serif;">REQUIREMENTS __**

<span style="font-family: Arial,sans-serif; text-align: justify;">Midterm and Final Examination Oral Presentations Term Paper **__<span style="font-family: Arial,sans-serif;">REFERENCES __**

<span style="color: black; font-family: Arial,sans-serif; text-align: justify;">BOOKS <span style="font-family: Arial,sans-serif;">Benson, C. (2004). //The importance of mother tongue-based schooling for educational qualit//y. EFA Global Monitoring Report 2005. <span style="color: black; font-family: Arial,sans-serif;">Celce-Murcia, M. (Ed.). (2006). //Teaching English as a second language// (3rd ed.). Singapore: Cengage Learning Asia Pte Ltd. Cohen, A.D. & Macaro, E. (2007). //Language learner strategies//. Oxford:Oxford University Press. Dudeney, G. (2007). //The internet and the language classroom: a practical guide for teachers// (2nd ed.). Cambridge: Cambridge University   <span style="color: black; font-family: Arial,sans-serif;"> Press. Erben, T. et al. (2009). //Teaching English language learners through technology//. New York: Routledge. Hutchinson, T., & Waters, A. (1987). //English for specific purposes: a learning-centered approach//. Cambridge: Cambridge University Press. Keith Lenz, B. & Deshner, Donald with Kissam, B. R. (2004). //Teaching content to all: evidence-based inclusive practices in the middle and// //secondary schools//. Boston, MA: Pearson Education, Inc. Norton, D.E. (1997). //The effective teaching of language arts// (5th ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Nunan, D. (2009). //ELT advantage—introduction to task-based teaching//. Singapore: Cengage Learning Asia Pte Ltd. Paran, A. (Ed.). (2006). //Literature in language teaching and learning//. Teachers of English to Speakers of Other Languages (TESOL), Inc. Parrish, B. (2006). //Teaching adult ESL: a practical introduction//. New York: McGraw Hill Companies, Inc. Richards, J.C. & Renandya, W. A. (Eds.). (2002). //Methodology in language teaching: an anthology of current practice//. Cambridge: Cambridge University Press. <span style="font-family: Arial,sans-serif;">Yalden, J. (1987). //Principles of course design for language teaching//. Cambridge <span style="color: black; font-family: Arial,sans-serif;">: Cambridge University Press. <span style="color: black; font-family: Arial,sans-serif; text-align: justify;"> ELECTRONIC SOURCES <span style="font-family: Arial,sans-serif;">DepEd Order No. 74, s. 2009. Institutionalizing Mother Tongue-Based Multilingual Education (MLE). <span style="color: black; font-family: Arial,sans-serif;">Retrieved from [] ,%20s.%202009.pdf McKeown, R. (2002). //Education for sustainable development//. Retrieved from <span style="font-family: Arial,sans-serif;">http://www.esdtoolkit.org <span style="color: black; font-family: Arial,sans-serif;">McKeown, R. (Ed.). (2007). //Good practices in teacher education//. In Education for Sustainable Development in Action UNESCO Education Sector. Retrieved from http://unesdoc.unesco.org/images/0015/001524/152452eo.pdf <span style="font-family: Arial,sans-serif;">Technology and Second Language Learning from the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA). <span style="color: black; font-family: Arial,sans-serif;">Retrieved from [] <span style="color: black; font-family: Arial,sans-serif; text-align: justify;">JOURNALS <span style="color: black; font-family: Arial,sans-serif; text-align: justify;"> Banfi, C. S. (2003). Portfolios: integrating advanced language, academic, and professional skills. ELT Journal, 57/1, 34-42. Bax, S. (2003). //The end of CLT//. ELT Journal, 58/1, 278-287. Linder, D. (2004). The Internet in every classroom? Using outside computers. ELT Journal, 58/1, 10-17. Murphy, J. (2003). Task-based learning: the interaction between tasks and learners. ELT Journal, 57/4, 352-360. <span style="font-family: Arial,sans-serif; text-align: justify;"> Prepared by: <span style="font-family: Arial,sans-serif;"> CHRIS REY Q. MACASIL <span style="font-family: Arial,sans-serif; font-size: 11pt;">Instructor

<span style="font-family: Arial,sans-serif; text-align: justify;">Noted by:

**<span style="font-family: Arial,sans-serif;">Dr. ROSALINA H. CORAL ** <span style="font-family: Arial,sans-serif; font-size: 11pt; text-align: justify;">Dean, College of Arts and Sciences

**<span style="font-family: Arial,sans-serif;">Dr. LEONARDO G. OÑATE ** <span style="font-family: Arial,sans-serif; font-size: 11pt;">Vice President, Academic Affairs, Research and Planning