SYLLABUS FOR ENGLISH 299 002
Teaching English as a Second Language
Fall 2003, T-Th 2-3:15 p.m., PA 205

Instructor: Todd M. Bunnell
Phone: 241-6235
Office/Hours: 411 Reneau, MWF 10 a.m.-Noon
E-mail address: tbunnell@muw.edu

TEXTS AND MATERIALS:
*Teaching English as a Second or Foreign Language, Third Edition

COURSE CONTENT:
EN 299 is an introduction to major theories, methodology, and strategies of teaching English as a second language including an introduction to the historical background of methods used for teaching languages to non-native speakers and to various strategies that have been proposed in the field to improve listening, speaking, reading, and writing skills. This task-based class will also focus on syllabi and lesson plan preparations.

GOALS:
To prepare students to teach English to speakers of other languages
To make students aware of various methods to help improve the speaking, listening, reading, and writing skills of non-native speakers
To help students understand the history of teaching languages to non-native speakers
To promote awareness of cultural diversity
To broaden students' own understanding of the English language

COURSE REQUIREMENTS:
1. One exam and one final. The early exam will be based on readings from the text (Units I and III) as well as on class discussion concerning the historical background of teaching English to speakers of other languages. The final will also be based on readings from the text (Units II, IV, and V) and on class discussions concerning the various methodology of teaching English to speakers of other languages. The final will cover methods of improving speaking, listening, reading, and writing skills of non-native speakers.

2. Research paper. This paper will be a further analysis of a topic in the field of Teaching English as a Second Language.

3. Two micro-teaching lessons. Each student will be responsible for two original demonstrations to the entire class exploring the applications of learning, speaking, reading, vocabulary, written, and/or grammatical strategies.

4. Field experience. Each student will be responsible for mentoring an international student (10 contact hours minimum) with a brief written report on the strategies used and subsequent progress noted.

METHOD OF EVALUATION:
The final grade will be determined by the following:

*Early Exam -- 15%
*Final -- 35%
*Research paper -- 25%
*Micro-teaching lessons -- 15%
*Mentoring -- 10%

ATTENDANCE:
Attendance is very important. Each student will be allowed to miss five (5) classes without penalty. On the sixth absence, the student’s final grade will be lowered five percentage points, and with each subsequent absence, the final grade will continue to be lowered by five percentage points. Note: There is no difference between an excused absence and an unexcused absence. Also, please come to class on time and prepared. Excessive tardies will add up to an absence.

PLAGIARISM:
Plagiarism is using someone else's ideas or writing as your own without giving credit to that individual or source. A plagiarized composition will receive a zero, and under extreme cases, you may even receive a grade of F for the course. Documentation (parenthetical documentation and a Works Cited sheet) must be used when quoting an outside source. When in doubt, ask me!

DISABILITIES:
It is the responsibility of students who have professionally diagnosed disabilities to notify the instructor so that necessary and appropriate modifications can be made to meet any special learning needs.

IMPORTANT DATES:
September 12 -- Last day to drop a course without receiving a grade of WP/WF
October 20 -- Last day a course may be dropped
November 17 -- Last day to withdraw from the university

WEEK 1 (August 19-21) -- Introduction to Course. Unit I -- Teaching Methodology (History of TESOL).

WEEK 2 (August 26-28) -- Unit I continued (Communicative Language Teaching and Classroom Instruction).

WEEK 3 (September 2-4) -- Unit I continued (English for Specific Purposes and Syllabus Design).

WEEK 4 (September 9-11) -- Unit III -- Integrated Approaches (Content-Based and Immersion and Literature Based).

WEEK 5 (September 16-18) -- Unit III continued (Bilingual). Review. EARLY EXAM.

WEEK 6 (September 23-25) -- Unit II A -- Listening.

WEEK 7 (September 30-October 2) -- Unit II B -- Speaking (Oral Skills).

WEEK 8 (October 7-9) -- Unit II B continued -- Total Physical Response. Unit II C -- Reading.

WEEK 9 (October 14-16) -- Unit II C continued (Reading).

WEEK 10 (October 21-23) -- Unit II D -- Writing. Grammar (Cloze testing and diagnostic testing). Unit V (Second Language Assessment).

WEEK 11 (October 28-30) -- Unit II E -- Grammar and Vocabulary (Grammar).

WEEK 12 (November 4-6) -- Unit II E continued (Vocabulary). MICRO-TEACHING LESSON #1.

WEEK 13 (November 11-13) -- MICRO-TEACHING LESSON #1 (continued). Unit IV -- (Language Learning Styles and Strategies and L2 in K-5).

WEEK 14 (November 18-20) -- Unit IV continued (Teaching Adults). MICRO-TEACHING LESSON #2.

WEEK 15 (November 25) -- Unit V -- Lesson Planning. MENTORING REPORT DUE.

WEEK 16 (December 2-4) -- Unit V (Cross-Cultural Communication, Media and Computers in L2). Review. RESEARCH PAPER DUE.