SYLLABUS FOR ENGLISH 341 001
Teaching English as a Second Language
Fall 2007, T-Th 12:30-1:45 p.m., PA 204

Instructor: Todd M. Bunnell
Phone: 329-7392
Office/Hours: 210 Painter, M 10 a.m. - Noon; WF 11:30 a.m. - Noon; TR 9:30-11 a.m.
E-mail address/website: tbunnell@muw.edu <www2.muw.edu/~tbunnell>

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

COURSE CONTENT:
EN 341 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

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 5-10 page 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.

The final grade will be determined by the following:

*Early Exam -- 25%

*Final -- 30%

*Research paper -- 20%

*Micro-teaching lessons -- 15%

*Mentoring -- 10%

GRADING SCALE:
100-95 A 94-92 A- 91-89 B+ 88-86 B 85-83 B- 82-80C+
79-77 C 76-74 C- 73-71 D+ 70-68 D 67-65 D- 64-0 F

ATTENDANCE:
Attendance is very important. Each student will be allowed to miss seven (7) classes. On the eighth absence, the student will automatically receive a failing grade for the course. You are responsible for being aware of your own absences. I will not notify you of the number of absences you have, but you are welcome to check with me. Note: There is no difference between an excused absence and an unexcused absence. Also, please come to class on time and prepared. Excessive tardies (three) 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.

CELL PHONES:
Please be considerate of your classmates and of the instructor by turning off all cell phones before entering class. If there is a special circumstance, please notify me in advance.

IMPORTANT DATES:
September 19 -- Last day to drop a course without receiving a grade of WP/WF
October 17 -- Last day a course may be dropped
November 9 -- Last day to withdraw from the university

WEEK 1 (August 16) -- Introduction to Course.

WEEK 2 (August 21-23) -- Unit I -- Teaching Methodology (History of TESOL and Communicative Language Teaching).

WEEK 3 (August 28-30) -- Unit I continued (Classroom Instruction and English for Specific Purposes).

WEEK 4 (September 4-6) -- Unit I continued (Syllabus Design). Unit III -- Integrated Approaches (Content-Based and Immersion and Literature Based).

WEEK 5 (September 11-13) -- Unit III continued (Literature Based and Bilingual). Review.

WEEK 6 (September 18-20) -- EARLY EXAM. Unit II A -- Listening.

WEEK 7 (September 25-27) -- Unit II A (Listening continued). Unit II B -- Speaking (Oral Skills).

WEEK 8 (October 2-4) -- Unit II B continued (Speaking). Silent Way and Total Physical Response.

WEEK 9 (October 11) -- Unit II C -- Reading.

WEEK 10 (October 16-18) -- Unit II C continued (Reading).

WEEK 11 (October 23-25) -- Unit II D -- Writing. Grammar (Cloze testing and diagnostic testing). Unit V (Second Language Assessment).

WEEK 12 (October 30 - November 1) -- Unit II E -- Grammar and Vocabulary (Grammar and Vocabulary).

WEEK 13 (November 6-8) -- MICRO-TEACHING LESSON #1. Unit II E continued (Vocabulary).

WEEK 14 (November 13-15) -- Unit IV -- (Language Learning Styles and Strategies and L2 in K-5).

WEEK 15 (November 20) -- MICRO-TEACHING LESSON #2.

WEEK 16 (November 27-29) -- MENTORING REPORT DUE. Unit V -- Lesson Planning, Cross-Cultural Communication, Media and Computers in L2). Review. RESEARCH PAPER DUE.