COURSE DESCRIPTION
SLT 102 introduces the post-method viewpoint of learning in the classroom. The course will begin with identifying the students’ intuitions and insights about language learning. Students will then examine different language learning goals and needs as well as explore some basic needs in order for language to be acquired and factors that can accelerate or hinder language learning. In the second portion of the course, students will be introduced to ethnographic case studies of language learners and learn how to do their own ethnographic study on an individual or on one group of student language learners.
This course consists of lectures, group discussions, student participation, readings, research, field trips, internet enhancement, a major course project and report, and other class activities.
SLT 102 is a required course in the A.S. Educational Paraprofessional with a concentration in SLT. SLT 102 is designed to introduce students in the educational paraprofessional program and pre-Education students to the post-method viewpoint of learning in the classroom. SLT 102 Language Learning satisfies one Diversification Social Sciences (DS) requirement and can also be used as an elective course in the A.A. degree curriculum.
COURSE OBJECTIVES/ COMPETENCIES
Upon successful completion of SLT 102, the student should be able to:
GENERAL EDUCATION AND RELATIONSHIP TO OTHER COURSES
This course supports the following college competency areas:
This course also supports the following Associate in Arts degree SLOs:
This course also satisfies the following Associate in Science degree competencies:
SLT 102 Language Learning supports the following SLOs for A.S. degree for Educational Paraprofessionals with an emphasis in SLT:
SLT 102 Language Learning satisfies one Diversification Social Sciences (DS) requirement.
COURSE TEXTS
Diaz-Rica, Lynne T. 2012. A course for teaching English learners, Second Edition. Boston: Pearson. ISBN 0-13-
249035-8
Dalle, Teresa S. & Young, Laurel J. 2003. PACE yourself: A handbook for ESL tutors. Alexandria, VA: TESOL, Inc. ISBN 193118506-9
Bloomeart, Jan & Jie, Dong. 2010. Ethnographic fieldwork: A beginner’s guide. Bristol, UK: Multilingual Matters. ISBN 978-1-84769-294-8
Egbert, Joy. 2005. Bridge to the classroom: ESL cases for teacher exploration, Volume 2. Secondary School. Alexandria, VA: TESOL, Inc. ISBN 193118520-4
Egbert, Joy. 2005. Bridge to the classroom: ESL cases for teacher exploration, Teacher’s Guide for Volumes 1 and 2, Elementary School and Secondary School. Alexandria, VA: TESOL, Inc. ISBN 193118522-0
Additional handouts and materials as supplied by the teacher.
COURSE TOPICS:
➢ Language learning
➢ Barriers to learning
➢ Learner engagement
➢ Scenarios writing
➢ Ethnographic research
COURSE CONTENT
Exploring learning
Concepts
Issues
Skills
Scenarios writing
Concept
Issue
Skill
Ethnographic research
Concepts
Issues
Skills
COURSE TASK
Conduct an ethnographic research study of a language learner.
GRADING
The following procedure will be used to determine a student's grade in the course and the weighting of these items and their contribution towards the final course grade.
Letter grades will be assigned according to the scale described below:
90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
less than 60% = F
Please note that a grade of lower than “B” in the field of Education is considered inadequate. After all, would you want a “C” teacher teaching your children?
ADDITIONAL COURSE REQUIREMENTS
Field Service requirement:
Because students are training to become future ESL educators, students will participate in mandatory field service while in this course. Field service can be accomplished in a variety of ways, including
Note: Because of the focus of the SLT program, field service must be completed in an educational setting where language teaching and learning is the goal of instruction.
Connection to Course
In each SLT course, students will complete a major course research project, including a final paper and poster presentation, which provides evidence that the students have engaged with, understood, and applied the course content. The field-service requirement provides a means through which SLT program students will be able to complete their research projects. Through their field service, SLT students will collect data by investigating issues, researching ideas, applying skills, testing hypotheses, and reflecting on experiences, which they will use to develop their course papers and posters. SLT students learn by discussing and doing: the SLT classroom is the discussion space; the field-service site is the doing space. Together, learning takes place.
SLT classroom + Field-service site = Learning
Support
Students are supported during their field service through the Laulima course site. Timely field-service information is posted in the Messages section of the course, based on the Timeline provided below. Field-service materials are posted in the Class Materials section of the course. And field-service reports are posted in the Discussion Board section of the course. In addition, regular updates about students’ field-service projects will be discussed in class.
During the first week of the semester, the course instructor will provide more information about the field service requirements, including paperwork from the Service-Learning office at Kapi‘olani Community College.
Field Service Timeline
Online class and email:
Students must be able to access and use our online course site located at http://laulima.hawaii.edu . Students will compile their course projects, access certain course materials, and complete certain course assignments on Laulima.
Students must use their hawaii.edu account or the Laulima mail tool for email communication to guarantee a response from the instructor. Students should expect an email reply within 24 hours. The instructor generally does not respond to email at night or on the weekends. Your understanding is appreciated.
Attendance policy:
Because this is a focused training course, students are expected to attend every class session and come to class prepared for classroom activities. Students are also expected to attend class observations and complete the service learning requirement as scheduled outside of class times.
CLASS SCHEDULE
SCHEDULE OF CONTENT/ TOPICS