SLT 103 - Language Teaching

COURSE DESCRIPTION

SLT 103 Language Teaching introduces the post-method viewpoint of teaching in the classroom. The course will begin by identifying the students’ intuitions and insights about language teaching. The students will examine ways that instruction can facilitate and accelerate language learning. The students will explore how heritage language, motivation, learning styles, variation in input, etc. can influence their teaching. As the students address the issues of language teaching, they will develop their own definitions of second language pedagogy. In the second portion of the course, students will be introduced to ethnographic case studies of language teachers and learn how to do their own ethnographic study on one teacher’s classroom practices.

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 103 Language Teaching is an elective course in the A.A. curriculum and a required course in the A.S. degree for Educational Paraprofessionals with an emphasis in SLT. Students will identify intuitions and insights that they have about language teaching, they will explore basic needs required for language acquisition, and they will examine ways that instruction can facilitate and accelerate language learning. In addition, SLT 103 will help potential teachers and educational assistants develop the skills necessary to conduct ethnographic research on their own students.

COURSE OBJECTIVES/ COMPETENCIES

Upon successful completion of SLT 103 Language Teaching, the student should be able to:

• Describe language teaching in the context of the language development cycle, including each stage
• Describe the various language teaching frameworks commonly found in educational settings
• Describe how the various motivational and socio-cultural characteristics of language learners can influence their teaching
• Describe their own definitions of second language pedagogy
• Complete an ethnographic study of a language teacher including:
  • Observation
  • Interview
  • Artifact collection
  • Secondary research
  • Data analysis
  • Data reporting

GENERAL EDUCATION AND RELATIONSHIP TO OTHER COURSES

This course supports the following college competency areas:

Computation and communication abilities

Problem-solving and decision-making abilities

Career choices and life-long learning

Study in a selected program

This course also supports the following Associate in Arts degree SLOs:

• Make effective decisions with intellectual integrity to solve problems and/or achieve goals utilizing the skills of critical thinking, creative thinking, information literacy, and quantitative/symbolic reasoning.
• Ethically, compose, convey, and interpret varied perspectives with respect to an intended audience using visual, oral, written, social, and other forms of communication.
• Evaluate one's own ethics and traditions in relation to those of other peoples and embrace the diversity of human experience while actively engaging in local, regional, and other forms of communication.
• Explore and synthesize knowledge, attitudes, and skills from a variety of cultural and academic perspectives to enhance our local and global communities.

This course also satisfies the following Associate in Science degree competencies:

• Employ skills and understanding in language and mathematics essential to fulfill program requirements.
• Understand attitudes and values of various cultures and examine their potential for improving the quality of life and meaningfulness in work.
• Understand contemporary issues and problems and respond to the impact of current conditions.
• Demonstrate proficiency in conceptual, analytical, and critical modes of thinking.
• Develop insights into human experience and apply them to personal, occupational, and social relationships.
• Recognize relevance of career choices to life-long learning.
• Demonstrate competence in a selected program of study.

SLT 103 Language Teaching supports the following SLOs for A.S. degree for Educational Paraprofessionals with an emphasis in SLT:

• Use informed decision making to function effectively in the classroom, school, local, and professional communities.
• Use communication skills to work effectively with students, their families, school administrators, teachers, staff, and other related personnel.
• Use instructional and behavioral management strategies to facilitate a positive learning environment for students.
• Demonstrate professionalism and ethical practices in the classroom, school, local, and professional communities.
• Demonstrate knowledge and skills specific to the instruction and support of ELL students in a variety of settings.
• Demonstrate an ability to effectively facilitate the language development of students based on individual language needs.

SLT 103 Language Teaching 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:

➢ Teacher intuition

➢ Language teaching

➢ Scenarios writing

➢ Ethnographic research

COURSE CONTENT

Exploring teaching

Concepts

• Language learning frameworks (opportunities framework, input hypothesis, etc.)
• How to facilitate language learning (affective, scaffolding)
• How to navigate barriers to language learning (psychological, personal, cultural)
• How to engage with the learner (develop models of engagement)
• Situating teaching within the larger theoretical framework

Issues

• Which language teaching model is most appropriate for a given context and student group?
• How can instruction best facilitate language learning with a diverse group of language learners?
• How can instruction best navigate barriers to language learning with a diverse group of language learners?
• How to best engage a diverse group of language learners?
• What does research say about your intuitions about language teaching?

Skills

• To choose appropriate language teaching models
• To facilitate language learning through instruction
• To develop pedagogy to help students overcome barriers to language learning
• To develop pedagogy that engages language learners
• To reflect on intuitions about language teaching

Scenarios writing

Concept

• Scenarios writing

Issue

• How can scenarios writing be utilized to understand the second language classroom?

Skill

• To utilize scenarios writing to understand the second language classroom

Ethnographic research

Concept

• Participatory action research

Issue

• How can we affect social transformation through research?

Skill

• To conduct participatory action research

COURSE TASK

Conduct an ethnographic research study of language teaching.

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

• verified and approved employment during the course semester as a language tutor or teaching-assistant at Kapi‘olani Community College,
• verified and approved employment during the course semester as a language tutor, teaching-assistant or instructor in an educational setting outside of Kapi‘olani Community College, or
• completing 20 hours of service during the course semester in an approved Service-Learning education-pathway site, such as
  • Palolo Pipeline (Palolo Learning Center, Palolo Head Start, Palolo Elementary School, Jarrett Middle School, Kaimuki High School)
  • Waialae Japanese School
  • Queen Kaahumanu Elementary School’s ELL Program
  • Farrington High School’s ELL Program
  • Kaimuki and McKinley Community School for Adults
  • Project SHINE
  • Foreign-language courses at KapCC (Filipino, French, Hawaiian, Japanese, Korean, Mandarin, Spanish)
  • ESOL program courses at KapCC

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