COURSE DESCRIPTION
SLT 202B Concepts and Issue in SLT – Language Skills continues the exploration of classroom-based language development. SLT 202B students begin the course by exploring language skills from various perspectives and investigating the different ways that research and experts view instruction of language skills in various classroom settings. SLT 202B students also explore the relationship between pedagogy and language skills development and compile a portfolio of strategies for helping learners develop language skills.
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 202B Concepts and Issue in SLT – Language Skills 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. SLT 202B is designed to help students integrate content with language teaching. Students explore different kinds of curricula and evaluate their effectiveness based on the needs of language learners and the goals of their institutions. The students examine activities and materials appropriate for developing language skills in specific content areas, such as language arts, mathematics and social studies. In addition, SLT 202B helps future educators develop the skills necessary to develop activities, materials and lesson plans appropriate for facilitating language development in a particular classroom setting.
COURSE OBJECTIVES/ COMPETENCIES
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 202B Concepts and Issue in SLT – Language Skills supports the following SLOs for A.S. degree for Educational Paraprofessionals with an emphasis in SLT:
SLT 202B Concepts and Issue in SLT – Language Skills satisfies one Diversification Humanities (DH) requirement.
COURSE TEXTS
Diaz-Rica, Lynne T. 2012. A course for teaching English learners, Second Edition. Boston: Pearson. ISBN 0-13-249035-8
Wharton, Jennifer. 2009. Academic encounters: The natural world: Reading, study skills, writing. Cambridge, UK: Cambridge University Press. ISBN: 978-0-521-71516-4
Boardman, Cynthia A. & Frydenberg, Jia. 2008. Writing to communicate 2: Paragraphs and essays, 3rd Edition. White Plains, NY: Pearson Education. ISBN 978-0132351164
Raimes, Ann. 2010. Pocket keys for writers, Third Edition. Boston: Wadsworth Cengage Learning. ISBN: 978-0-547-15294-3
Kanaoka, Yoneko. 2009. Academic listening encounters: The natural world: Listening, note taking, discussion. Cambridge, UK: Cambridge University Press. ISBN: 978-0-521-71639-0
Nilsen, Don L. F. & Nilsen, Alleen Pace. 2010. Pronunciation contrasts in English, Second Edition. Long Grove, IL: Waveland Press, Inc. ISBN: 978-1-57766-641-7
Raimes, Ann. 2004. Grammar troublespots: A guide for student writers, Third Edition. Cambridge, UK: Cambridge University Press. ISBN: 0-521-53286-8
Baugh, L. Sue. 2005. Essentials of English grammar, Third Edition. New York: McGraw-Hill. ISBN: 978-0-07-145708-8
Folse, Keith S. 2004. Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. ISBN: 0-472-03029-9
Zimmerman, Cheryl Boyd. 2009. Word knowledge: A vocabulary teacher’s handbook. New York: Oxford University Press. ISBN: 978-0-19-470393-2
Additional materials as supplied by the teacher.
COURSE TOPICS:
➢ Linguistic competence
➢ Pedagogy
➢ Purposefulness
➢ Language skills
➢ Student variation/ Socio-political awareness
➢ Integrated skills instruction
➢ Teaching portfolio
COURSE CONTENT
Linguistic competence
Issues:
Skill:
Pedagogy
Issue:
Skill:
Grammar
Issues:
Skill:
Vocabulary
Issues:
Skill:
Reading
Issues:
Skill:
Writing
Issues:
Skill:
Aural understanding
Issues:
Skill:
Pronunciation
Issues:
Skill:
Socio-political awareness in language teaching
Issues:
Skill:
Teaching portfolio
Issue:
Skill:
COURSE TASK
Create a portfolio of teaching strategies for addressing grammar, vocabulary, reading, writing and pronunciation in classes with diverse groups of students.
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