ELT  Approaches  &  Methods  2         Merrilee  Brinegar  

ELT  Approaches  and  Methods  2    

Merrilee  Brinegar     merrileeann@gmail.com     Kakao:  MerrileeAnn  

 

Texts  1.  Richards,  Jack  and  Rodgers,  Theodore.  (2014).  Approaches  and  Methods  in  Language  Teaching.  3rd  Edition.  Cambridge,  UK:    Cambridge  University  Press  

2.  Course  workbook  available  at  Chamgeul  

 

Course  website  www.tesoltime.com  

password:  chocolate  

 

Purpose  of  the  Course  1.  To  provide  a  detailed  account  of  major  twentieth-­‐century  trends  in  language  teaching    

2.  To  describe  approaches  and  methods  according  to  their  underlying  theories  of  language  teaching  with  its  historical  

background  from  the  Grammar-­‐Translation  Method  to  Communicative  Language  Teaching,  Task-­‐based  Language  

Teaching,  and  post-­‐method  pedagogy.    

3.  To  increase  understanding  commonly  used  methods  and  theoretical  framework  of  teaching  methods.    

4.  To  develop  practical  and  effective  teaching  skills/activities  based  on  theory.    

 

This  course  seeks  not  only  to  clarify  the  assumptions  behind  these  methods  and  their  similarities  and  differences,  but  

also  to  help  students,  teachers,  and  teachers-­‐in-­‐training  explore  their  own  beliefs  and  practices  in  language  teaching.  

 

Course  Requirements  and  Assessment  Attendance  &  Participation           20%  Online  homework  (quiz  questions)       10%  Microteaching    (lesson,  demo,  reflections)                                 30%  Quizzes                                         20%  Annotated  Bibliography           20%  

 

ELT  Approaches  &  Methods  2         Merrilee  Brinegar  

• Participation  -­‐  Regular  attendance  and  active  participation  are  necessary  for  your  success  in  this  course.  Students  will  be  required  to  be  active  participants  in  all  classroom  discussions.  You  must  complete  the  reading  guide  prior  to  class.  (20%)  

• Online  homework  -­‐  You  are  required  to  read  the  chapter/materials  for  the  week  before  you  come  to  class.  By  the  Saturday  after  the  week’s  class,  you  must  post  at  least  5  quiz  questions  for  that  week’s  content.  (10%)  

o You  may  post  more  than  5  questions.  

o You  may  post  your  questions  any  time  before  Saturday.  For  example,  our  class  is  on  Thursday,  but  you  can  post  your  weekly  questions  for  that  lecture  on  the  Tuesday  before  class;  alternately,  you  may  wait  until  Saturday  after  class.    

o You  have  two  quizzes,  and  as  much  as  possible,  I  will  try  to  use  your  questions.  Thus,  it  is  in  your  best  interest  to  post  quality  questions.    

o Optional:  You  may  answer  others’  questions.  Do  not  post  the  answers  to  your  own  questions,  but  you  may  correct  students’  answers  (to  your  Qs  or  others’  Qs).  

Microteaching  (lesson  plan,  teaching  demonstration,  reflections)-­‐  For  this  assignment,  you  will  work  in  pairs  or  triads  to  juxtapose  different  methods.  Each  person  may  choose  or  be  assigned  an  approach/method  of  language  teaching  for  which  you  will  create  a  lesson  plan  and  demonstrate  it.  You   should   reference   appropriate   parts   of   Approaches   and   Methods   in   Language   Teaching   to  prepare  for  this  task.    

• The  pair  will  have  the  same  target  level  of  students  and  the  same  language/content  for  the  lesson   plan,   but   the   two   lessons   should   vary   according   to   the   approach.   Each   individual  must  submit  a   lesson  plan;  however,  since  this   is  pair/group  work,  each  group  member  is  responsible  for  both  lesson  plans.  You  should  reference  all  relevant  information  such  as  the  age  group,  proficiency  level,  and  any  other  pertinent  information  according  to  the  approach  you  are  using.  

• Design   two   actualizations   of   this   same   lesson   utilizing   the   two  methods/approaches   to  guide   in   the   delivery   (30  minutes   per   each  method).   One   teacher   demonstrates  with   one  method;  thus,  each  person  will  do  a  teaching  demonstration.  

• Be  careful!  Some  methods  may  not  be  diametrically  different,  so  choose  wisely.  Also,  if  you  choose  something  broad  such  as  CLT  that  does  not  have  a  specific  framework,  it  will  be  very  hard  to  demonstrate  specifics  of  the  approach.      

 Grading  Criteria  

v 10   points   for   the   lesson   plan   (group   grade)   and   10   points   for   the   teaching  demonstration  of  the  lesson  (individual):  

1. Theoretical  comprehension  of  details  of  the  methods  with  clear  distinctions  2. Creative  choice  and  design  of  the  lesson  plan  content  itself  3. Creativity  of  materials,  props,  and  tasks  in  the  teaching    4. Organization  of  the  lesson/time  management/use  of  materials  5. Utilization   of   teaching   strategies   (techniques   and   activities)   of   language   teaching  

relevant  to  the  approach/method.  *You  are  required  to  submit  your  formal  lesson  plan  on  the  day  of  your  demonstration.  You  should  also  bring  copies  of  the  lesson  plan  for  each  member  of  the  class  (to  be  distributed  after  the  demonstration).      

ELT  Approaches  &  Methods  2         Merrilee  Brinegar  

 Your   lesson   plan   and   microteaching   should   demonstrate   your   knowledge   of   the   course.   In   the  planning  process,  consider  the  following:      

1. Approach  

• Theory  of  language  used  in  this  method  • Theory  of  language  learning  used  in  this  method  

2. Design  • Objectives  of  the  method  • Content  choice  and  organization/overall  syllabus  design    • Types  of  relevant  learning  and  teaching  activities    • Learner  roles    • Teacher  roles    • Role  of  instructional  materials    

3. Procedures  • Procedures   of   the  method/approach   in   terms   of   resources,   interactional   patterns,  

and  strategies  used.    

v Reflection:  10  points  (due  by  email  the  Sunday  after  your  microteaching)  • Strengths  in  the  delivery  of  your  lesson  as  it  pertains  to  the  approach/method  used  • Weaknesses  in  the  delivery  of  your  lessons  as  it  pertains  to  the  approach/method  used  • Strengths   in   the   delivery   of   your   partner’s   lesson   as   it   pertains   to   the   approach/method  

used  • Weaknesses  in  the  delivery  of  your  partner’s  lessons  as  it  pertains  to  the  approach/method  

used  • An  evaluation  of  which  of  the  two  methods/approaches  you  preferred  and  detailed  reasons  

why    • How  can  the  method/approach  be  used  in  your  context?  (Why  is  it  appropriate?)  • What  did  you  learn  about  yourself  as  a  teacher  from  this?  • Any  concluding  remarks  regarding  the  methods/approaches  and  their  application  to  you  as  

a  teacher.    *Note:   the   observing   students   each  week  will   also   critique   the   demonstrated   lessons   and   lesson  plans  for  homework  that  week  in  class  and  on  the  discussion  board.  

Evaluation  Criteria:  1.  Organization/depth  of  the  descriptive  details  2.  Synthesis  to  relevant  principles/theories  of  the  methods  3.  Insight  of  the  evaluation  of  the  lessons  4.  Depth  of  self-­‐reflection    

• Quizzes  –  There  are  two  quizzes  covering  class  content.  The  majority  of  the  questions  will  come  from  the  student-­‐generated  questions  on  the  discussion  board.    (20%)  

• Annotated  Bibliography  –  In  planning  for  your  microteaching,  you  should  conduct  research  on  your  chosen/assigned  approach  by  reading  books  and/or  journal  articles.  You  should  then  create  an  annotated  bibliography  on  your  approach.  An  annotated  bibliography  lists  sources  with  paragraph-­‐long  synopses  of  each  source.  Your  annotated  bibliography  

ELT  Approaches  &  Methods  2         Merrilee  Brinegar  

must  contain  10-­‐15  sources  from  appropriate  journal  articles,  book  chapters,  or  other  publications  (not  websites)  relevant  to  your  approach.  Avoid  sources  that  are  literature  reviews;  in  other  words,  your  annotated  bibliography  should  focus  on  original  sources.  It  should  reveal  both  past  and  current  literature  on  your  topic,  and  your  sources  should  be  as  relevant  to  your  teaching  context  as  much  as  possible.  Use  APA  formatting.    *Note:  You  need  to  gather  your  sources  prior  to  planning  your  lesson.  You  may  submit  it  any  time  during  the  semester.  Early  submissions  are  highly  appreciated.  J  (20%)  

 

Weekly  Schedule  

Week   Date   Topics   Readings  

1   8/31   Language  teaching  history,  SLT,  ALM   Ch.  1,  3,  4  

2   9/7   Nature  of  Approaches  and  Methods   Ch.  2  

3   9/14   Communicative  Language  Teaching  (CLT)  

Cooperative  Language  Learning  (CLL)  

Ch.  5  &  13  

4   9/21   The  Natural  Approach  

Total  Physical  Response  

Whole  Language  (WL)  

Ch.  14  &  15  &  7  

5   9/28   **Quiz  1**  

CBLT,  Standards,  &  CEFR    

Task  Based  Language  Teaching  (TBLT)  

 

Ch.  8  &  9  

6   10/5   Chuseok    

7   10/12   Content  Based  Instruction  (CBI)  &  CLIL    

The  Lexical  Approach  

Ch.  6  &  11  

8   10/19   Text-­‐Based  Instruction  (TBI)  

Multiple  Intelligences  (MI)  

Ch.  10  &  12  

9   10/26   **Quiz  2**  

Workshop  (due:  choice  of  approach  for  microteaching  and  articles  for  annotated  bibliography)  

 

10   11/2   Microteaching    

11   11/9   Microteaching    

12   11/16   Microteaching    

13   11/23   Microteaching    

14   11/30   Alternatives  (Silent  Way,  CLL,  Suggestopedia)   Ch.  16,  17,  18  

15   12/7   Teaching  and  Learning  Environment   Ch.  19,  20,  21  

16   12/14   Annotated  Bibliography  (Due:  Thursday!)