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EDUC 411: TESOL FOUNDATIONSUnits: 4Fall 2015—Wednesday—2:00-4:20pm
Location: VKC206Instructor: Jenifer CrawfordOffice: AT&T 2134Office Hours: Mondays 1-2 pm Mondays @ LiterateaContact Info: [email protected], 213-821-6888
IT Help: Blackboard Help for Students Hours of Service: 24 hours a day, 365 days a yearContact Info: Call 213-740-5555 and choose option 2.Send an email to [email protected].
USC Rossier School of Education
Course DescriptionThis course is an opportunity to examine the ways in which sociocultural context and language influence English language learning and teaching. This course is guided by TESOL Standards for foundational knowledge and skills for teachers of English as a second or other language around language and culture (TESOL, 2010, p. 19). The TESOL standard foundations include the knowledge and ability to reflect on one’s teaching practice in terms of language as a system, language acquisition and development, and culture as it affects student learning.
Learning ObjectivesAt the conclusion of this course students will be able to describe and have practice implementing the framework of reflective teaching in TESOL. Students will be able to identify and compare the influence of sociocultural context and language on English language teaching and learning. Students will gain practical experience applying TESOL foundational knowledge and skills to their own personal language learning experiences and to their future English language-teaching context.
Introduction to Professor and the Rossier School of EducationDr. Jenifer Crawford earned a M.A. from Stanford University in Sociology of Education and a Ph.D. in Urban Schooling from UCLA and joined Rossier as Assistant Professor of Clinical Education five years ago in the teacher education concentration. Crawford’s long-term research agenda center on equity pedagogy, and negotiating the contradictions and tensions institutionally ascribed along race, class and gender by bridging critical social science theory to teacher practice in the Americas. Relation to Rossier mission in urban education: The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. The undergraduate minor program and this course is a critical component of the USC Rossier School of Education mission to improve learning in urban education locally, nationally and globally. An important aspect of this mission is to understand how the sociocultural context and language influence English language learning and teaching in the U.S. and abroad.
Course NotesLetter grade awarded. This course is Web-Enhanced using Blackboard and flipped instructional models. Copies of lecture slides, 3-5 minute mini-lectures, quizzes, and midterm and final guidelines and resources, will all be posted to Blackboard. Technology-enhanced learning strategies will be used including the use of real-time polling using ever poll and the creation of collaborative google documents during class sessions.
Required Readings and Supplementary MaterialsTexts can be purchased at the USC Bookstore.
1. Farrell (2014) Promoting Teacher Reflection in Second Language Education: A Framework for TESOL Professionals
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2. Murray & Christison (2011). What English Language Teachers Need to Know. Volume 1, Understanding Learning
3. Bell (2009) A Student's Guide to the MA TESOL.
4. The Course Blackboard site contains a virtual library of other readings listed on the daily schedule
Description and Assessment of Assignments The following rubric provides a general guide as to how assignments in this course will be evaluated:
Excellent Acceptable Unsatisfactory
Depth of thought Shows evidence of depth of thought in preparation, organization, and clarity.
Evidence of depth of thought could be increased in some areas.
Lacks overall depth of thought, clarity, or preparation.
Connection and reference to course readings and other relevant literature
Assignment shows engagement with course readings and other relevant literature and integrates this in an appropriate manner.
Some parts lack connection to course readings or other sources, or they are not integrated in an appropriate way.
Fails to relate to course materials and other relevant literature.
Completeness, adherence to guidelines
All parts of the assignment are done completely and according to guidelines.
All parts of the assignments or presentation are done completely, however, lacks adherence to guidelines in some areas.
Assignment is not entirely complete, and/or shows marked lack of adherence to guidelines.
1. Exams – (5% each, 25% total) The course will include five in-class written multiple choice examinations that emphasize the ability to identify and explain significant theoretical and applied dimensions of TESOL foundations. Each exam builds on the material from earlier sections of the course, but no single exam is explicitly cumulative. The five quizzes throughout the semester will be on the following key TESOL foundations topics: Reflection, Identity, Context, Language Awareness, Language Learning.
2. Mid-Term: Personal TESOL Reflection - (25%) Create a 3 page personal statement of purpose for TESOL that answers the following three prompts:
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• We are all language learners who learn our first language(s), additional varieties of the first language(s), and additional other languages. How has any of the following shaped supported or hindered your own language acquisition process: the learning context, your identity, the features of the language, and learning approaches? One page maximum.
• English language teaching is a broad domain and professionals in the field reflect a variety of backgrounds. I am interested in your background and the factors that have compelled you to enter this profession. What significant personal, professional, or academic experiences have contributed to your decision to teach English as a second or other language? How have these experiences shaped your aspirations for your work in this field? One page maximum.
• Identify your short- and long-term professional goals in TESOL. Identify one specific educational context (school or program) where you may like to teach English after you graduate with your BA/BS from USC. One page maximum.
3. Final: Professional TESOL Reflection - (40%) Create a 6-10 page paper reflecting on the impact of the sociocultural context and language on your future target professional TESOL context.• Research the school or program you identified as part of your short-term
professional goals in TESOL in the final section of your midterm. Research could include but is not limited to: informational interview with current teachers or administration, observation, professional blogs or online discussions, and school or program websites. Describe the school or program. What are the institutional and demographic characteristics of the target English language school or program? Where are the students in their language learning and what is the language learning process that this group of students is facing? What is the role of sociocultural context factors in students’ background and classroom culture? Two pages maximum.
• Apply reflective TESOL framework to target school or program, explaining how context and language affects student’s English language learning. Approximately one page.
• Identify how identity impacts potential student’s investment in language learning and your own language teaching. One page.
• Describe how social, political and cultural systems effects your potential student’s English language learning and your own future English language teaching. Approximately one page.
• Apply at least one theory of SLA to potential student’s English language learning. Approximately one page.
• Describe specific actions you will take to use the TESOL Reflective framework to better understand how context and language effect student’s learning in their future teaching context. Approximately one page.
4. Participation – (10%) This class relies on weekly attendance and active participation by students. Students are expected to complete and be able to
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discuss the readings assigned for each class period. Students are also expected to bring assigned deliverables to class time.
Common Standards for All Course Papers - All papers should all utilize common font and margin settings (such as Times New Roman 12 point fonts and 1 inch margins). Each paper should be consistent with the APA style manual and should reflect a writing style consistent with junior-level college work. Bibliography & Citations - Citations must be provided for all researched information. Any use of additional material, even as background, must be cited within the body of the paper and then again in a works cited or bibliography. The format for these citations should consistently reflect a style manual.
Grading BreakdownStudents will earn grades based on the following assignments. Specific instructions for each assignment will be provided in class.
Assignment Points (% of Grade)Class Participation 10
Quizzes (3 points each, 5 quizzes) 25
Personal TESOL Reflection Paper 25
Professional TESOL Reflection Paper 40
TOTAL 100
Final course grades are assigned on the following scale:94-100 % =
A80-83 % =
B- 67-69 % = D+
90-93 % = A-
77-79 % = C+ 64-66 % = D
87-89 % = B+ 74-76 % = C 60-63 % = D-
84-86 % = B 70-73 % = C- 59 % and below = F
Assignment Submission PolicyThe quizzes should be completed 24 hours before class time during the assigned week. The quizzes will be located on the course Blackboard site. The midterm and the final should be submitted electronically in a word format on the course Blackboard site.
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Additional PoliciesLate & Unfinished Work – Students must complete all assignments in order to earn a grade in the course. Any material turned in late will be reduced one letter grade per calendar day late. Each presentation must be given on the day assigned.
Grievance Procedure - Occasionally, students are dissatisfied with some dimension of a course. In such cases, students should first provide a written argument in support of their position to the instructor and request a meeting with the instructor. All grade appeals on specific assignments must be made within one week of the return of the assignment.
Special Assistance - Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure that the letter is delivered as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday and can be reached at (213) 740-0776.
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Course Schedule: A Weekly Breakdown
Topics/Learning Objectives Readings and Homework Deliverable/ Due Dates(by class time)
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Week 1Dates
Introduction List key foundational concepts in TESOL and key professional opportunities available to you after you graduate with you BA/BS.
Read: Bell (2009) PART I: An Introduction to the Discipline of TESOL.3-minute mini-lecture on key concepts in TESOL.Interactive list of key professional opportunities in TESOL.
Week 2Dates
Reflection Describe the framework and practice of reflective teaching in TESOL
Farrell (2014) Chp. 1-3 Complete Reflective Teaching in TESOL Framework Graphic Organizer, Part 1.
Week 3Dates
Reflection Describe the framework and practice of reflective teaching in TESOL
Farrell (2014) Chp. 4-7 Quiz 1: Reflection
Week 4Dates
Reflection Apply reflective TESOL framework to TESOL vignette, explaining how context and language affects student’s English language learning.
Farrell (2014) Chp. 8-9
Choose one of the vignettes on Blackboard to analyze using the TESOL Framework Graphic Organizer.
Complete Reflective Teaching in TESOL Framework Graphic Organizer, Part 2.
Week 5Dates
Reflection Apply reflective TESOL framework to TESOL vignette, explaining how context and language affects student’s English language learning.
ZHU, H. M., & ZHANG, X. L. (2014). Understanding the Process of Pre-service EFL Teachers’ Reflective Thinking on Classroom Interaction. Sino-US English Teaching, 11(3), 171-182.Pinkert & Paiz (2012). Purdue OWL: Personal Statement. Vidcast.Doran & Brizee (2012) Writing the Personal Statement.Handout.
Complete draft of midterm.
Week 6Dates
Sociocultural Context Identify how identity impacts potential student’s investment in language learning and your own language teaching.
Murray & Christison (2011) Chp.1. Learner Identities.Margaret & Norton (2012) Language learner stories and imagined identities, Narrative Inquiry. 22, 1.
Peer Review of Midterm
Week 7Dates
Identity Compare and contrast how identity impacts your own language teaching and your potential student’s investment in language learning.
Murray & Christison (2011) Chp.5. Learning About Identity and Setting. p.54-68.
Quiz 2: IdentitySubmit Midterm: Personal TESOL Reflection
Week 8Dates
Culture Describe how social, political and cultural systems effects your potential student’s English language learning and your own future English language teaching.
Murray & Christison (2011) Chp. 2-4.The World of English, English Learning Around the World, and The Cultural Context. p.16-53.
Week 9Dates
Social & Political Systems Compare and contrast how social, political and cultural systems effects your potential student’s English language learning and your own future English language teaching.
Alim, S. (2010). Critical Language Awareness. In N. Hornberger & S. L. McKay (Eds.), Sociolinguistics and Language Education (pp. 205-231). Bristol, UK: Multilingual Matters.
Deplit (2002) The Skin We Speak, Introduction p. xv-xxvi.
Quiz 3: Sociocultural Context
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Week 10Dates
Language Awareness List 1-2 features of English that you comprehend well and explain how you gained that competency. List 1-2 features of English that don’t understand well and create a plan for how you will gain competency in those features of English.
Murray & Christison (2011) Chp. 6 & 7. p. -104
Week 11Dates
Language as a System Identify 1-2 features of English that your future students may have difficulty comprehending or mastering.
Murray & Christison (2011) Chp. 8 & 9. The Sentence System. Beyond the Sentence: Spoken and Written Language. p.105-136
Quiz 4: Language Awareness
Week 12Dates
Language Learning Compare and contrast sociocultural and cognitive theories of second language acquisition (SLA). Describe the ‘social turn’ in SLA.
Murray & Christison (2011) Chp. 10 & 11. Theories of Learning, An Introduction to Second Language Acquisition. p. 137 - 168.
Week 13Dates
Language Learning Apply 1 theory of SLA to potential student’s English language learning.
Murray & Christison (2011) Chp. 12 & 13. Second Language Acquisition and Second Language Pedagogy, Learning Theories in the Classroom. p. 137 - 168.
Quiz 5: Language Learning
Week 14Dates
Professionalism Identify 1 key TESOL foundational concept that will guide your future professional conduct.
Murray & Christison (2011) Part IV Professionalism.
Complete draft of final
Week 15Dates
Professionalism Describe how you will use the TESOL Reflective framework to better understand how context and language effect student’s learning in their future teaching context.
Bell (2009) PART 2: Studying for your MA TESOL
Peer review of final paper
FINALDate
Submit Final: Professional TESOL ReflectionDate: For the date and time of the final for this class, consult the USC Schedule of Classes at www.usc.edu/soc.
NB: Items not listed in regular font in the far right column are considered part of your class participation grade. These deliverables need to be completed before class in order to fully participate in the class time activities, but they are not individually graded outside of informing your class participation grade.
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Statement on Academic Conduct and Support Systems
Academic ConductPlagiarism – presenting someone else’s ideas as your own, either verbatim or recast in your own words – is a serious academic offense with serious consequences. Please familiarize yourself with the discussion of plagiarism in SCampus in Section 11, Behavior Violating University Standardshttps://scampus.usc.edu/1100-behavior-violating-university-standards-and-appropriate-sanctions/. Other forms of academic dishonesty are equally unacceptable. See additional information in SCampus and university policies on scientific misconduct, http://policy.usc.edu/scientific-misconduct/.
Discrimination, sexual assault, and harassment are not tolerated by the university. You are encouraged to report any incidents to the Office of Equity and Diversity http://equity.usc.edu/ or to the Department of Public Safety http://capsnet.usc.edu/department/department-public-safety/online-forms/contact-us. This is important for the safety whole USC community. Another member of the university community – such as a friend, classmate, advisor, or faculty member – can help initiate the report, or can initiate the report on behalf of another person. The Center for Women and Men http://www.usc.edu/student-affairs/cwm/ provides 24/7 confidential support, and the sexual assault resource center webpage [email protected] describes reporting options and other resources.
Support SystemsA number of USC’s schools provide support for students who need help with scholarly writing. Check with your advisor or program staff to find out more. Students whose primary language is not English should check with the American Language Institute http://dornsife.usc.edu/ali, which sponsors courses and workshops specifically for international graduate students. The Office of Disability Services and Programs http://sait.usc.edu/academicsupport/centerprograms/dsp/home_index.html provides certification for students with disabilities and helps arrange the relevant accommodations. If an officially declared emergency makes travel to campus infeasible, USC Emergency Information http://emergency.usc.edu/will provide safety and other updates, including ways in which instruction will be continued by means of blackboard, teleconferencing, and other technology.
IncompletesIN represents a grade of “incomplete.” This is work not completed because of documented illness or some other emergency occurring after the 9th week of the 12-week semester; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam.
Conditions for Removing a Grade of Incomplete: If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete: One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a
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Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.
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