TESL 32X 201509Final

August 7, 2015 slg, rn, ck, gm

Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class Syllabus does not match the print Course Guide or online course information, the Class Syllabus shall be taken as correct.

CLASS SYLLABUS

COURSE TITLE: Materials Selection and Development in Language Teaching

COURSE CODE: TESL 32 TERM: 2015-2016, Term 1

COURSE CREDITS: DELIVERY: CERTESL – Print-based

COURSE SECTION: X01 START DATE: END DATE:

September 3, 2015 December 8, 2015

Course Description Students will learn how to evaluate, select, and adapt materials for teaching ESL. They will be exposed to various media used in developing ESL materials, including print, video, audio, blackboard, overhead, felt board, and visual aids. Approaches to involving students in materials development are discussed. Prerequisite or Co-Requisite: TESL 31 or TESL 34; or TEFL 12 Note: This course is also available in a computer-enhanced format. Course Objectives The purpose of the course is to:

1. Introduce you to key criteria used in assessing and selecting materials. 2. Familiarize you with the main types of materials available to teachers of English as an

Additional Language (EAL) in all its variations (i.e. ESL, EFL, ESD/ELD). 3. Illustrate the range of teaching possibilities with the various materials presented. 4. Give you the opportunity to experiment with adapting and developing your own

materials. Please note that Canadian spelling is used throughout this course. Course Overview TESL 32 consists of eleven modules that will provide you with a workable framework for the selection and design of teaching materials. The modules will take you through the most common types of tools and materials used in language classrooms, expanding on related discussions in TESL 31/ECUR 391 modules on teaching of speaking, listening, reading and writing. Assignments will give you the opportunity to make logical selections of existing materials, relevant adaptations of existing materials to students who always have distinct needs, interests, strengths and challenges, and develop some of your own materials to meet particular learning needs. You will also have a chance to develop activities that add excitement to your

TESL 32X – Materials Selection and Development in Language Teaching

Page 2 of 18

classroom, including language games, music-based activities, community contact opportunities, and electronic resources. Your Instructor The instructor for this class is Rita Naeschke.

Contact Information Please feel free to contact me by email: [email protected]. I will usually reply within 24 hours. If I go away and do not have easy access to email (which I usually do), I will send out an email to the whole class or post something in the discussion forum.

You may also try calling me at (250) 591-5635. Remember this is BC time. Please do not call after 9:00 p.m. (Pacific Standard Time). If I am not home, please leave a message with your phone number. You might also want to send a quick follow-up email (including your phone number).

Profile I have been teaching ESL for about 25 years and think this is the absolutely best job in the world! I taught (face-to-face) ESL at the University of Regina for 20 years and am currently teaching at Vancouver Island University. I have been with the CERTESL program at U of S for about 20 years.

I have taught in many areas of the world - Nigeria, Taiwan, Japan and many parts of Canada. Teaching overseas can be a real challenge, but it is often well worth the effort.

In terms of my formal education, I have a Bachelor of Arts in French and German with a minor in Spanish, a Bachelor of Education in elementary education and secondary French, a Masters of Arts in Teaching English to Speakers of Other Languages and a Masters in Human Resources Development – seems I am a lifelong learner.

Required Resources Readings/Textbooks

1. Ormiston, M. and Epstein, R. (2007). Tools and tips for using ELT materials: A guide for teachers. Ann Arbor: University of Michigan Press. ISBN-13: 978-0-472-03203-7

2. Richards, J.C. and Schmidt, R. (2002, 3rd ed) Longman Dictionary of Language Teaching and Applied Linguistics. Longman. Available online at: https://archive.org/details/DictionaryOfLanguageTeachingAndAppliedLinguistics


Page 3 of 18

Textbooks are available from the University of Saskatchewan Bookstore: www.usask.ca/bookstore/ Other Required Materials

1. Print Course Materials package [mailed from CCDE]

Electronic Resources Some readings in this course will require access to a computer and the Internet. Links are provided in the Course Guide modules and in the Class Schedule – Readings column of this syllabus. Also, some readings may be posted as PDFs online in the Blackboard learning management system. To access Blackboard, see your Class Checklist.

Note: If any of the links don’t work for you, try copying and pasting the url into your browser. If you need further assistance, please contact your instructor. Also note that an electronic version of this syllabus is available on the CERTESL web site for your convenience in accessing the links at www.ccde.usask.ca/certesl

Some downloads may require Adobe Reader. To install this software, click this link and follow the download and installation instructions: http://get.adobe.com/reader Downloads

1. Canadian Language Benchmarks 2012: English as a Second Language for Adults. Ottawa: Centre for Canadian Language Benchmarks. Available at: http://www.cic.gc.ca/english/pdf/pub/language-benchmarks.pdf

Supplementary Resources

1. Azar, Betty S. (2009). Understanding and Using English Grammar, 4th ed. with answer key. Toronto: Pearson Education. ISBN 978-0-132-46450-5 [available from the U of S Bookstore; is optional in TESL 32 but is a required textbook in TESL 33]

2. The following sites are great supplementary resources for this class and for when you

are actually teaching. These sites are not required reading for this course, but they are REALLY good if you are looking for ideas.

http://www.rong-chang.com/ http://faculty.deanza.fhda.edu/madiganjulie/stories/storyReader$8 http://www.uic.edu/depts/tie/coolsites.htm http://www.internet4classrooms.com/esl.htm http://iteslj.org/


Page 4 of 18

Class Schedule Fall Term 1 Mid-term Break November 9 – 14, 2015 Assignment #1 – September 28 Assignment #2 – October 16 Assignment #3 – November 16 Please see page 23 of the Regular Session 2015-2016 Handbook on the CERTESL website at ccde.usask.ca/certesl for deadline withdraw dates.

Week Module Readings Evaluation Due Date

1 1/ A Framework for Materials Design and Evaluation

Ormiston & Epstein (textbook)

Chapter 1

2 2/ Textbooks Chapter 2

3 3/ Written Text Chapter 3 Assignment 1 due

September 28

4 4/ Visual Aids—Pictures, Charts, and Realia

Chapter 4

5 5/ Basic Classroom Resources

Chapter 5 pp. 92-120

6 6/ Overheads and Audiovisual Materials

Chapter 5 pp. 121-142

7 7/ Computers and the Internet

Chapter 6

Module 7 in Course Guide

Assignment 2 due

October 16

8 8/ Drills, Dialogues and Role-plays

Module 8

9 9/ Games Module 9 Assignment 3 due

November 16

10 10/ Music, Poetry, and Chants

Module 10

11 11/ Project and Community Contact

Chapter 7


Page 5 of 18

Materials

FINAL EXAM Saturday, December 12, 2015

Note: If for any reason the Class Syllabus Reading List does not match the Module Reading List or online course information, the Class Syllabus shall be taken as correct.

Grading Scheme Assignment One 20% Assignment Two 15% Assignment Three 35% Final Examination 30% Total 100%

Information on literal descriptors for grading at the University of Saskatchewan can be found at: http://students.usask.ca/current/academics/grades/grading-system.php

Please note: There are different literal descriptors for undergraduate and graduate students.

More information on the Academic Courses Policy on course delivery, examinations and assessment of student learning can be found at: http://www.usask.ca/university_secretary/council/academiccourses.php The University of Saskatchewan Learning Charter is intended to define aspirations about the learning experience that the University aims to provide, and the roles to be played in realizing these aspirations by students, instructors and the institution. A copy of the Learning Charter can be found at: http://www.usask.ca/university_secretary/LearningCharter.pdf Evaluation Components CCDE Writing Centre – Quality Writing Help for Free! Anyone taking a distance class (online, independent studies, televised) administered by the CCDE can use this free service. The Writing Centre provides tools and support to help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified tutor will assess your work and offer advice to improve your project. Contact the CCDE Writing Centre at http://www.ccde.usask.ca/writing

There are three assignments and a final examination in this print-based course. Consult the Class Schedule for specific due dates.

Requirements for All Assignments It is important that you read carefully the instructions below so that you know what is expected of you in your presentation of each assignment. For APA Guidelines, please go to http://library.usask.ca


Page 6 of 18

1. Each assignment must be written in essay form. Point form is not acceptable.

2. Unless otherwise stated, each assignment should have a title page, an introduction, body, conclusion, and properly cited references, if applicable, with author, title, page numbers, and publisher.

3. Each assignment must be typed and double-spaced. Leave a one-inch margin on all sides to allow for instructor comments.

4. Follow the instructions for each assignment carefully to ensure that you have included everything that is expected of you. Check to see that you have the required number of pages or words set out in the instructions and number all of the pages. Keep to the suggested length for each assignment. Instructors will not mark assignments that are too long. They will be sent back to you and you will have to rewrite in more succinct form and resubmit.

5. Proofread your assignments to ensure proper grammar and mechanics. You may fail an assignment or examination for poor grammar and mechanics. Number the pages in your document.

6. Keep a copy of the assignment for your records.

Before submitting the assignment, ask yourself the following questions:

1. Have I covered all the required points? Does the analysis display depth of knowledge? Have I included theoretical information presented in the course as well as practical information or application to the classroom? Have I properly cited all of my sources?

2. Are the ideas and points logically and coherently organized? Are the expressions used accurately and effectively? Is the essay succinct?

3. Have I used the correct spelling, pronunciation, and grammar?

For all assignments, weighting will be approximately as follows:

• Ability to connect theory to practice 80%

• Assignment presentation and organization 20%

CERTESL students from the United States may use Standard American English spelling, grammar, and vocabulary; British students may use British forms; Canadian students may wish to consult the Canadian Oxford Dictionary. Whichever dictionary is used, try to be consistent.

TESL 32 (X01) Assignment One Value: 20% of final grade Due Date: See Class Schedule Purpose: Assignment One covers Modules 2 and 3. Description: There are two options for this assignment, Option A or B; do only one option. Please note: If you have already evaluated a textbook for an assignment for TESL 21/ECUR

291.3, you may prefer to choose Option B—evaluation of two written texts. Now that you have more extensive information and criteria for evaluating a textbook, Option A, evaluation of a course textbook, is still a worthwhile option. However, you must choose a different textbook than the one you evaluated in TESL 21/ECUR 291.3.


Page 7 of 18

Option A: Coursebook or Textbook Evaluation

Obtain a locally used EAL coursebook. If you are presently teaching, you may want to evaluate a coursebook used in your own teaching situation. Evaluate the coursebook, providing both positive and negative comments. Consult Chapter 2 of your course textbook, which provides criteria for selecting textbooks. You may wish to develop your own checklist based on this information.

Information in the course textbook will also be useful to you. Write your evaluation in an essay of about 1,200 to 1,500 words (5 to 7 pages).

In the introduction, give a brief description of the coursebook you have chosen, including the following: author(s), title, date of publication, publisher, target audience (see preface), skills to be taught (see table of contents or preface). Also choose a real or imagined teaching context for which you will evaluate it (e.g., teenagers in an urban Japanese high school, advanced class in an intensive English program at a Vancouver private school, a Language Instruction for Newcomers to Canada (LINC) level 2 class in Toronto, a K-3 class of children in a Hutterite Colony school in rural Saskatchewan). Briefly describe the following:

• the context in terms of students’ ages, levels and backgrounds, and the aims of the program

• situations in which your students will probably use English

• the order of priority for the different language skills and subskills that your students will need

• the kind of language they need to be able to understand and produce (e.g., formal, informal, scientific, business, academic)

In the body of your assignment, focus on the areas from the checklists that you consider most important to evaluate for the target audience. Include examples from the textbook to support your evaluation. For example, if you state that the textbook provides opportunities for personal investment, then describe specific activities that provide this.

Also in the body, describe which general area, or areas, of the textbook you would supplement or adapt and why. Design one adapted exercise, activity, or material. Explain how your adaptation is helpful.

In the concluding paragraph, state your overall judgment of the coursebook and whether you would recommend the book to others. If you do recommend it, describe how you would use it (as a source of ideas, as a core teaching tool, etc.). What types of programs and context would find it useful: ESL vs. EFL vs. ESD? Children vs. teenagers vs. older adults?

Option B: Evaluation of Two Written Texts Find two readings or written texts, other than textbooks. Your two readings should be suitable for a particular group of students, real or hypothetical. The readings may be from any source such as two different newspaper or magazine articles, two simplified stories from an ESL/EFL reader, children’s stories, an authentic novel, etc. (Do not evaluate the newspaper as a whole, since this has already been done in a course reading.) Explain the strengths and weaknesses of the readings regarding their suitability for teaching your group, using information from Module 3. Be sure to include a copy of the readings with your assignment. Write up your assessment in a short essay about 1,200 to 1,500 words (five to seven pages).

In the introduction, give a brief description of the readings you have chosen, including the following: author(s), title, date of publication, publisher. Briefly describe the context in terms of


Page 8 of 18

students’ ages, levels and backgrounds, and the aims of the program. Also include the reading ability of your students in your introduction.

In the body, assess the texts’ appropriateness to your teaching context and student group. Refer to criteria for selecting a written text described in the course, for example:

• How is each relevant to your teaching objectives?

• How appropriate is the subject matter to the age, interests, background knowledge, and reading ability of the learners?

• Refer also to text layout, linguistic difficulty, genre, and socio-cultural content, and use of authentic or simplified language in assessing the texts’ appropriateness.

You may organize your essay by assessing one text entirely and then the other, or you may assess both texts in one area and then proceed to assess both texts in the next area.

In the body, also describe one activity you would do with one of the texts and the objective of the activity or, instead of an activity, provide a simplified or adapted version of one of the texts if you think this is necessary for your student group.

Conclude with your impressions of the overall suitability of the two texts.

Assignment Requirements for Options A and B

Following are the requirements for Options A and B:

• Your essays should have an introduction, body, conclusion, and properly cited references, if applicable.

• Be clear and succinct in your responses.

• Type and double-space the essay. Leave sufficient room for instructor comments in the margins.

• Follow the instructions for the assignment to ensure that you have included everything that is expected of you.

• Proofread your assignment to ensure proper grammar and mechanics. Marks will be deducted for poor grammar and mechanics. You may fail this assignment if your English is inadequate. You may wish to have a colleague, friend, or relative proofread for you before you submit the assignment.

TESL 32 (X01) Assignment Two Value: 15% of final grade Due Date: See Class Schedule Purpose: Assignment two covers Modules 5 and 7. Description: This assignment includes your choice of one of three options. Do Option A or B

or C; do only one option.

Option A: Critique of a DVD

View and critique a DVD or a podcast that includes video (vodcast) using relevant criteria and guidelines presented in this course. Then, select a suitable short segment of the DVD and outline one previewing, one viewing and one post viewing activity. Write your critique in an essay of about 800–1000 words (about three to four pages).


Page 9 of 18

In the introduction to your critique, give a clear description of the DVD material you have chosen and the title. Choose a real or imagined teaching context for which you think the DVD material may be suitable (e.g., teenagers in a Japanese high school, advanced class in an intensive English program, or a Language Instruction for Newcomers to Canada (LINC) level 2 class in Canada). Briefly describe the context in terms of students’ ages, levels and backgrounds, and the aims of the program. In the body, include your critique and outline of viewing activities. Conclude with an assessment of the overall suitability of the DVD.

Option B: Evaluation of a CALL Program

If you have access to computers and computer software, select one computer assisted language learning (CALL) program for preview. This software need not have been created specifically for language teaching. Remember that you can also find some language programs on the Internet. Language teaching institutes may also allow you to use their software on-site.

Evaluate the program based on Appendix B of your textbook, pages 194–196. Describe for what type of student group the program may be helpful. Why would you, or why wouldn’t you want to use this software with a particular student group? Explain how the program might fit into a language teaching program for the hypothetical or real teaching situation you have described. Write your assessment in an essay of about 800 to 1000 words (about three to four pages).

In the introduction, give the titles and publishers of the program. Describe generally the program category (simulation, drill, and practice, etc.).

In the body, provide your assessment of the program, referring to specific features of the program (e.g., clues, instant feedback, etc.) and what students may learn or be able to do as a result of using it. Also describe the types of teaching situations or student groups for which the program would be suitable.

In the conclusion, state generally why you like or do not like the program that you previewed. What kind of lesson would you fit it into and at what stage in the lesson?

Option C: Development of a Short Course Using Audiovisual Materials, Computers and the Internet

Outline a short course similar to the model provided in Appendix D for Module 7. Present your short course in table form similar to the model provided. In addition write a short description of your short course of about 600 to 800 words (about two to three pages) plus one to two pages for the table.

In the introduction to your description, detail the course goal. Choose a real or imagined teaching context for which you think it may be suitable (e.g., children in a pull-out EAL class, teenagers in a Japanese high school, a Language Instruction for Newcomers to Canada (LINC) level 2 class in Canada, a workplace English course). Briefly describe the context in terms of students’ ages, levels and backgrounds, and the aims of the course and program within which the students are enrolled.

In the body, include the table and describe it, justifying your reason for the objectives and activities (how they meet the course goals and student needs). You may also include some alternative activities (e.g., watch a video or find a podcast; conduct a brainstorm or develop a wiki or do a web search, etc.). Be sure to include an evaluation objective as one of your objectives and be sure that your short course is unique and does not just copy what has been presented in Appendix D.


Page 10 of 18

Write a conclusion to your assignment outlining the value of using technology for teaching and learning.

Assignment Requirements

Refer to “Requirements for All Assignments” at the beginning of the Evaluation Components section.

TESL 32 (X01) Assignment Three Value: 35% of final grade Due Date: See Class Schedule (upon completion of Module 9) Purpose: To develop a set of materials for a theme unit Description: This assignment is due following completion of Module 9, but we advise you to

begin working on it as soon as you complete Assignment Two. You may include information from Module 10 (see further instructions below), which means that you will have to budget your time so that you can read ahead. Any extensions must be negotiated with your instructor. Develop a set of materials for a theme unit. Be sure to label your materials so that the instructor can easily identify them by type (e.g., drill, role-play, cloze, webquest, etc.) and identify how each part fits into the assignment. The course content on themes in Chapter 1 of your textbook will prove helpful in getting you started on your assignment.

Introduction

Write an introduction that includes the following:

• the theme (e.g., culture shock, dating and marriage, education, sports, family)

• the teaching context (you can use the same context as for your first assignment or a different one). Include information about students’ proficiency levels in English.

• a list of five materials and a sixth student-generated material idea

• a rationale that explains why your choice of theme and materials are appropriate for your chosen teaching situation

• overall language skill objectives that will be covered by the materials (functions, structures, vocabulary, listening, reading, critical thinking, etc.). Include content objectives if applicable (e.g., for non-native English speakers in a K–12 program).

Body

For each material, describe the following:

• language and content objectives (see above)

• place in the lesson cycle or sequence (e.g., presentation, controlled practice, freer practice, evaluation/assessment)

• instructions for use of the materials.

Four of the materials that you write should be ones that you develop yourself. The fifth can be from another source (a published ESL material or an authentic material) that works well with the theme (e.g., a map, a role-play from another source, the lyrics to a song, a jazz chant, a written text). It may be difficult to send a video or commercial ESL/EFL recording as part of your theme


Page 11 of 18

unit; you may instead provide a description of the material including title, author, source, and a synopsis of the story or contents. Please cite your source completely.

Develop one material from each of the following four categories for your theme unit:

• visual aids (Module 4)

• basic classroom resources or technology-based resources (Modules 5, 6, 7)

• drills, dialogues, and role-plays (Module 8)

• games, music, or chants (Modules 9 and 10). Note that you will have to budget your time so that you can read ahead if you wish to use information from Module 10, as the assignment is due after you have completed Module 9 (see the Class Schedule for precise due date).

Remember, also, to provide a description of a sixth, student-generated material that could be created in conjunction with the theme unit.

You can use one category more than once (remember that you will have five materials), but you have to use all four categories above. You can also choose a written text (Module 3) for your fifth material. Your student-generated material can be of any type.

If you choose to develop a role-play, specify the essential elements, the roles, the props, and the time. Make up role-play cards if applicable.

There will be some overlap between categories when you are creating materials. As part of a theme unit on Valentine’s Day, for example, I drew pictures on pieces of overhead transparency that I displayed and moved them around on the overhead projector while telling a Vietnamese legend about love. This involves both low-tech materials (overhead transparencies) and visual aids (the drawings). However, this would count as only one of the five items I need to create for my theme unit.

Do not simply describe what you would create. For example, for a theme unit on Valentine’s Day, saying that you would write a jazz chant about inviting someone out, with the other person politely refusing is not enough. You need to actually write the chant and submit it for grading. Anything that you make—CDs, DVDs, flashcards—will be returned to you, provided they are not larger than 9” x 12”.

If you choose to use magazine pictures as visual aids, mount them. This counts as materials that you develop.

Unless you are particularly interested in DVD projects, you may find developing such materials too time consuming for this assignment.

Your materials will be evaluated on the basis of suitability to the stated teaching situation and language skill objectives, ease of use, versatility, learner appeal, pedagogical effectiveness in promoting the development of communicative competence, etc. You may want to review the general criteria for developing and evaluating materials provided in Module 1 and the relevant criteria for each type of material in subsequent modules. The quality of your materials is important in terms of their usability, but I am not looking for works of art. Stick drawings, for example, are as effective as more elaborate drawings if they are recognizable and neat, and bold enough to be seen by all the class for large group use. I do not expect you to go to great expense in creating your materials; you may want to laminate pictures and game boards for your own use, but you do not need to do so for the purposes of this assignment.

Limit yourself to materials that will fit into one large padded 9” x 12” envelope. Please do not send boxes of materials. A small game board for small group use would be more practical than a large game board.


Page 12 of 18

Specific Evaluation Criteria: Assignment Three

Your mark will be out of 100 points and evaluated as follows:

•Rationale (10) How well does your rationale and theme demonstrate an understanding of your student group and the benefits of the various material and activity types?

Materials (70)

20 points—How neat, versatile, attractive, visible, and durable are your materials?

30 points—How appropriate are your materials and activities for the age, interests, and language needs of your students?

20 points—How innovative are your materials?

Presentation and organization (20) 5 points—Have you included a cover page with the course name and number, assignment title, instructor’s name, your name, mailing address and date?

10 points—Is your assignment organized in a way that another instructor could easily use it?

5 points—Have you carefully proofread your assignment for mechanics and spelling?

Final Examination Value: 30% Date: See Class Schedule Length: 3 hours, invigilated Description: The final examination for this course will be comprehensive. You may not refer

to any books or papers. You will be graded on the quality of your answers and the use of correct grammar. Please write legibly.

Final examination questions will be similar to the study questions and activities. The examination consists of the following three parts:

1. Development of Materials and Activities

2. Tailoring Materials to the Setting

3. Instructional Materials.

You must answer all questions in the three parts. Your answers should clearly demonstrate theories and associated practices described in the course readings in such a way that the marker can easily imagine how you would teach and how you would expect your ESL students to learn.

Test questions will assess your ability to do the following:

• develop and adapt instructional materials, activities, or both that incorporate

• the four skill areas (listening, speaking, reading, and writing)

• hi-tech and low-tech aids

• specific types of material such as a role-play, worksheets, or activities related to a written text (e.g., the newspaper) that you will be asked to develop


Page 13 of 18

• describe activities appropriate for a particular student context

• write clear instructions

• discuss the benefits, and drawbacks of certain kinds of instructional material, and give examples

• explain criteria used in selecting various types of materials (e.g., criteria used in selecting songs, written texts, etc.)

• explain uses of various types of materials.

Because CALL (computer assisted language learning) is a growing area in language teaching, you can be sure that there will be a question on this topic.

Following are some study hints:

• review the Module Objectives in your Course Guide to ensure you know the course content

• review the following:

o definitions of terminology

o content of Required Readings

o answers to Study Questions and Activities, and exercises

o gist of online discussions if you are taking the computer enhanced version of this course

o do some thinking about how you might apply what you have learned in an actual EAL classroom.

The day and time of your final examination will be listed in your PAWS account.

The location listed in PAWS for your exam is the Saskatoon location. If you want to write your final exam at a location outside of Saskatoon, you must complete an Application for Final Examination available at www.ccde.usask.ca/forms approximately mid-October. Submission of this application will let us know where you would like to write your exam.

Students who will be writing in Saskatoon do not need to complete this form.

Submitting Assignments

By email as a Word document attachment to your instructor at [email protected]

Please ensure that you include the following information when you submit your assignments:

• course name and number including the fact that it is print-based • assignment number • date submitted • your name and student number


Page 14 of 18

Please note that assignments should be sent before or on the due date. You should keep a personal copy of all assignments submitted.

Additional Information • Students must pass all of the assignments and the final examination in order to

pass this course.

• Plagiarism is a serious offense. If you use resources (books, discussions with teachers, etc.), you must cite your sources. Failure to do so is plagiarism (see the following “Integrity Defined” section).

• You should do the assignments for this class on your own, not in groups. Students whose assignments have obviously been copied from others will be required to redo the assignment.

• Your instructor may deduct marks if you do not follow the instructions. If you think that your assignment will be late, contact your instructor well in advance of the assignment due date. Instructors will deduct marks for late assignments if you have not made alternative arrangements.

• If you want your final assignment graded and returned to you before you write the final examination for this course, be sure to submit it by the due date listed on your Class Schedule.

• Marks will be deducted for grammatical errors. You may fail an assignment or the exam if your English is inadequate. Be sure to proofread your assignments carefully for mechanics! If you note typographical or grammatical errors in the course package, please take note of them and inform your instructor.

Students with Disabilities If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly encouraged to register with Disability Services for Students (DSS). In order to access DSS programs and supports, you must follow DSS policy and procedures. If you suspect you may have a disability, contact DSS for advice and referrals. For more information, see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].

Mobile Access Blackboard Mobile LearnTM is an app that is available on many devices including iOS® and Android™ for those occasional times when you may want mobile access. It is still recommended that you use a laptop or desktop computer for the majority of your online studies.

Integrity Defined (from the Office of the University Secretary) “Integrity is expected of all students in their academic work – class participation, examinations, assignments, research, practica – and in their non-academic interactions and activities as well.” (Office of the University Secretary)


Page 15 of 18

It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic Conduct. More information is available at http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf

Protocol for Community Contacts Note: If you intend to work within the community to meet the course requirements (e.g., observations), please refer to the Protocol for Working with the EAL Community posted on the CERTESL website. The protocol document outlines proper procedure and behavior when you contact an ESL delivery agency and want to teach or observe in classrooms or work with or interview a teacher. Be sure to read this protocol document carefully and follow the suggestions in it. If you do not follow the protocol, the ESL delivery agency may refuse to let you into a classroom to observe or do an assignment, and the teacher may refuse to do an interview with you. It’s very important that you follow this protocol so that we maintain our good relationships with these various organizations.

The Protocol Handbook also includes a section titled “Contact with Learners.” This section deals with the cultural awareness and sensitivity that are required on your part when you are working with learners.

Observations Across CERTESL Students in the CERTESL program are required to complete and document a total of 10 hours of classroom observations before permission to register in TESL 42 (Supervised Practicum) or TESL 43 (Professional Project) will be granted. You will be required to submit a signature sheet totaling the 10 hours of observations, plus notes on each session you observe. The documents should be submitted to the CERTESL Program Assistants. This is to ensure that you have opportunities to observe how teachers apply language teaching theory in their classroom teaching and to experience the actual dynamics of the classroom in preparation for your practicum or project. During the practicum, you will have additional opportunities to observe teachers and peers. You will find instructions for Observation Across CERTESL and forms that you will use to document and report on your observations in the document Protocol for Working with the EAL Community and Observations Across CERTESL. Available electronically at http://www.ccde.usask.ca/certesl

Language Proficiency Requirements You have met the University of Saskatchewan requirements for entrance to CERTESL. However, as an English teacher, you are expected to be an excellent language model for your students. Therefore, your command of the English language is very important.

CERTESL has always required students to have a high standard of language skills, and we feel it is important to clearly lay out those standards to you. The English proficiency standards that we use to mark your assignments and examinations in CERTESL are based on an English language proficiency test, CanTEST, which is used for admission to several Canadian universities.

Written assignments in CERTESL are marked for content, presentation, and organization, as well as for mechanics. At this stage of your training, the level of your language on assignments must meet and should exceed the standard of 4.5 on the writing section of the CanTEST.


Page 16 of 18

General descriptions of the CanTEST bands are online at http://www.cantest.uottawa.ca/score.php

You must be familiar with these bands, regardless of whether you are a native or non-native speaker, so make sure that you read this online content carefully. If you are unsure about the interpretation of the score, contact the Academic Coordinator or your instructor.

You will also be assessed on your speaking proficiency during the practicum (TESL 42). By the time you are ready for TESL 42, you will be expected to demonstrate abilities at the Band 5 level in all skill areas – listening, reading, writing and speaking. If your instructor feels that your language skills are below the expected levels, she or he will inform you and will provide suggestions for improvement. You will be required to meet this level in order to pass the course. If you are a non-native speaker of the English language, you will also be required to demonstrate this level when you apply for TESL Canada certification or TESL Ontario accreditation if you want either of these professional recognitions after completing CERTESL.

Regardless of whether you are a native or non-native speaker of English, if you have very serious weaknesses, your instructor may refer you to the CCDE Writing Centre (visit http://www.ccde.usask.ca/writing/) for assistance. Please take such a recommendation seriously. If you cannot use English effectively, you will not be able to provide the kind of language modeling your students need and deserve. If you are concerned about your ability to write correct English, don’t wait for an instructor recommendation; contact the Writing Centre before you submit your first assignment.

If you have questions or concerns with the standards, please contact Shannon Storey, Academic Coordinator of CERTESL, at (306) 966-2085 or [email protected]

Module Objectives Module 1: A Framework for Materials Design and Evaluation

1. Explain the role and advantages of published materials, teacher produced materials, and student-produced materials.

2. Explain what authentic materials are and discuss their importance. 3. Understand how to integrate various materials into a theme unit. 4. Apply principles of the communicative approach to materials design and materials

evaluation. 5. Locate published materials and review of published materials for English Language

Teaching (ELT). Module 2: Textbooks

1. Explain the various roles that textbooks can fulfill. 2. Choose and use criteria for assessing a textbook. 3. Discuss ways to adapt textbook material to your particular teaching context. 4. Identify the strengths and weaknesses of a given textbook. 5. Explain the implications of copyright in using and adapting texts.

Module 3: Written Text

1. Choose written texts for your class according to defined criteria. 2. Discuss the benefits of literature and newspapers as written text. 3. Discuss the benefits of student involvement in the production of written text. 4. Simplify a written text for your class.


Page 17 of 18

5. Discuss the advantages and disadvantages of simplified text. 6. Identify a wide range of text types you can buy, create, or involve your students in

creating. 7. Respect copyright in your choice and use of written text.

Module 4: Visual Aids – Pictures, Charts, and Realia

1. Select and classify pictures for use in the language class. 2. Do simple line drawings to enhance your teaching. 3. Describe ways to use pictures, charts, and realia. 4. Use key visuals to aid in teaching language and content.

Module 5: Basic Classroom Resources

1. Explain the advantages of various basic classroom technology (chalkboard, felt board, large sheets of paper) in order to choose the most effective media for a given purpose.

2. Use the various low-tech media and materials effectively in your class. 3. Produce worksheets for your class.

Module 6: Overheads and Audiovisual Materials

1. Explain the advantages and limitations of using the overhead projector, audiotapes (including the language laboratory), and videotapes in language teaching.

2. Enumerate a variety of ways for using overhead projector, audiotape, and videotape materials in your classroom.

3. Be able to identify and explain different sources and types of audiotape and videotape materials available.

Module 7: Computers and the Internet

1. List the advantages and limitations of computers and the Internet for language teaching and learning.

2. Outline various types of computer and Internet materials, including hardware (computers, electronic whiteboards), software programs, electronic mail, and World Wide Web materials.

3. Discuss the variety of ways for using computer and Internet materials in your classroom. 4. Implement guidelines for selecting computer language teaching and learning software,

online communication programs and websites. 5. Describe some teaching and learning activities that utilize computers and the Internet.

Module 8: Drills, Dialogues, and Role-Plays

1. Describe various types of drills and dialogues. 2. Design and adapt drills that are meaningful rather than mechanical. 3. Make and adapt dialogues for your class. 4. Prepare role-plays that are suitable for your students and help to meet your teaching

objectives. 5. Involve students in developing dialogues, role-plays, and plays.

Module 9: Games

1. Discuss the benefits of games in the language class. 2. Know about the major types of games and game strategies such as cooperative games,

competitive games, information gap games, simulation-type games, puzzle type games and know some of the materials that accompany them.

3. Use and construct a variety of games to help you meet your teaching objectives, 4. Involve students in game production.


Page 18 of 18

5. Adapt games to make them more co-operative. Module 10: Music, Poetry and Chants

1. Outline the benefits of using music, poetry, and chants in the second language classroom.

2. Write your own jazz chants or song lyrics to help meet specific teaching objectives. 3. Involve students in writing poetry, lyrics, and chants. 4. Identify and use a variety of music and poetry genres in your teaching.

Module 11: Project and Community Contact Materials

1. Enumerate the benefits of project materials and materials that take students beyond the classroom.

2. Describe the steps and materials involved in developing a project and possible end products.

3. Be able to explain a variety of project types and field task materials. 4. Develop your own project materials and involve your students in developing materials

that facilitate language use outside the classroom.

Acknowledgements Course Author(s) Mary Ormiston, MA.

Revised by Ruth Epstein and Mary Ormiston

Instructional Design and Course Development Ruth Epstein, Instructional Designer

Revised by Jeanette McKee, Instructional Designer

Documents

TESL 32X 201509Final