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LINGUIST 4E03 Tesl:Methodologies

Academic Year: Fall 2017

Term: Fall

Day/Evening: D

Instructor: Prof. Kim Henrie

Email: henrieka@mcmaster.ca

Office: L.R. Wilson Hall 4044

Phone: 905-525-9140 x

Office Hours: Thursdays 13:00-15:00 or by appointment



Course Objectives:

By the end of this course, you should:

  • understand different ESL contexts in Canada and internationally
  • be familiar with different teaching methodologies in TESL and the rationales behind their development & use
  • be familiar with current issues in the field of TESL
  • be familiar with classroom techniques for teaching different skill areas
  • understand how to prepare a lesson plan and facilitate short lessons
  • be able to reflect on your experiences both as a learner and facilitator to inform your planning and completion of practice lessons


Textbooks, Materials & Fees:

Harmer, J. (2015). The practice of English language teaching. 5th Ed. Essex, UK: Pearson Education, Ltd.

Swan, M. (2016). Practical English usage. 4th Ed. Oxford, UK: OUP.


Method of Assessment:

Method of Assessment:

Lesson Plan Project (Due: Dec. 1)                          25%

Quizzes (Oct.6 & Nov. 24)                                       20%

Methodology Presentations (Nov. 10/17th)             15% 

Grammar Workshops                                              20%

Article Discussion Lead                                          10%  

Participation                                                            10%


Policy on Missed Work, Extensions, and Late Penalties:

Missed tests, presentations and workshops will only be accommodated with proper documentation (e.g. MSAF) and discussion with instructor. Late assignments will be penalized 10% per day.


Please Note the Following Policies and Statements:

Academic Integrity

You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity. It is your responsibility to understand what constitutes academic dishonesty.

Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at https://secretariat.mcmaster.ca/university-policies-procedures-guidelines/

The following illustrates only three forms of academic dishonesty:

  • plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  • improper collaboration in group work.
  • copying or using unauthorized aids in tests and examinations.

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Modification of course outlines

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Request for Relief for Missed Academic Term Work
McMaster Student Absence Form (MSAF)

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Students requiring academic accommodation based on religious, indigenous or spiritual observances should follow the procedures set out in the RISO policy. Students should submit their request to their Faculty Office normally within 10 working days of the beginning of term in which they anticipate a need for accommodation or to the Registrar's Office prior to their examinations. Students should also contact their instructors as soon as possible to make alternative arrangements for classes, assignments, and tests.

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Topics and Readings:

Course Schedule

Week

Topic

Reading

Assignments

1) 08/09/17

Introduction to TESL

Harmer, Chapt. 13 & 14; Nero (2012)

 

2) 15/09/17

Learning Contexts

Harmer, Chapt. 7 & 10

Article Discussion Lead

3) 22/09/17

Lesson Planning

Harmer, Chapt. 12

Article Discussion Lead

4) 29/09/17

Learners: What influences their learning?

Harmer, Chapt. 3 & 5

Article Discussion Lead

Grammar Workshop:

Swan

 

5) 06/10/17

Teachers: What are the roles

and preconceptions?

Harmer, Chapt. 2 & 6

Quiz

Grammar Workshop:

Swan

 

6) 13/10/17

READING WEEK- No class

 

 

7) 20/10/17

Teaching Methods: How should

we teach?

Harmer, Chapt. 4

Article Discussion Lead

Grammar Workshop:

Swan

 

8) 27/10/17

Feedback & Assessment: How

can we evaluate and foster

learning?

Harmer, Chapt. 8 & 9

Article Discussion Lead

Grammar Workshop:

Swan

 

9) 03/11/17

Teaching Language Skills: Top-up, bottom-down, integrated, or discrete?

Harmer, Chapt. 17

Article Discussion Lead

Grammar Workshop:

Swan

 

10) 10/11/17

Teaching Methods Presentations Group 1

 

Methodology Presentations

11) 17/11/17

Teaching Methods Presentations Group 2; Using Corpora

Reppen (2010)

Methodology Presentations

12) 24/11/17

Technology: Blended, flipped, enhanced?

Harmer, Chapt. 11; Galante (2014); Lotherington & Jenson (2011)

Quiz; Article Discussion Lead

Grammar Workshop:

Swan

 

13) 01/12/17

Issues in TESL: Who should teach

English, and which English should

we teach?

Haberland 2015; Jenkens, 2005; 2009; 2014; Lansford, 2016; Saraceni, 2015; Walker, 2010; Widdowson, 2013

Lesson Plan Project; Article Discussion Lead

Supplementary Course Readings

Haberland, H. (2013). ELF and the bigger picture. Journal of English as a Lingua Franca, Vol. 2(1), pp. 195-198.

Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, Vol, 39, No. 3, September, pp. 535-543.

Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes. Vol. 28, No. 2, pp. 200-207.

Jenkins, J. (2014). ELFA and other approaches to academic English. In. Jenkins, J. English as a Lingua Franca in the International University: The Politics of Academic English Language Policy. Oxon, UK: Routledge, pp. 42-70.

Galante, A. (2014). Developing EAL learner’s intercultural sensitivity through a digital literacy project. TESL Canada Journal, Vol 32, Issue 1, pp. 53-66.

Lansford, L. (2016). Global English: Tool for international communication, or cultural Trojan Horse? Modern English Teacher, Vol. 25, Issue 3, pp. 57-59.

Lotherington, H. & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics. 31, pp. 226-246.

Nero, S. (2012). Languages without borders: TESOL in a transient world. TESL Canada Journal, Vol. 29, No. 2, Spring, pp. 143-154.

Reppen, R. (2010). Using corpora in the language classroom. Cambridge, UK: CUP, pp. 1-18.

Saraceni, M. (2015) Teaching world Englishes. In. World Englishes: A Critical Analysis. London, UK: Bloomsbury, pp. 171-188.

Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford, UK: OUP, pp. 49-70.

Widdowson, H., G. (2013). ELF and EFL: What’s the difference? Comments on Michael Swan. Journal of English as a Lingua Franca. Vol. 2 (1), pp. 187-193.

 

 


Other Course Information:

Attendance and active participation are essential to success in this course and make up 10% of the final grade.