TEAE 4020/5020/6020 Syllabus
TEAE 4020/5020/6020 - Reading, Writing and Learning Methods for ESL
3 Credit Hours
TEAE 4020/5020/6020 is designed to build background knowledge regarding oral, reading, and writing development in English for K-12 English language learners. The course covers language acquisition theories, literacy development in the first and second language, classroom organization, teaching strategies, and instructional methods in reading and all content areas as well as assessment procedures for effective English language instruction in the PreK-12 classroom environment. The course is specifically designed to assist practicing classroom teachers in meeting the needs of English language learners and newly arriving immigrant students with varying levels of English language proficiency and varying levels of educational experiences. The course is not recommended for teachers of EFL (English as a Foreign Language) or Foreign Language teachers.
As a result of completing the course, students will be able to:
• Utilize various ESL methods, approaches, and strategies to facilitate second language background students' learning
• Apply multiple approaches to ESL instruction
• Analyze, select, and modify curriculum and materials to facilitate learning
• Acquire an awareness of bilingual instructional methods
• Identify variables that affect second language learning
• Identify and understand the cultural aspects that impact ESL learners' success
• Build an understanding of L1 and L2 acquisition theories and the connection between the two
* Explore and examine program models for ESL and Bilingual education
* Examine a variety of assessment procedures
* Develop appropriate, standards-based instructional methods that correspond with multiple forms of assessment for ESL students.
Module 1 - Introduction to ESL Methods - Cultural /Differences, Intro to Assessment, Newly Arriving Immigrant, Types of Programs, Standards-Based Reform, and Sociocultural Factors
Module 2 - Second Language Acquisition and Literacy Development - Language Proficiency Levels, Differences Between L1 and L2 Literacy Development, Age Factors, SLA Theories, Language Development, Literacy Practices, Current Issues in ESL Assessment Practices
Module 3 - Assessment and Thematic Teaching in the ESL Setting - Overview of "Designer Methods," SDAIE, Group and Classroom Management Strategies for ESL, Thematic Instruction, Methods, Materials, and Literacy, Authentic Assessment Strategies and Tools, Building Student Profiles, Selecting Materials for ESL Instruction
Module 4 - Oral Language Development - Perspectives in Oral Language Development, Differences Between L1 and L2 Oral Language Development, SLA Oral Proficiency, The SOLOM as a Tool for Assessment, and Techniques and Strategies for Promoting Oral Language Proficiency
Module 5 - Emergent Literacy in the Second Language Learner - Early Literacy Development in L1 and L2, Differences in Literacy Patterns Among Cultures, Emergent Literacy and Readiness in L1 and L2, Strategies for Promoting Early Literacy and Biliteracy, Second Language Reading Development, Differences in Cultural Narratives and Structures
Module 6 - Writing Development and the Second Language Learner - Process Writing in Two Languages, Phases of ESL Writing Development, Strategies to Promote Writing in the ESL Classroom, Use and Development of Writing Prompts to Promote Writing Development, Evaluation of Materials for Writing Instruction, Adaptations and Development of Writing Rubrics for ESL Students, and Assessment Practices with Portfolios
Module 7 - Literacy, Literature, and Reading Development in ESL Students - Literature-Based Instruction, Developmentally Appropriate Literature and Texts, Connecting with Literature, Multicultural Literature and Use in the ESL Setting, Developing Vocabulary and Comprehension, Using Literature in Content Instruction to Promote CALP, Book Talks for BICS Development, Methods for Reading Instruction - A Balanced Approach - and Adaptations for ESL Instruction, Assessment of ESL Reading, and Multiple Strategies for Error Correction
Module 8 - CALLA - The Cognitive Academic Language Learning Approach - Introduction to the CALLA Method, Appropriate Strategies for Proficiency Levels, Demands of Content Instruction in the Middle and High School, Language Learning Strategies Within Content Instruction (Developing Metacognitive Skills in Two Languages), Standards-Based Instruction, Assessment Techniques (Peer, Group, Individual), Developing Materials for CALLA Instruction, and Calla Sequence in Specific Subject Areas
The course content is divided into eight units of study. Related reading assignments as well as handouts for each unit will assist in understanding the material. The units consist of: • reading assignments,
• short and long responses to questions on the readings,
• asynchronous discussion via the Discussion Board,
• a short quiz on the textbook
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
Assessment and student evaluation consists of responses to study questions as well as assignments that include: a) designing lesson plans, b) developing units of study, and c) creating materials for use in the ESL setting.
Assignments will be graded using a scoring rubric. Directions for completing all assignments (including Discussion Board Forums) will be posted on the eLearn course site. Assignments are to be uploaded via the eLearn course site exclusively. An online gradebook will be available to all students in order to check progress throughout the course.
8 Module Assignments @ 100 pts. = 800 pts.
8 quizzes @100 pts. = 800 pts.
8 Discussion Board questions @ 10 pts. = 80 pts.
Final exam @200= 200 pts.
Total points = 1880 pts
The total number of points is converted to a 5-point scale as follows:
|Grade||Total Number of Points Earned|
|A||90-100% or 1692-1880 pts.|
|B||80-90% or 1504-1691 pts.|
|C||75-80% of 1410-1503 pts.|
|D||70-75% or 1316-1409 pts.|
|F||Below 70% Total Points|
All assignments are designed to provide relevant information and application of knowledge within the PreK-12 classroom. In order to successfully complete the course, students should be familiar with specific software applications as well as comfortable working within the online learning environment. All assignments must be saved in MS Word. The online environment offered via the eLearn site requires that all completed assignments must be uploaded through the course site. Successful completion of the course depends on the timely completion of assignments as well as adhering to deadlines. To view the slide shows in PowerPoint, you will need the MSPowerPoint viewer. This can be downloaded for free from the Microsoft Support Site.
Discussion Forums - In addition to "text-based" curriculum unit assignments, each student must actively participate in Topic Discussion Forums. Due to the nature of the online learning environment, the Discussion Forums act as an avenue for dialog, sharing, exploration, and discussion. . Forum discussion will be evaluated on the basis of quality and the degree to which you enter the conversation on each module's topic.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.