Handbook : Unit informationEdith Cowan University

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

• Unit Title

  ESL Teaching Practice

• Unit Code

  LAN5172

• Year

  2015

• Enrolment Period

  1

• Version

  1

• Credit Points

  15

• Full Year Unit

  N

• Mode of Delivery

  On Campus
  Online

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Description

The unit deals with strategies for teaching all levels of the four language macro-skills to ESL learners. Methods of implementing the teaching of the macro-skills are then applied to the wide-ranging contexts in which ESL is taught both in Austalia and overseas. The use of authentic and other materials in these settings is examined and techniques and resources to help the teacher manage the classroom ESL learning processes are introduced.

Equivalent Rule

Unit was previously coded LAN4281, LAN6172

Learning Outcomes

On completion of this unit students should be able to:

1. Apply principles of language teaching and learning in the development of appropriate courses to meet the needs of specific learners (General English for EFL/ELICOS/ILC, content-based ESL in schools, EAP/ESP, competency/work-based language and literacy, literacy and numeracy programmes).
2. Appreciate that the nature of ESL teaching is not fixed and that teachers need to keep aware of and adapt their principles in new circumstances and opportunities; 8.undertake a needs analysis of an unfamiliar group of learners and devise/conduct a teaching program for such learners, recording progress in the areas identified.
3. Demonstrate an understanding of the significance of appropriate educational technology in ELT classrooms for the enhancement of language learning.
4. Develop an awareness of the implications of computer assisted language learning in the ELT classroom by application to all areas.
5. Devise and apply suitable assessment procedures for a group of learners according to the objectives of the assessment; use and modify as necessary published tests; examine record-keeping systems for recording language proficiency.
6. Devise strategies for teaching, developing and assessing all levels of the four language macro skills (listening, speaking, reading, writing).
7. Evaluate and design ESL teaching and learning materials in areas of particular interest: select, adapt and use appropriately a wide range of authentic materials.

Unit Content

1. Adult learner characteristics. Developments in the AMEP program, 1950 - 2000. Competency - based Spoken and Written English syllabuses. Use of genre and authentic materials. Resources and guidelines. Assessment with rating scales.
2. ESL and content - based instruction for CALP. Planning for ESL programs in schools. Scaffolding and task - based learning.
3. MODULE 1. TEACHING ESL
4. Nature and purpose of General English courses. BICS / CALP differentiation. Guidelines and resources for teaching. Role and demonstration of grammar teaching. Language proficiency assessment.
5. Organising classroom learning and managing challenging situations and students. Importance of shared talk and interaction for language learning.
6. Role of EAP / ESP courses in ELT world wide. Influence of genre theorists in Australia and overseas. Course varieties and planning. MODULE 3: MANAGING THE ESL CLASSROOM
7. Second language listening. Stages / suggestions for listening activities. Assessing listening. recognition of English pronounciation.
8. Second language reading. Teaching and assessment of intensive reading. Vocabulary extension. Extensive reading programs.
9. Second language speaking. Accuracy / fluency debate in relation to speaking. Influence of communicative approaches. Task design, construction and assessment. Teaching pronounciation.
10. Second language writing. Alternatives for the teaching of writing ie controlled / communicative, process / product. Second language writing model. Place of genre teaching. Teaching and learning cycle of genre. Use of computers. Holistic / analytic assessment. MODULE 2: ESL APPROACHES AND MATERIALS
11. Testing / assessment of language proficiency. Assessment for/ of learning. Formative and summative evaluation. Writing and marking test items. Using rating scales and keeping records. Portfolios.
12. The changing ESL environment in regard to students, employment, courses and emphasis. Globalisation and the role of English.
13. The good learner and independence. Strategy training for autonomy in/outside the classroom. Use of computing, extensive reading, self-assess and journals.

Additional Learning Experience Information

1. Lectures 2. Tutorials/Workshops 3. Self-directed learning

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Text References

• ^ Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy. 3rd ed. New York: Pearson.
• Brawn, P. & Burrows, C. (2001). NSW AMES English language handbook. Surrey Hills: NSW AMES.
• Brindley, G. (1994). Competency-based assessment in second language programs: Some issues and questions. Prospect, 9 (2), 41-55.
• Genessee, F. & Upshur, J. (1996). Classroom-based evaluation in second language education. New York : Cambridge University Press.
• Swan, M. & Smith, B. (2001). Learner English. Cambridge: Cambridge University.
• Koda, K. (2005). Insights into second language reading. New York: Cambridge University Press.
• Nation, I.S.P., & Gu, P.Y. (2007). Focus on vocabulary. Sydney : NCELTR.
• Peregoy, S., & Boyle, O. (2005). Reading, writing, and learning in ESL : A resource book for K-12 teachers. (4th ed). Boston : Pearson/Allyn and Bacon.
• Rost, M. (2001). Teaching and researching listening. London: Longman.
• Birch, B. (2005). Learning and teaching English grammar, K-12. White Plains, NY: Prentice Hall.
• Gibbons, P. (2002). Scaffolding language, scaffolding learning : Teaching second language learners in the mainstream classroom. Portsmouth, NH : Heinemann.

^ Mandatory reference

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