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UNIVERSITY OF EL SALVADOR FACULTAD MULTIDISCIPLINARIA DE OCCIDENTE ENGLISH LANGUAGE DEPARTMENT SEMESTER II-2013

GENERALITIES
SUBJECT :

DEL II (PROFESORADO)/ DEL III (LICENCIATURA)

RE UIREMENTS

DEL I (PROFESORADO)/ DEL II (LICENCIATURA)

:

SCHEDULE

CREDITS INSTRUCTORS :

!"U"V

$%&'()*+',&'+--&2010./&011"213# 678&%96%6:3.83&+-"213

FRANCISCO UINTANILLA# EDGAR P4RE5 MENDO5A#

COURSE DESCRIPTION
This is the culmination of three teacher training courses in language methodology taught to students of Licenciatura en Idioma Ingles, Opcin Enseanza and Profesorado en Idioma Ingls students at the Facultad ultidisciplinaria de Occidente! The main goal of this course is to pro"ide student teachers #ith an array of tools and principles of good language teaching deri"ed from research and o$ser"ation! This course relies on colla$orati"e pro%ect&$ased curriculum used to de"elop higher order thin'ing s'ills, fundamental theoretical $ases, effecti"e communication s'ills, and I(T& $ased s'ills that student teachers #ill need in the )*st century #or'place that #ill empo#er them to function as effecti"e and reflecti"e EFL+E,L practitioners and critical thin'ers! -o#adays, one of the challenges facing teacher educators is ho# to ensure that no"ice teachers ha"e the necessary com$ination of s'ills and pedagogical 'no#ledge that #ill ena$le them to $oth effecti"ely use today.s technologies in the classroom as #ell as continue to de"elop and adapt to ne# technologies that emerge in the future! The core practices of this course are sound methodological procedures, teaching practicum at a high school le"el, ela$oration of /0s, hands&on acti"ities, drama s'etches, micro&teaching, 1e$ )!2 tools, and e3ecution of educational research to some e3tent!

REFERENCE MATERIALS4
/irasian, P! 5)22*6! (lassroom /ssessment, (oncepts 7 /pplications 58th ed!6! -94 c:ra#&;ill <ailey, =, (urtis, /! 7 -unan, >! 5)22*6! Pursuing Professional >e"elopment4 The ,elf as ,ource! <oston4 ;einle 7 ;einle <ro#n, ;! >! 5)22?6! Teaching $y Principles4 /n Interacti"e /pproach to Language Pedagogy 5@rd ed6!-94 Pearson Education (elce& urcia, !5)22*6! Teaching English as a ,econd or Foreign Language! 5@ rd ed!6! <oston4 ;einle 7 ;einle

2 C1%76%# N" (2002)" L6&%'+'8 ,1 T6&20 A7*-,;# A' I',%17*2,+1'" NY: R1*,-6786 F&-36% :o#er, A!, Phillips, >! 7 1alters, ,! 5)22B6! Teaching Practice4 / ;and$oo' for Teachers in Training 5@rd edition6! Thailand4 acmillan Education ;argrea"es, >4 5)2286! Lifelong Learning, The Foundations of Lifelong Learning! :reat <ritain4 The Policy Press, Cni"ersity of <ristol ;armer, D! 5)2226! ;o# to teach English! alaysia4 /ddison 1esley Longman Larsen&Freeman, >! 5)2226! TechniEues and Principles in Language Teaching! 5) nd!ed6! -94 O3ford Cni"ersity Press Palmer, P! 5*FFG6! The courage to Teach4 E3ploring the Inner Lanscape of a Teacher.s Life! ,F4 Dossey&<ass I-!, Pu$lishers Aamsland, =! 5*FF)6! The /rt of Learning, / ,elf&;elp anual for ,tudents! -94 /l$any4 ,tate Cni"ersity of -e# 9or' Press ,aphier, D! 7 :o#er, A! 5*FF?6! The ,'illful Teacher, <uilding 9our Teaching ,'ills! 5B th ed!6! /4 Aesearch For <etter Teaching, Inc! ,enge, P!, (am$ron& c(a$e, -!, Lucas, T!, ,mith, <!, >utton, D! 7 =leiner, / 5)2226! / Fifth >iscipline Aesource4 ,chools That Learn4 / Fifth >iscipline Field$oo' for Educators, Parents, and E"eryone #ho (ares a$out Education 5*st edition6! -94 >ou$leday Cr, P! 5)2226! / (ourse in Language Teaching, Practice and Theory! C=4 (am$ridge Cni"ersity Press 1al'er, >! 5*FFG6! ,trategies for Teaching >ifferently! Thousand Oa's, (/4 (or#in Press, Inc!

MY TEACHING PHILOSOPHY
The #orld of teaching is changing constantly, and EFL teaching is not the e3ception! /s an EFL teacher, I $elie"e that teaching is a po#erful tool to change the #orld, and I am "ery passionate a$out it! In this regard, I al#ays try hard to create a meaningful atmosphere that fosters trust and ena$les students to gam$le #ith the language, as they are the core of my teaching! /s a digital immigrant, I ha"e incorporated #e$ )!2 tools and social media 5especially Face$oo'6 to empo#er my o#n teaching practicum, as I $elie"e that such tools are a great asset for teaching or #or' and they pro"ide pre&ser"ice and in&ser"ice teachers #ith fundamental s'ills to function in the "ast #orld of teaching! -o# I em$race I(T&$ased learning tools to ma'e my teaching and ,,. learning more effecti"e! I $elie"e that students create and construct 'no#ledge and that learning is an acti"e process that reEuires energy and assent! Learning in"ol"es physical and mental interaction #ith things and ideas, and it.s most often characterized $y disco"ery and surprise! ,tudents learn $est #hen they are nurtured as #ell as challenged, #hen they are allo#ed to e3plore, e3periment, reflect, and ta'e ris's! That is, learning $ecomes more po#erful #hen information is integrated into e3periences and larger personal conte3ts! To suit my students. needs and e3pectations, I am al#ays on the search for "arious techniEues and ne# teaching and learning strategies to upgrade and update my teaching s'ills and $ecome a $etter person and a more effecti"e ELT practitioner! y motto in my teaching is the more updated my teaching is, the $etter I #ill $e a$le to create a rich and meaningful learning atmosphere in order to empo#er my ,,. teaching s'ills! In this regard, I e3pose them to meaningful, comprehensi$le input to promote ma3imum learning and empo#er them to negotiate meaning using the target language they are e3pected to command at a gi"en le"el! I ma'e my $est effort to ma'e my classroom a safe en"ironment #here ,, ha"e a "oice and an opportunity to feel lo"ed and nurtured, as a trusting en"ironment permits ,, to de"elop their fullest potential to the ma3! I am an ad"ocate of social %ustice and $elie"e that all ,, deser"e to ha"e eEual opportunities to succeed and sho# their talents! In this regard, I use compassionate communication as a tool to foster trust and understanding!

COURSE OBJECTIVES
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Ctilize effecti"e tools for EFL teaching and learning

)! To strengthen their professional and formati"e attitudes to#ards the production of reflecti"e ELT practitioners S962+$+2 O<=62,+>6;: A, ,06 6'7 1$ ,0+; 21*%;6# S?BAT:

1. Incorporate appropriate techniEues and communication acti"ities so that

they grasp the tenets and principles of the EFL classroom en"ironment 2. Teach English to different le"els, integrating recepti"e and producti"e s'ills teacher education

3. ;armonize different "ie#s and "oca$ulary regarding the uses of I(T in 4. E3tend their professional de"elopment so as to ad"ance their s'ills in
pedagogy, colla$oration, leadership and inno"ati"e school de"elopment using I(T!

5. Integrate I(T into their teaching and learning, to ad"ance their learning, and
to impro"e other professional duties!

6. /pply "arious techniEues ta'en from the most common methods and
approaches to teach EFL+E,L

7. Engage in Euantitati"e and Eualitati"e research tas's on E,L+EFL to some

e3tent

NUT @ BOLTS OF THE COURSE

Dust as student learning has changed so has assessment of that learning! -o#adays, a "ariety of performance&$ased assessments are used to e"aluate student learning! Tests that measure a student.s a$ility to memorize and recall facts are no longer the sole means of assessing student learning! In this regard, student pro%ects, presentations, micro&teaching, on&line discussions, e&folio, drama, and other performance&$ased assessments are $eing implemented in this course to determine students. achie"ement and their indi"idual needs to prepare them to $ecome producti"e mem$ers of the #or'place in this )*st (entury! That is #hy, after completing this course, >EL&II and >EL&III student are ready to enter the teaching arena and disco"er their strengths and challenges in their long %ourney through the "ast #orld of ELT! This course #ill $e mainly $ased on hands&on acti"ities, on&line and in situ discussions, and presentations of different topics! The instructor and the students themsel"es #ill lead most of the acti"ities! The instructor #ill $e in charge of pro"iding the students #ith accessi$le e3emplification and summaries to facilitate their understanding of the material co"ered in class! (ontrolled&reading and hands& on acti"ities #ill $e the core of teachingH here the students #ill $e e3pected to put into practice ELT tenets and principles, techniEues, and acti"ities #hile doing some teaching inside the classroom at a high school le"el! The focus of student learning in this class is different! The focus is no longer on learning $y memorizing and recalling information $ut on learning ho# to learn! >EL&II and >EL I&III students use the information they ha"e learned and demonstrate their mastery of the content in the pro%ects they #or' on! ,tudents learn ho# to as' the right Euestions, ho# to conduct an appropriate in"estigation, ho# to find ans#ers, ho# to share their findings #ith their peers,

and ho# to use and incorporate information! The emphasis in this course is on creating lifelong learners! >uring this course, the instructor #ill facilitate and pro"ide appropriate feed$ac', error correction, and positi"e reinforcement! <y and large, the students #ill also create their o#n materials and engage in some research pro%ect&$ased #or' to update and upgrade their 'no#ledge of the English Language teaching and learning principles! The instructor #ill also monitor and e"aluate the student learning progress $y administering Euizzes and assigning tas's and presentationsH e"aluating $oth inside&the&class and outside&the&class teaching practicum at a high school le"el and some research tas's! On the other hand, the students #ill $e e3pected to $e punctual to classes, do class #or', hand in home#or' and reports on time, #rite "arious reactions papers, create an e&folio, practice EFL+E,L learning and teaching principles, do lesson planning, prepare for high school teaching practicum, carry out a microteaching lesson, and engage in class acti"ely!

COURSE EVALUATION
(CLASS WORK) 1.
READ CHAPTERS !# 12# AND 13 OF THE BOOA BLEARNING TEACHING BY JIM SCRIVENERC AND ANS?ER THE FOLLO?ING PROMPTS:

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2. CLASSROOM CLOTHES LINE PRESENTATION ON CURRENT APPROACHES

AND METHODS IN ELT (GROUPS OF 3) 8/19-9/3/2013 10!

3. VOICE THREAD-"ASED PRESENTATIONS ON ESSENTIALS OF

SUCCESSFUL ELT 9/1#-30/2013 10!

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MMMIF YOU MISS ANY OF THE ASSIGNMENTS# YOUR ?ORA ?ILL BE CONSIDERED INCOMPLETE AND YOU ?ILL BE GIVEN A FAILING GRADENNNNNNNNNNNNNN

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HIGH SCHOOL TEACHING PRACTICUM

11/$/2013

5.

VIDEO/ LIVE TEACHING MOVIE-"ASED DRAMA/REFLECTION &ORIGINAL WORKSHEET ACTIVIT'

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10/ 1$-22 / 2013

6. FORMATIVE

ASSESSMENT (RESPONSIBILITY# ATTENDANCE# PUNCTUALITY# AND ATTITUDINAL BEHAVIOR) (ALONG SEMESTER)/BLOGO 10I

H?# THE

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11 / 2# / 2013

6. 7.

MICROTEACHING (GROUPS OF THREE)

10/ 21/ -11/19/ 2013

10!

PORTFOLIO

20!
11 / 22 / 2013

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?EBLOG (OR PBLOGP) can $e thought of as an online %ournal that an indi"idual can continuously update #ith his or her o#n #ords, ideas, and thoughts through soft#are that ena$les one to easily do so! Cnli'e a standard #e$site, #e$log entries are made $y typing directly into the $ro#ser and #ith the clic' of a $utton are instantly pu$lished on the internet! ,imilar to an open %ournal, the accumulation of #ritings and other content creates $oth a record of learning and a resource for others! Furthermore, a #e$log is interacti"e, in the sense that readers can respond to any gi"en entry #ith a comment and e"en threaded discussions can ta'e place depending on the soft#are chosen! C()*+(), -.( E/,01,*).2Qthe grading system at the Cni"ersity of El ,al"ador consists of si3 categories4 *2, F, G, ?, I, and B or less! *2 and F are e3cellentH G and ? are goodH I is satisfactoryH B! F8 or less is failure! If you #ant to fail the course, cut classH do not participate in classH hand in home#or' at the last momentH do not ela$orate materials for your practicumH do not read your class materials in ad"anceH resist suggestions! On the other hand, if you #ant to pass the course, #or' hard on home#or' assignmentsH prepare your practicum the $est you canH participate acti"ely in class!

COURSE CONTENTS
MODULE ONE: MODULE ONE: CORE CONCEPTS IN EFL / ESL

TEACHING
1. 2. 3. 4. 5.
LEARNING STYLES / HO? TO BECOME A GOOD LEARNER TEACHING ADULTS THE USE OF DRAMA IN THE CLASSROOM THE ROLE OF GAMES AND THE USE OF SONGS IN THE EFL / ESL CLASSROOM SYLLABUS DESIGN

MODULE T?O : CURRENT LANGUAGE METHODS AND APPROACHES

1. 2. 3. 4. 5. 6. 7. 8. 9.
LEARNER-CENTERED INSTRUCTION COOPERATIVE AND COLLABORATIVE LEARNING ?HOLE LANGUAGE EDUCATION CBI TBL NLP THE LERICAL APPROACH CBLT STRUCTURAL APPROACH

IN ELT

10. ART AND CRAFT APPROACH 11. GARDNERGS MULTIPLE INTELLIGENCES

MODULE T?O: ESSENTIALS OF SUCCESSFUL ELT

1. ESSENTIALS FOR SUCCESSFUL ENGLISH LANGUAGE TEACHING 2. ENCOURAGE LEARNER AUTONOMY 3. EMPHASI5E THE SOCIAL NATURE OF LEARNING 4. DEVELOP CURRICULAR INTEGRATION 5. FOCUS ON MEANING 6. CELEBRATE DIVERSITY 7. ERPAND THINAING SAILLS 8. UTILI5E ALTERNATIVE ASSESSMENT METHODS 9. PROMOTE ENGLISH LANGUAGE TEACHERS AS CO-LEARNERS 10. ENGLISH LANGUAGE EDUCATION: THE ESSENTIALS

MODULE THREE: THE ACTUAL GAME OF TEACHING IN ELT

1. 2. 3. 4. 1. 2. 3. 4. 5. 6. 7.
?RITING GRAMMAR PRONUNCIATION SOCIAL STUDIES SCIENCE LANGUAGE ARTS LITERATURE PHONICS LISTENING SPEAAING READING

MODULE FOUR: ENGLISH LANGUAGE TEACHING ?ORLD

1. ETHICS IN EDUCATION 2. E IN EDUCATION 3. ASSESSMENT

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