Instructor: Fredricka Stoller
Office: BAA 327; Office telephone: (928) 523-6272
English 559 provides an overview of second language (L2) methods and
materials, focusing specifically on the teaching and learning of L2 literacy
skills: reading and writing. Additional attention will be given to
vocabulary and grammar. Class sessions will focus on theory and practice
related to these four important components of language learning. In addition,
Celce-Murcia, M. (Ed.). (2001). Teaching English as a second or foreign language (3rd ed.). Boston: Heinle & Heinle. (C-M)
Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. New York: Longman. (G & K)
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. New York: Longman.
Stahl, S. A. (1999). Vocabulary development. Cambridge, MA: Brookline Books.
Ur, P. (1988). Grammar practice activities: A practical guide for teachers. New York: Cambridge University Press.
ENG 558/559 Coursepack (available in the NAU Bookstore)
Eyraud, K., Giles, G., Koenig, S., & Stoller, F. L. (2000). The word wall approach: Promoting L2 vocabulary learning. English Teaching Forum, 38, 2-11.
Stoller, F. L. (1993). Developing word and phrase recognition exercises. In R. Day (Ed.), New ways in teaching reading (pp. 230-233). Alexandria, VA: TESOL.
Stoller, F. L. (1994). Making the most of a newsmagazine passage for reading-skills development. English Teaching Forum, 32(1), 2-7.
Stoller, F. L. (1995). Correction symbols: Developing editing skills. In R. V. White (Ed.), New ways in teaching writing (pp. 139-141). Alexandria, VA: TESOL.
Stoller, F. L. (2000). Help your students become better readers. Panama TESOL Newsletter, 14, 7-10.
The world of child 6 billion (to be distributed in class; please bring to ALL class sessions)
Publication Manual of the American Psychological Association (5th ed.).
Aebersold, J. A., & Field, M. A. (1997). From reader to reading teacher: Issues and strategies for second language classrooms. New York: Cambridge University Press.
Day, R. R. (Ed.). (1993). New ways in teaching reading. Alexandria, VA: TESOL.
Grabe, W. (Ed.). (1998). Annual review of applied linguistics: Foundations of second language teaching, 18. New York: Cambridge University Press.
Hyland, K. (2002). Teaching and researching writing. NY: Longman.
McDonough, J., & Shaw, C. (1993). Methods and materials in ELT: A teacher's guide. Cambridge, MA: Blackwell.
Nation, P. (Ed.). (1994). New ways in teaching vocabulary. Alexandria, VA: TESOL.
Pennington, M. C. (Ed.). (1995). New ways in teaching grammar. Alexandria, VA: TESOL.
Silberstein, S. (Ed.). (1993). State of the art TESOL essays: Celebrating 25 years of the discipline. Alexandria, VA: TESOL.
White, R. (Ed.). (1995). New ways in teaching writing. Alexandria, VA: TESOL.
1. Graduate level performance is expected from all students. At the graduate level, it is assumed that students are, to a great extent, responsible for their own learning. Therefore, assignments are to be completed PRIOR to the class for which they are assigned in a thorough and quality manner. Class attendance and quality in-class participation is expected.
2. Students are expected to complete all assignments on time. All out-of-class assignments should be typewritten, unless otherwise stated. Late work will not be accepted.
3. Students will work in pairs or small groups to demonstrate different teaching techniques for their classmates. Everyone will conduct a vocabulary demonstration lesson; students will conduct one other demonstration lesson highlighting an L2 reading, writing, or grammar teaching technique. Demonstration lessons require that classmates be active participants. Accompanying the demonstration will be a handout (to be distributed to all class members) that explains the rationale(s) for showcased technique(s) and general procedure(s).
4. Students will complete EIGHT materials development exercises, using The world of child 6 billion as a springboard.
5. Students will design TWO 60-minute lesson plans using an instructor-approved reading passage as a springboard for lesson development. Lesson plans will be designed following the general format suggested in the NAU Coursepack (see pages 2—7), and will exhibit a grasp of theory and state-of-the-art pedagogy.
6. Students will survey websites relevant to 559 course objectives to determine their usefulness and applicability to L2 teachers/students. They’ll report “findings” to classmates in a very short presentation and via an informative handout that lists web site addresses and explains the pros and cons of the sites in a bulleted list.
7. Students will write a 12-15 page synthesis paper, following APA conventions throughout, on a topic of interest related to vocabulary, reading, writing, grammar, or any combination of those language-learning areas. The paper should include a properly synthesized review of the literature on the targeted topic of the paper and an exploration of pedagogical implications that emerge from the literature.
8. Students will distribute a copy of synthesis paper references to everyone, slightly reformatted to include the full title of the paper on the top of the reference sheet.
9. Students will complete a final exam that will involve revising Lesson Plans #1 and #2 and the development of two additional lesson plans (to create a cohesive 4-lesson thematic unit). The completed lesson plans will be prefaced by a 4-5 page paper explaining how the lessons characterize state-of-the-art theory and pedagogy, with explicit reference to relevant course readings. The paper should conclude with a properly formatted reference list.
10. Student Evaluation: Final evaluation is based on a point system
of 100 points total. Totals are the sum of these weights:
Write a 12-15 page synthesis paper, following APA conventions throughout, that includes (a) a properly synthesized review of the literature on the targeted topic of your paper and (b) an exploration of pedagogical implications that emerge from the literature. Make reference to relevant readings from ENG 559 in addition to at least ten articles and/or books published since 1990, and at least two current ESL/EFL textbooks that offer insights/examples that strengthen your arguments. Readings assigned for ENG 559 and ESL/EFL skill-related textbooks should not be counted as the minimum ten citations required. The journals listed in the comprehensive exam preparation packet, the references cited in course readings, and books on reserve in Cline Library represent good starting points for relevant readings.
The paper should include a properly formatted title page, an abstract of 100-150 words, a 12-15 page paper, and a reference page, with an alphabetized list of references cited in the paper. (There should be an exact match between references cited in the paper and full citations listed at the end of the paper in the reference list.) Important dates include the following:
Week of January 28: Half-page (double-spaced) informal prospectus, identifying your topic, turned in during a teacher-student conference to discuss your plans/
February 21 (or earlier): Formal revised prospectus (one-page maximum, double spaced), followed by a list of references that you are considering using. (Include at least 8 references that have not been formally assigned for ENG 559.) References should be formatted according to APA.
April 2 (or earlier): Synthesis paper due; Also bring copies of references for all classmates—slightly reformatted to include the full title of paper on top of reference sheet.Synthesis papers should focus on topics related to some aspect of vocabulary, reading, writing, and/or grammar. A list of pertinent topics that you might want to consider exploring for your synthesis paper is included below, though keep in mind that the list is not at all exhaustive. Feel free to propose other topics, if your interests so dictate.
1. The role of explicit instruction and incidental learning
1. The role of strategy training in reading skills development
1. The role of feedback (teacher, peer, self) on student writing
1. Grammar instruction and its place in content-based classrooms/writing
Integrated Skills Instruction
1. Rationales for integrating reading and writing instruction
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