EDUC 5100 - Teaching English to Speakers of Other Languages and its Sociolinguistic Contexts

Fall, Spring. 3 credits. Letter grades only.

S. Endo, A. Raymer.

When educators teach English to speakers of other languages, what assumptions do they often bring, about learners’ goals, abilities, and backgrounds, and about the language-learning process? Which versions of English are often valued more highly in TESOL programs and materials? How can we create opportunities for English-language learning, while also recognizing the knowledge that learners already hold? Through reflections on readings, simulations, and weekly fieldwork, students will deepen their understanding of what it means to teach English to non-native speakers. Students will analyze and apply TESOL methodologies and receive feedback on their lesson planning and delivery in order to strengthen their teaching practice. Participants will learn from each other’s situated experiences and increase their awareness of issues involved in global migrations and language learning.

Outcome 1: Describe recognized TESOL frameworks and methods, and their critiques, with their historical contexts.

Outcome 2: Develop original lesson plans and unit plans that effectively address a specific English Language Learner’s needs in multiple areas, including speaking, reading, writing, listening, grammar, pronunciation and/or specific content areas.

Outcome 3: Implement lessons and activities with an English Language Learner partner using comprehensible input tailored to the learner.

Outcome 4: Examine biases embedded in their own teaching goals and methods, through weekly and end-of-semester reflection writing.