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1. ENGLISH 345: TESOL METHODS AND MATERIALS Dr. Lisya Seloni
Week 1: Course Introduction
2. AgendaWelcome, TESOLers/Applied Linguists/LanguageEducators!
Student Introduction: Who are WE? Class Activity: Six words memoir
Course Introduction Critical Approaches in TESOL Course Blog
Introduction:http://beyindmethodsfall2012.blogspot.com/
3. Six word memoirCan you write a six word story about
yourself? Itcan be related to your passion in
TESOL,language/culture, any experience. For sale: baby shoes, never
used--Hemingway I love books more than people. Grown up, no money,
loving life Never too old to climb trees. I recycle everything but
my lies.Check out more life stories
@http://www.smithmag.net/sixwords/
4. Group Work: Unpacking ourbeliefs What are some of the good
language-teaching characteristics? Write down your description of
top three-four characteristics, and discuss why you think they are
important. How can we achieve our goals as language educators?
5. Keep in mind that We cannot prepare teachers to tackle so
many unpredictable needs, wants and situations; we can only help
them develop a capacity to generate varied and situation-specific
ideas within a general framework that makes sense in terms of
current pedagogical and theoretical knowledge. (Pennycook, 1992, p.
41)
6. This course aims to This course aims to help pre-service
teachers advance their knowledge on how to develop pedagogical
practices that accommodate academic and sociocultural needs of the
21st centurys diverse classroom contexts. Drawing on the principles
of postmethod pedagogy and socioculturally oriented language
education, the primary goal of this course is to prepare pre-
service teachers to develop context-specific and culturally
appropriate pedagogical spaces and artifacts for diverse student
population.
7. Course ObjectivesThis course aims to: raise pre-service
teachers awareness on the needs of different types of English
language learners (e.g. ESL, EFL, 1.5 generation) in the U.S.
school systems; move away from the traditional view of teacher as
knowledge provider to teacher as facilitators and transformative
practitioners; examine current issues related to language,
identity, and culture in relation to ESL methods and material
development; help pre-service teachers learn how to maximize
language learning opportunities for diverse student population;
learn how to facilitate negotiated interaction, contextualize
linguistic input, integrate language skills, and raise cultural
consciousness in classroom.
8. Course MaterialsRequired Materials and Texts:1.
Kumaravadivelu, B. (2006). Beyond methods. Macrostrategies for
language teaching. Yale University Press.2. Brown, D. (2007).
Teaching by principles. Aninteractive approach to language
pedagogy. PearsonLongman.2. An individual blog account/personal
diary3. Research Articles are available on e-reserve
9. Overview of Course Projects Panel Discussion: 10 % Learning
logs: 20% Midterm exam: 25 % Unit plan and teaching Demonstration:
15% Final term paper 30 %
10. Class Policies and Civility To create a safe learning
environment for all, we must be mindful of some important classroom
policies. Please carefully read this section from the
syllabus.
11. Pedagogy of mainstream vs Critical pedagogy(Paulo Freire)MP
CP Classroom is separated from Classrooms are dynamic the cultural
and political contexts as situated in its context, social,
political and historical contexts. Learning is perceived to be
Learning is a socially- a detached and individual situated
participatory activity practice. It is done in collaborative
processes. Students experiences are Students are blank slates not
only shaped by their past that needs to be filled with learning but
also shaped by new information the (transmission/banking social,
political, economic model) and cultural background and environment
in which they Teaching is a value- have grown up. free, neutral
activity. Teachings is a Teachers as technicians. dialogic,
transformative and
12. Shifting Perspectives in TESOL:Emphasis on Critical
Pedagogy Critical pedagogy is charged with empowering individuals,
through education and critical reflection to realize how they are
situated and situate themselves in broader context of power
relations, and , more importantly with giving them the tools with
which to attempt to escape and fight oppression (Reis, 2006, p. 32)
Critical Pedagogy: Empowerment, racial, linguistic discrimination,
social injustices, struggle for social change. Critical Pedagogy
called for people living under conditions of oppression to develop
a new
13. Some questions we will beasking: How do we include
linguistically marginalized students into mainstream without asking
them to assimilate? How do we provide diverse students with an
access to dominant discourses while creating spaces for their home
discourses? How can we move from authoritarian structures to more
inclusive and egalitarian ones in TESOL? What are the most
affective pedagogical practices to achieve an inclusive classroom
context?
14. How to be criticallyconscious? According to Ira Shor (1992)
a student can be critically conscious by: Thinking, reading,
writing, and speaking while going beneath the surface meaning A
student must go beyond: Myths, clichs, received wisdom, and mere
opinions Amazon, 2008
15. Important terminology (Brown, 2007)Methodology: Pedagogical
practices an umbrellaterm for the specifications and interrelation
oftheory and practice (Richards & Rogers, 1982, p.82)Approach:
theoretically informed positions andbeliefs about the nature of
language, the nature oflanguage earning, and the applicability of
both topedagogical settings.Method: a generalized set of classroom
proceduresfor accomplishing goals (e.g. rhetorical,
linguistic).Concerned with teacher and student
roles.Curriculum/Syllabus: Designs for carrying out aparticular
language program.
16. Some methods that raised and declinedthroughout language
teaching history GTM ALM CLL Silent Way Suggestopedia TPR CLT
Task-based Etc.
17. Fundamental weaknesses of theconcept of method Imposition
of technique over theory Language teaching cannot be defined in
terms of teaching methods alone. Each method being succeeded by a
better one? The promise of even better techniques? Theres no one
best method
18. Key ideas: Second Language education is involved in a
complex nexus of social, cultural. Economic and political
relationships that involve students, teachers, and theorists in
different positions of power. Schools as reproduction of social and
cultural inequalitiesHow can schools act as agents of social and
cultural reproduction? How do schools question the status quo?
Language and language teaching as inscribed in relations of power
and therefore political issues.
19. Method is dead? From Method-based to Post-method GTM, TPR,
CLT, Silent Waynot neutral? Methods reflects a particular view of
the world and is articulated in the interests of unequal power
relationships (Pennycook, 1998, pp. 589 590),Postmethod condition
(Kumar): This perspectivefrees teachers and scholars to see their
classroomsas they are, not as they should be. We should notenvision
our classrooms through the lenses of bestapproaches, "methods and
techniques
20. Sociocultural Theory and SecondLanguage Learning Language
is not only a cognitive phenomenon, the product of the individuals
brain; it is also fundamentally social phenomenon, acquired and
used interactively, in a variety of contexts for myriad practical
purposes. Firth &Wegner, 1997, p.297 Attacks towards Chomskys
ideal speaker-listener in a completely homogeneous speech community
Dell Hymes criticized Chomsky for being formalistic and context
free: heterogeneous speech community (p.57) Language is not only
viewed as linguistic codes but as ways of speakingKey words:
Communicativecompetence, heterogeneous speech community, World
21. Assignments Read the syllabus carefully. Ask questions via
email or visit me during my office hours. Intro Blog Posting:Please
describe the context in which you teach/wish to teach. Feel free to
comment on the social, economic and cultural aspects of your
teaching environment.What are your goals as a language educator?
What do you hope to gain as a result of this course?