Introduction to Teaching - Pontificia Universidad Católica del Ecuador

Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística.
E-MAIL: [email protected]
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
1. DATOS INFORMATIVOS:
MATERIA O MÓDULO:
Introduction to Teaching
CÓDIGO:
15508
CARRERA:
Lingüística Aplicada
NIVEL:
5
No. CRÉDITOS:
4
CRÉDITOS TEORÍA:
4
CRÉDITOS PRÁCTICA:
--
SEMESTRE / AÑO ACADÉMICO:
Primer Semestre 2011-2012
PROFESOR:
Nombre:
Jesus Toapanta
Grado académico o título profesional:
M.A. in Linguistics
Breve indicación de la línea de
actividad académica:
His professional and academic interests are Spanish &
English language instruction, Language Testing,
Second Language Acquisition, Sociolinguistics,
Phonetics & Phonology, and Syntax.
Indicación de horario de atención a
estudiantes:
Correo electrónico:
[email protected]
Teléfono:
2548-597
2. COURSE DESCRIPTION:
Introduction to Teaching is an introductory course in the area of applied linguistics. It
provides a historical overview of the theoretical trends in language teaching and learning, including
methods and approaches in EFL/ESL. In addition, the course will cover EFL/ESL topics on issues
related to: teaching across proficiency and age levels, interaction in language teaching, intrinsic
motivation, classroom management, technology in the classroom, principles of teaching, and
strategies-based instruction. Learning Theory (behavioral and cognitive) and the Faculty of
Language proposed by Chomsky will also be a component for this course.
1
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística.
E-MAIL: [email protected]
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
3. GENERAL OBJECTIVE:
To provide a broad but solid theoretical background on learning and teaching, especially in
the field of applied linguistics; in addition, to practice on how to develop and implement
pedagogical activities for language learning as well as to endow learners with critical thinking so
that they can make their own decisions on issues concerning EFL/ESL.
4. SPECIFIC OBJECTIVES:
By the end of the semester, students will be able
1. To know the different approaches and methods of English as a Foreign/Second
Language (EFL/ESL), and all those theoretical assumptions behind them.
2. To know some of the different variables that affect language learning and teaching in
the classroom.
3. To incorporate into their knowledge some language principles that will help them
better understand what learning and teaching a language is.
4. To understand, conduct and report an action research paper.
5. To design and implement pedagogical activities of language learning.
6. To provide explanations on the basis of whether Language is something unique to
Human Beings or it is something that any specie can learn/posses.
7. To think critically on issues related to the design, creation, planning, organization,
and implementation of pedagogical language activities.
5. CONTENTS
I.
General Topics: Education &Learning.
1. Learning backgrounds.
2. Learning Theory Today.
3. Learning in the classroom 1: the behavioral view.
4. Learning in the classroom 2: the cognitive view.
II.
Specific Topics: EFL/ESL.
1. Methodological history of language teaching.
2. The present: an informed “approach”
3. Teaching by principles.
4. Intrinsic motivation in the classroom.
5. Learner Variables I: Teaching Across Age levels.
6. Learner Variables II: Teaching Across proficiency levels.
7. Techniques, textbooks, and Technology.
8. Interactive Language Teaching I: Initiating interaction.
9. Interactive Language Teaching II: Sustaining Interaction through group work.
10. Classroom management.
11. Strategies-Based instruction.
2
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística.
III.
E-MAIL: [email protected]
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
Topics related to Social Responsibility.
 Language Choice, Chapter 2, pp. 32-54. (Focused on the Ecuadorian Reality)
-Societal multilingualism,
-Domains,
-Diglossia, &Language Shift and death
IV.
Videos
 Noam Chomsky and the faculty of language.
 Human Language, Part I.
 Human Language, Part II.
6. METHODOLOGY
This course has been tailored around the learners; thus, student-centered and task-based
instruction will be implemented. Likewise, a major component of the course is the development of
critical thinking and meta-cognitive strategies as learners design, create, plan, organize, and
implement different activities such as article presentations, pedagogical activities, action research
reports, and critiques to topics related to applied linguistics.
7. EVALUATION
Tipo de Evaluación
Primer parcial
Segundo parcial
Tercer parcial
Examen final
Fecha Evaluación
Puntaje
Week 5, Sep 12-16
Week 11, Oct 24-28
Week 16, Nov 28-02
Week 18, Dec 12-16
10
10
10
20
Fecha de entrega de calificaciones
en Secretaría
Tue 20, Sep/2011
Tue 01, Nov/2011
Thu 08, Dec/2011
Tue 20, Dec/2011
-
El puntaje mínimo de aprobación del curso es 30/50 y para el examen final es 8/20.
El profesor tendrá el plazo máximo de siete días calendario contados a partir de la rendición de las pruebas
parciales para revisar y comunicar a los estudiantes el resultado de dichas pruebas.
- Solamente se tolerarán cuatro inasistencias por cada crédito semestral.
- Art. 33 Podrán rendirse evaluaciones orales, u otros tipos de evaluación, de común acuerdo entre el profesor y los
estudiantes y con la autorización del decano o del director de escuela. Para el caso de evaluaciones orales, prácticas u
otras, se estructurará la prueba y se establecen los criterios de evaluación, que serán dados a conocer a los estudiantes
durante la primera semana de clases.
8. TEXTBOOKS AND ARTICLES
Course Book
Brown, H. D. (2001). Teaching by principles: an interactive approach to language pedagogy. (2nd ed.). New
York: Pearson Education.
3
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística.
E-MAIL: [email protected]
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
Reference Books
Brown, J. & Rodgers, T. (2002). Doing Second Language Research. Oxford University Press.
Hacker, D. (2003). A writer’s Reference. (5th ed.). Boston & New York: Bedford/St. Martins.
Lee, J. & VanPatten, B. (2003). Making Communicative Language Teaching Happen. (2nd ed.). New York:
McGraw-Hill
Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. (2nd ed.). Cambridge
University Press.
Romaine, S. (2000). Language in Society: an introduction to sociolinguistics. (2nd ed.). Oxford University
Press.
Sprinthall, R., Springthall, N., & Oja, S. (1998). Educational Psychology: A Developmental Approach.
(7th ed.). Boston, MA: McGraw-Hill.
Professional Articles
Celce-Murcia, M. (1991). Grammar pedagogy in Second and Foreign Language Teaching. TESOL
Quarterly, 25(3), 459-480.
Ellis, R. (2006). Current issues in the teaching of Grammar: An SLA perspective. TESOL Quarterly,
40(1), 83-107.
Toapanta, J. (2010). Written feedback on rhetorical organization: an alternative for distance education.
OhioTesol. 2(2), 20-23.
Aprobado:
Por el Consejo de Escuela
____________________________
f) Director de Escuela
fecha: ______________________
Por el Consejo de Facultad
__________________________
f) Decano
fecha: ______________________
4
Asignatura: Introduction to Teaching
Organización Docente Semanal
SEMANA
(1 - 17)
15 al 19 de
agosto
22 al 26 de
agosto
29 de agosto
al 2 de
septiembre
5 al 9 de
septiembre
12 al 16 de
septiembre
ACTIVIDADES DE
INTERACCIÓN
DOCENTE - ESTUDIANTES
(HORAS PRESENCIALES)
N° de
horas de
clases
teóricas
N° de horas
N° de
de clases horas de
prácticas,
tutorías
laboratorios, especiali
talleres
zadas
TRABAJO AUTÓNOMO DEL ESTUDIANTE
(HORAS NO PRESENCIALES)
ACTIVIDADES (Descripción)
N° de
horas
EVALU
TEMAS A TRATAR (N° del tema, unidad,
ACION
o capítulo descritos en Contenidos)
ES
4
DSLR-Ch 4. Classroom research: interaction
analysis. (pp. 79-112).
*Toapanta, J. (2010). Written feedback on
rhetorical organization: an alternative for distance
education. OhioTesol. 2(2), 20-23.
4
4
Action Research, Part I.
4
TBP-Ch 2. Methodological history of language
teaching. (pp. 13-38)
4
Action Research, Part II.
4
TBP-Ch 3. The present: an informed
“approach” (pp. 39-53)
4
Action Research, presentation-WP.
4
TBP-Ch 4. Teaching by principles. (pp. 54-71)
4
Assessment I
4
Overview of the course, plagiarism, APA,
Action Research Paper “What does language
learning and teaching really mean”, & a brief
overview of second language research.
Primera
Evaluación
19 al 23 de
septiembre
4
Article Discussion I, Ed-Ps, Ch 8. Learning
backgrounds. (pp. 227-246)
4
TBP-Ch 5. Intrinsic motivation in the
classroom. (pp. 72-85)
26 al 30 de
septiembre
4
Article Discussion II, Ed-Ps, Ch 9. Learning
Theory Today. (247-270)
4
TBP-Ch 6. Learner Variables I: Teaching
Across Age levels. (pp. 86-95)
3 al 7 de
octubre
4
Article Discussion III, Ed-Ps, Ch 10. Learning in
the classroom 1: the behavioral view. (273-302)
4
TBP-Ch 7. Learner Variables II: Teaching
Across proficiency levels. (pp. 96-114)
10 al 14 de
octubre
4
Article Discussion IV, Ed-Ps, Ch 11. Learning in
the classroom 2: the cognitive view. (303-338)
4
TBP-Ch 9. Techniques, textbooks, and
Technology. (pp. 128-148)
5
17 al 21 de
octubre
24 al 28 de
octubre
31 al 4
de Nov., 2 y 3
vacación.
7 al 11 de
noviembre
14 al 18 de
noviembre
21 al 25 de
noviembre
28 de nov. al
2 de dic.
5 al 9 de
diciembre,
6 vacación.
12 al 16 de
diciembre
4
Article Discussion V, LIS-Ch 2. Language Choice:
Societal multilingualism, Domains, Diglossia,
Language Shift and death. (pp. 32-54). Ecuadorian
reality.
4
4
Assessment II
4
2
Pedagogical Activity for Language Learning 1
2
4
Pedagogical Activity for Language Learning 2
4
Pedagogical Activity for Language Learning 3
4
Pedagogical Activity for Language Learning 4
4
4
4
4
2
Assessment III
Video Report, Critique.
4
2
TBP-Ch 11. Interactive Language Teaching I:
Initiating interaction. (pp. 164-175)
Segunda
Evaluación
TBP-Ch 12. Interactive Language Teaching II:
Sustaining Interaction through group work.
(pp. 176-191)
TBP-Ch 13 Classroom management. (pp. 192206)
TBP-Ch 14. Strategies-Based instruction. (pp.
207-231).
Video: Noam Chomsky and the faculty of
language.
*Celce-Murcia, M. (1991). Grammar
pedagogy in Second and Foreign Language
Teaching. TESOL Quarterly, 25(3), 459-480.
Tercera
Evaluación
Video: Human Language I & II.
*Ellis, R. (2006). Current issues in the teaching
of Grammar: An SLA perspective. TESOL
Quarterly, 40(1), 83-107.
EXÁMENES FINALES
6