Introduction to TESOL Syllabus
Nunan, D. (2015). Teaching English to Speakers of Other Languages: An Introduction. Routledge: New York, NY. ISBN: 978-1138824676
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Introduction to the fundamental theories, principles, practices, and policies of bilingual education as they relate to Teaching English to Speakers of Other Languages (TESOL) in the United States and in countries all over the world.
Students will become acquainted with many practical aspects of TESOL that will enable them to become effective teachers. These include principles and practices of bilingual teaching and learning, multiple factors affecting the learning/school experience of language minority students (e.g., cognitive, social, family, community, and linguistic development issues), and historical and current educational and political realities of policy and programs for language minority learners.
Prospective teachers will also learn to identify how their attitudes, assumptions, and beliefs impact their interaction with students. They will be challenged to think deeply and to begin to form values, opinions, ideas, and instructional mindsets concerning the education of English Language Learners (ELLs) in their future classrooms.
Completion of this course will also play a key role in preparing students for careers in teaching English as a second or foreign language.
Introduces the fundamental theories, principles, practices, and policies of Teaching English as a Second or Foreign Language (TESL/TEFL).
Students will be acquainted with many practical aspects of TESL/TEFL that will enable them to become effective teachers. These include principles and practices of English language teaching and learning including language acquisition theory, pedagogical approaches/methods, error correction, skill instruction and integration, differentiated instruction, curriculum planning, materials adaptation, and target language use.
Prospective teachers will develop a personalized teaching philosophy while learning to identify how their attitudes, assumptions, and beliefs impact their interaction with students. They will be challenged to think deeply and to begin to form values, opinions, ideas, and instructional mind-sets concerning the education of English Language Learners (ELLs).
Students will gain a heightened awareness of the need for English as a second and foreign language in a globalized world and gain understanding of the many career options and opportunities available to them in this field.
(Details of each assignment can be found throughout the course)
- Weekly Quizzes
- ELL Interview
- ESL/EFL Teacher Interview
- Classroom Observations
- Evaluation of ESL/EFL Materials
- Teaching Philosophy
- Discussion Board Posts
- Reflection Essays
- Mini-Lesson Plans & Teaching Demonstrations
How to Understand Due Dates
There are four due dates each week. All times referenced are in Mountain Standard Time (MST).
- Due Date 01: Tuesday 11:59 pm
- Due Date 02: Wednesday 11:59 pm
- Due Date 03: Friday 11:59 pm
- Due Date 04: Saturday 11:59 pm
|Weekly Breakdown||Weekly Topics|
|Week 07 :||
|Week 10 :||
|Week 11 :||
|Week 12 :||
|Application Activity (47.51%)||620|
|Reflection Essay (6.90%)||90|
|Interviews and Observations (11.88%)||155|
|Total Possible Points||1305|
|Percentage Range||Letter Grade|
|100% – 93%||A|
|92% – 90%||A-|
|89% – 87%||B+|
|86% – 83%||B|
|82% – 80%||B-|
|79% – 77%||C+|
|76% – 73%||C|
|72% – 70%||C-|
|69% – 67%||D+|
|66% – 63%||D|
|62% – 60%||D-|
|59% – 00%||F|
Late Work Policy
Late assignments will be accepted up to seven days after the due date, but will be marked down 50%. After seven days, assignments will receive zero credit.
BYU-I Academic Honesty Policy
"Brigham Young University-Idaho students should seek to be totally honest in all their dealings. They should complete their own work and be evaluated based upon that work. They should avoid academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification, cheating, and other academic misconduct."
Caveat: The instructor maintains the right to make changes to any of the criteria for the fulfillment and evaluation of each course requirement, including completion and due dates. However, he or she will only do so when necessary (e.g., if the course calendar needs to be adjusted to accommodate the material) and any change will be clearly announced and explained to the class.