TESOL Pedagogy I Syllabus
- The future teacher understands best practices for effective instruction.
- The future teacher understands that the process of second language acquisition includes the interrelated skills of listening, speaking, reading, and writing.
- The future teacher plans learning activities to enable students to grasp the significance of cultural differences and similarities.
- The future teacher understands the prominent teaching methodologies used in the profession.
- The future teacher is familiar with major issues in the profession as well as professional organizations.
This is the first of two courses regarding foreign language teaching methodology. This course emphasizes benefits of foreign language learning, language acquisition theory, Communicative Language Teaching (CLT), major and minor teaching methodologies, and teaching speaking, listening, reading, writing, and culture.
This course is constructed with the course outcomes as its foundation. You will be asked to contribute through a variety of assignments, activities, and assessments that will help you achieve the desired outcomes.
This course is set up according to three units. Each differ in length and have different kinds of assignments/activities in accomplishing the desired outcomes. The three units within this course are outlined below:
- TESOL Intro & Theories (Weeks 2-4)
- Teaching Methods 1-6 (Weeks 5-10)
- Teaching the Five Skills (Weeks 11-13)
Please do your best to fully contribute each week as you complete each of your assignments/activities for each unit. Your effort and invested time in earlier units will help prepare you for the units that come in the later part of the course.
This course is designed to encourage a lot of interaction and discussion concerning completed assignments. There will be different types of assignments that you will complete throughout the course. Make sure to fully contribute and participate in completing, and when appropriate, sharing your work with your classmates. To help you better understand what will be expected, read the assignment descriptions below:
Reading and Video Viewing: Each week you will be assigned to read and view various materials regarding the topic of study that week. Each of these assignments will be listed on the weekly Introduction page for easy access. Make sure to be thorough in completing these assigned reading and viewing activities. They will be the basis for your assignments, activities, discussion boards, and assessments.
Quizzes (various points each): There are several quizzes in this course. Think of these quizzes as a means to helping you learn the content. You will be encouraged to use your notes and video clips to help answer the quiz questions. You will only have one attempt to complete each quiz.
Discussion Boards (10 points each): These discussion boards are spread throughout the course to encourage you to first, think for yourself, and second, to see the views and opinions of others regarding the assigned topic. Make sure to carefully read each assignment before you begin writing your posts. Your initial response will be due first; your response posts to the posts of your classmates’ will be due later in the week. Make sure to be thorough in all your contributions to each discussion board as you will be graded on how well you articulate your ideas as well as participating in a discussion with your classmates.
Papers (10 points each): There are three one-page reflection papers you will be asked to complete. Each paper will allow you to demonstrate your learning regarding the different topics you have studied. Once completed, you will upload the paper through I-Learn for the instructor to grade.
Sharing Board: Lesson Plans (20 points each): This assignment type will predominantly be accomplished during the Teaching Methods Unit. These seven assignments will allow you to research, create, perform, and share various lesson plans. As part of the creation of the lesson plan, you will be asked to record yourself teaching 3- 5 minutes of a section of your lesson plan. Your main focus should be on creating a product that will benefit you in your future classroom. Once you’ve completed your lesson plan and video, post both the lesson plan and a link to your video on the sharing board for all to access. The purpose of sharing completed lesson plans with everyone is so that everyone can capture at least 10 lesson plans to add to their “toolbox” of items to use within their own future classroom.
Top 20 Assignments (20 points each): There will be five top 20 assignments that you will complete during the Teaching the Five Skills Unit. After reviewing many different available resources, you will compile a list of your top 20 activities that can be used within the classroom that will help you to teach reading, writing, speaking, listening, and culture within your classroom. You will submit your list with reasoning as to why you chose such activities.
Culture Assimilators (10 points each): There will be three culture assimilator assignments that you will complete during the Teaching the Five Skills Unit. These assignments will allow you to present a circumstance that is misinterpreted by someone from another culture, to provide possible reasons for the misunderstanding, and to then explain why the correct answer is correct and why the remaining choices are incorrect. Each completed assignment will be posted on a discussion board for the class to add to their "toolbox."
Various Assignments (20 points each): There will be other types of assignments that you will complete within this course. You will create a mini-drama (brief play) and post it on a discussion board for the class to add to their "toolbox." You will also complete some sample quizzes and a list of functional, notional items for the instructor to grade.
All of the above-mentioned assignment categories will help you to achieve the course’s outlined outcomes. Take the time to engage in the material and to interact with your fellow students and you will come away more prepared to enter the TESOL classroom to teach your own future students.
It will be expected that the student look at the Introduction page for each week to make sure he or she knows what is due and when. It is assumed the student will be spending 9-12 hours a week on this course, so please plan accordingly. Be sure to complete all readings and video viewings necessary to be able to complete the assignments, quizzes, and/or complete discussion board requirements.
No textbook is required. All readings and video viewing activities are housed directly within the course.
Grading will be on a point system. There are 831 total points possible. The tentative breakdown is as follows:
|Sharing Boards (lesson plans):||35 Points|
|Write and Discuss DBs:||140 points|
The instructor’s evaluation of assignments is his or her subjective judgment and he or she makes no claims that the grading will be fair.
Grade Scale is as follows:
|Letter Grade||Percentage Range|
|A||100% – 93%|
|A-||92% – 90%|
|B+||89% – 87%|
|B||86% – 83%|
|B-||82% – 80%|
|C+||79% – 77%|
|C||76% – 73%|
|C-||72% – 70%|
|D+||69% – 67%|
|D||66% – 63%|
|D-||62% – 60%|
|F||59% – 00%|
Late Work Policy:
There is a 30% penalty for late work and a 10% penalty per day for late tests. All late work must be turned in before the last day of class. We do not give extra credit. The instructor will gladly make reasonable efforts to accommodate students with special needs. Please inform him or her of any special needs during the first week of class. The instructor reserves the right to penalize individuals for rude behavior directed toward the teacher and/or fellow students. The instructor also reserves the right to make changes to the syllabus provided the class is afforded enough time to adjust.
Academic honesty is required and any violation with be dealt with according to the University Academic Honesty Policy.
Policy on Sexual Discrimination/Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including Federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the Personnel Office at (208) 496-1130.
Reasonable Accommodation for Students with Disabilities:
Brigham Young University Idaho provides reasonable accommodations to qualified students with disabilities pursuant to applicable disability law.
Information regarding services for BYUI students with disabilities may be found at http://www.byui.edu/disabilities
Phone: (208) 496-9210
Fax: (208) 496-5210
All of your correspondence with the teacher or other classmates must be respectful. Writing something disrespectful or “venting” is unprofessional and not becoming of a university student. In addition, it is not in accordance with the Honor Code of BYU-Idaho and you will be subject to discipline accordingly. You are invited to re-read the BYU-I Honor Code and the “Principles of Personal Honor.” http://www.byui.edu/student-honoroffice/ces-honor-code.
If any technical difficulties arise throughout the course contact the Online Support Center or the Help Desk before contacting the instructor.
Online Support Center
Phone: (208) 496-1411
Text Messaging: (855) 808-7102
Hours: Monday through Friday, 7 AM to 7 PM, MT
Live Chat: Available on the Online Support Center Website.
Phone: (208) 496-1411
Hours: Monday through Friday, 7 AM to 9 PM Saturday, 9 AM to 5 PM
Materials on BYU-I I-Learn and related sites may be protected by US Copyright Law (Title 17, U.S. Code). These materials are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.
The instructor reserves the right to change any part of this syllabus at any time during the semester to adapt to changing course needs. You will be notified prior to any changes that may take place.