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Gallaudet University ASL 741 Methods and Theories of Second Language Teaching (3) Syllabus Fall 2010 Raychelle

e Harris Classroom: SLCC 1103 raychelle.harris@gallaudet.edu Class Schedule: Tuesdays 4 6:50 pm Office: SLCC 1214 Office hours: by appointment ASL & DEAF STUDIES GRADUATE STUDENT LEARNING OBJECTIVES COURSE DESCRIPTION This course focuses on principled approaches to developing and implementing classroom methods and strategies for language teaching. It also investigates linguistic, psychological and attitudinal factors that influence student-teacher interaction in the classroom. The course examines in detail the most important language teaching methodologies that have evolved over the past thirty years. Following a thorough analysis of each methodology, in terms of its theoretical justification and supporting empirical research, students will endeavor to teach and learn some aspect of a second language through the implementation of each of the methodologies. COURSE OBJECTIVES Students will be able to: Recognize and discuss several methods and theories of 2nd language instruction; Adapt to method that fits with philosophy and mission of the institution; Use activities that fits with the philosophy of the program; Select activities that work with the chosen method; Develop syllabi that work with the chosen method; Recognize methods used for Sign Language instruction. COURSE MATERIALS Required books: Brown, H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Education, Inc. Richards, J. & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge, NY: Cambridge University Press. Assigned Readings (more may be added as semester progresses) Cooper, S. (1997). The academic status of sign language programs in institutions of higher education in the United States. (Doctoral dissertation). Available from ProQuest Digital Dissertations database. (AAT 9735644). Kanda, J. & Fleischer, L. (1992). Who is qualified to teach American sign language? In S. Wilcox (Ed.), Academic Acceptance of American Sign Language. Burtonsville, MD: Linstok Press. W ! ilcox, S. & Wilcox, P. (1997). Learning to see: Teaching American sign language as a second language. Chapter 5: Special Considerations. Washington, DC: Gallaudet University Press. L ! ucas, C. & Valli, C. (1992). Language contact in the American deaf community. Chapter 4: Postscript: Implications for Second Language Learning and Teaching, Interpreting and Deaf Education. San Diego, CA: Academic Press, Inc. C ! okely, D. (1980). Sign language: Teaching, Interpreting, and Educational Policy. In C. Baker & R. Battison (Eds.), Sign Language and the Deaf Community. Silver Spring, MD: National Association for the Deaf. C ! okely, D. & Baker, C. (1980). American sign language: A teacher's resource test on curriculum, methods, and evaluation. Chapter 2: Teaching ASL as a Second Language. Silver Spring, MD: TJ Publishers, Inc. W ! ilcox, S. & Wilcox, P. (1997). Learning to see: Teaching American sign language as a second language. Chapter 4: Teaching ASL. Washington, DC: Gallaudet University Press. C ! okely, D. & Baker, C. (1980). American sign language: A teacher's resource test on curriculum, methods, and evaluation. Chapter 3: Guidelines for Teaching ASL. Silver Spring, MD: TJ Publishers, Inc. L ! anguage Teaching Methods. Brown, H. (2007). Principles of language learning and teaching. Various pages. White

Plains, NY: Pearson Education, Inc. Jacobs, R. (1996). Just how hard is it to learn ASL? The case for ASL as a truly foreign language. In C. Lucas (Ed.), Multicultural Aspects of Sociolinguistics in Deaf communities, pp. 183-226. Washington, DC: Gallaudet University Press. Grading Methodology Poster Class Observation Report Annotated Bibliography Language Teaching Philosophy Survey Project (on-going) Volunteer Experience Language(s) ASL presentation/English poster ASL presentation English essay ASL video/English subtitles or transcript ASL/English ASL class discussion Weight 20% 20% 20% 20% 15% 5%

For those who are not interested in doing the survey: Do an additional class observation for 10% And two additional volunteer experiences for 5% (4 altogether) Methodology Poster/Presentation Pick one language teaching method and create a poster (similar to poster sessions at conferences). Important features of your poster include organization and cohesion of assigned content, proper formatting, and making the poster visually and aesthetically pleasing. During your presentation, show your poster in electronic format, and display a printed poster size in SLCC 1103 for the academic year. Poster ordering form is on Blackboard under Course Materials and the maximum cost for a poster is $20. Methods (each student picks one from the below) 1) Grammar Translation Method 2) Direct Method (Also discuss Gouin and the Series Method) -> Oral Approach and Situational Language Teaching 3) Audiolingual Method 4) Designer Methods: Community Language Learning, Suggestopedia, Silent Way, Total Physical Response and The Natural Approach 5) Functional-Notional/Communicative Language Teaching/Task-Based Language Teaching 6) Multiple Intelligences/Neurolinguistic Programming/Lexical Approach/Competency-Based Language Teaching 7) Learner-Centered Instruction/Cooperative Language Learning/Interactive Learning/Whole Language Education/Content-Based Instruction Class Observation Report Observe two different SL teachers teaching SL and interview the teacher briefly afterwards. Assess teaching methods and discuss with class your experience. If teacher gives permission, film the teacher teaching, and use clips to show to class during your presentation. See Brown, Chapter 1 (p. 2 12) for an example of how to observe and analyze a language lesson. Annotated Bibliography Select three resources used for teaching SL. Summarize the purpose of the resource; determine the underlying methodology(ies); and which audience/class/level this resource would be useful for. See Blackboard for a sample, follow similar format. Share with class. Language Teaching Philosophy Think about the methods, theories and approaches for teaching language covered in this course. Develop your own language teaching philosophy. Choose a method/approach for teaching language to second language learners. Present/demonstrate your method of choice with language learning activities. Create a video narrating your language teaching philosophy in SL and provide print language version (either as subtitles or as a document beside the video). Survey Project This project is a year-long class assignment (to be continued through this Spring 2011s ASL 760: Assessing Second Language Skills course) with the goal of publishing in a peer-reviewed academic journal, e.g. Deaf Studies Digital Journal. The focus this semester will be on: developing (and revising) survey questions, obtaining Gallaudets Institutional Review Board (IRB) approval, developing (and updating) the database, and gathering survey responses, time permitting. Volunteer Experience You are required to volunteer for at least two separate SL-related events. If you decide to volunteer for an experience not listed on the SL-Related Volunteer Activities chart on GoogleDocs, please see your instructor for prior approval. Don't forget to take pictures (of yourself with the event) and film some clips if possible (with permission). If appropriate, add this experience to your curriculum vitae, and photos/clips to your web portfolio. Be ready to share your experience with the class, including photos and video clips.

CLASS SCHEDULE (subject to change) Assignment due before class 1 8/31

9/7

9/14

9/21

9/28

Read Chapter 1, Brown Pick two numbers (1-18) and discuss in class your analysis (Brown, p. 4-7) Send me links for Job Ads for Sign Language Teaching Read Brown Chapter 2 and 3 Read Richards & Rodgers Chapters 1-2 Read about your selected methodology in Richards & Rodgers Chapters 3 - 18 Draft Poster due - in electronic format Poster Revisions due Prepare Presentation Read Your Assigned Article Final Poster Draft Presentations Due Brown, Chapter 4 Brown, Chapter 5 Annotated Bibliographies due Brown, Chapter 6 & 7 Classroom Observation Reports due Remember Brown p. 4-7, Analyzing Lessons Brown Chapter 8 Richards & Rodgers Chapter 19 Prepare draft of Language Teaching Philosophy in ASL/English prior to meeting Language Teaching Philosophy ASL video and English translation due Volunteer Experience Reports due

Class themes Introduction to course Student background Syllabus Presenter: Julie Hochgesang Topic: How to Make a Professional Poster Discuss Class Analysis of Brown's Teaching Sample Designate One Methodology Per Student Designate One Article Per Student for Class Discussion Approach, Method and Technique Students demonstrate poster in electronic format to class for feedback

Continue discussing teaching methods Discuss your analysis of your assigned article

ASL 421 students join our class in SLCC 1103 to learn about your assigned method Electic Methodology Cognitive, Socioaffective and Linguistic Principles Intrinsic and Extrinsic Motivation Share your assessment of your SL resources (3 each) Teaching Across Age LevelsTeaching Across Proficiency Levels Classroom Observation Reports

6 7 8 9 1 0 1 1 1 2 1 3 1 4

10/5 10/12 10/26 11/2 11/9

11/16 11/23

Sociocultural, Political and Institutional Contexts Post-methods Era One-on-one progress meetings

11/30 12/7

Language Teaching Philosophy Showcase at SOVA's Share your volunteer experience with class Course Evaluation

Policies and Procedures: 1. Student Responsibilities: Students are expected to actively participate by attending class and completing assigned activities, participate in class discussions, serve in groups, complete assignments on time, respect diverse perspectives and opinions, and support opinions and answers with reasons, explanations and documentation from a variety of sources. 2. Classroom Etiquette: Basic classroom etiquette includes turning off external electronic devices that may interfere with class participation. Arrive on time for class, stay the entire period, and avoid behavior that interferes with the concentration and learning of other students. Attention should be given to the instructor, guest speakers, and fellow students. 3. Attendance: You are allowed one excused absence. Use it wisely. Each additional absence will result in 5-point deduction from your final grade. 4. Deadlines: Assignments are due before class. Assignments not submitted before class will receive a zero. 5. Peer Network: Each student is responsible for getting access to and understanding what is expected of each assignment. Please form a network with your peers. If you miss a class, go to GoogleDocs (for your syllabus) and to the Blackboard for presentation files and ask other classmates to learn about what you missed. 6. Academic ASL/English: We will learn and apply academic ASL/English, which is a specialized type of discourse for academic assignments. Use only academic ASL/English in classroom and during video assignments throughout the semester. Professional academic discourse requires giving credit to original authors for their ideas, so APA citations and references are required. Using written ASL terms in your typed/written work or English-based signing in your video work is not acceptable. 7. Editing ASL/English works: You are strongly encouraged to edit your ASL/English assignments. Feel free to meet with your

instructor or visit Tutorial & Instructional Programs to get the feedback as often as needed to produce the very best work possible. Unedited work will be graded accordingly. 8. Technology: This is a paper-free classroom. All assignments are to be sent to the instructor as instructed. The staff in the ELearning Lab can assist you with technical issues throughout the semester. To avoid potential problems, you are not to delete any video work you created for this class. ACADEMIC INTEGRITY POLICY STATEMENT This policy applies to both ASL and English. STUDENTS WITH DISABILITIES Students who need special services or accommodations should contact the Office for Students with Disabilities (OSWD), located in SAC Room 1022

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