Summer 2020 - EDUC 467 D100
Curriculum and Instruction in Teaching English as an Additional Language (4)
Class Number: 1443
Delivery Method: Distance Education
Course Times + Location:
We 1:30 PM – 5:20 PM
REMOTE LEARNING, Burnaby
Instructor:Joel Heng Hartse
Prerequisites:60 units plus one of the following: six units of EDUC course work; or completion of EDUC 401/402; or admission to the Certificate in Teaching ESL program, or co-requisite EDUC 403.
Designed for prospective and beginning teachers to learn more about theory, research, and practice in teaching English as an additional language (EAL) in today's multilingual classrooms. Exploring an integrated approach working with learners to develop language skills through designing and delivering curriculum, instruction and assessment.
This course will be delivered remotely. Students are expected to be online and availabe during the scheduled class time. Please see 'Grading Notes' for more information.
This course addresses social, cultural, and educational issues related to learners for whom English is an additional language (EAL). The goal is to provide a broad introduction to the field of English language teaching and to the complexities of understanding linguistic and cultural diversity. These issues include (but are not limited to) the following:
- Relationships between languages, cultures, and practices.
- Language use in and out of school.
- Theories of second language acquisition.
- Design and implementation of language programs in schools.
- Pedagogy and methods for English language teaching.
- The social context of schooling and learning.
- Social, cultural, and psychological factors that affect language learning and academic performance among multilingual users of English.
COURSE-LEVEL EDUCATIONAL GOALS:
- To become familiar with approaches and techniques for various aspects of English language teaching in multilingual classrooms
- To explore and reflect on one’s own attitudes and approaches to language learning and teaching
- To develop a critical awareness of the sociopolitical contexts within which the profession is situated
- Weekly Reading Responses 15%
- Language Learning Autobiography and Pre-Analysis 10%
- Group Reading Facilitation & Related Individual Lesson Plan 30%
- Learning Portfolio and Post-Analysis paper 30%
- Active Learning 15%
At the moment (subject to change) I am planning to use Zoom as the main tool for "face-to-face" communication. I'd like to do class this way when possible but I will not penalize anyone who is unable to attend at the normal class time due to extenuating circumstances.
There will be no final examination in this course.
Coelho, E. (2016). Adding English: A guide to teaching in multilingual classrooms (2 ed.). Toronto, ON: University of Toronto Press.
Additional readings will be made available via Canvas.
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN SUMMER 2020Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes.
Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.