Teaching English as a Second Language

Pontificia Universidad Católica Madre y Maestra

Course Description

  • Course Name

    Teaching English as a Second Language

  • Host University

    Pontificia Universidad Católica Madre y Maestra

  • Location

    Santiago, Dominican Republic

  • Area of Study

    Education, Secondary Education, Spanish Education

  • Language Level

    Intermediate, Advanced

  • Course Level Recommendations

    Upper

    ISA offers course level recommendations in an effort to facilitate the determination of course levels by credential evaluators.We advice each institution to have their own credentials evaluator make the final decision regrading course levels.

    Hours & Credits

  • Recommended U.S. Semester Credits
    4
  • Recommended U.S. Quarter Units
    6
  • Overview

    *Please note that the course will appear on your PUCMM transcript as two distinct courses ING 381-T (theory- 30 contact hours) and ING 381-T (Practice- 30 contact hours). The theory and pracitice components of the course will be evaluated individually, and grades will be assigned accordingly.

    DESCRIPTION

    This course is oriented toward people who are fluent in English and are interested in second language teaching. It is designed to provide the students-teachers the appropriate and necessary instructions, strategies, and techniques that will enable them to carry out their teaching of English as a Second Language.

    OBJECTIVES

    1. To motivate the students to develop a dynamic style of teaching through their active participation in classroom activities.
    2. To get the students to process information starting from their own experiences and from a critical reflection on them.
    3. To motivate the participants to develop an attitude toward learning that influences their later work and their professional lives.
    4. To promote the autonomy and creativity of professors in the use of teaching methods, techniques, and in the preparation of materials.
    5. To help students become conscious of the necessity of constant professional development in the teaching of second languages.
    6. Organize opportunities to practice teaching with adolescent students and young people.

    CONTENTS

    Unit 1: Language and techniques of teaching and learning.

    1. Concepts, definitions.
    2. Teaching styles and strategies.
    3. Teachers? and students? beliefs.
    4. The role of the teacher in a second language class.

    Unit 2: Acquisition of a second language.

    1. Theories and debates.
    2. Different theories.
    3. Personality factors.
    4. Socio-cultural factors.

    Unit 3: The teaching process.
    1. Teaching the four abilities.
    2. Teaching the culture of the second language.
    3. Planning a lesson.
    4. Methods and different approaches to the teaching of a second language.
    5. Correcting errors.

    Unit 4: Exams and evaluations.

    1. What is the purpose of exams?
    2. Types of exams.
    3. Designing an exam.
    4. New trends in evaluation.

    Unit 5: Professional development.

    1. Reflexive teaching.
    2. Observation in pairs (student-teacher and vice versa).
    3. The role of student feedback.

    EVALUATION:

    Reports and readings: 15%
    Class observations: 20%
    Teaching practice: 30%
    Class Participation: 20%
    Final exam: 15%
    Total: 100%

    BIBLIOGRAPHY:

    Brown, Douglas. (2000). Principles of Language Learning and Teaching. Fourth edition. United States of America: Longman, INC.

    Scarcella, Robin C. and Rebecca Oxford. (1992). The Tapestry of Language Learning: The Infividual in the Communicative Classroom. United States of America: Heinle & Heinle Publishers.

    Larsen-Freeman, Diane. (1986). Techniques and Principles in Language Teaching. United States of America: Oxford University Press.

    Zeichner, Kenneth and Liston Daniel. (1996). Reflective Teaching: An Introduction. United States of America: Lawrence Erlbaum Associate Publishers.

    Larsen-Freeman, Diane and Long, Michael H. (1994). An Introduction to Second Language Acquisition. Research. United States of America: Longman, INC.

    O?Malley, J. Michael and Chamot, Anna. (1999). Learning Strategies in Second Language Acquisition. United States of America: Cambridge University Press.

    Oxford, Rebecca. (1990). Language Learning Strategies: Whatever Teachers Should Know. United States of America: Heinle & Heinle Publishers.

    Richards, Jack and Rogers, Theodore. (1998). Approaches and Methods in Language Teaching. United States of America: Cambridge University Press.

    Madsen, Harold. (1983). Techniques in Testing. United States of America: Oxford University Press.

    O?Malley, J. Michael and Valdez, Pierce Lorraine. (1996). Authentic Assessment for English Language Learners: Practical Approach for Teachers. United States of America: Addison-Wesley Publishing Company, INC.

    Tomalin, Barry and Stemplesky Susan. (1994). Cultural Awareness. United States of America: Oxford University Press.

    Fantini, Alvino (Editor). (1997). New Ways in Teaching Culture. United States of America.

Course Disclaimer

Courses and course hours of instruction are subject to change.

Eligibility for courses may be subject to a placement exam and/or pre-requisites.