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Course Syllabus
Instructor: Caroline Torres
Office: Iliahi 220
Phone: 734-9327
Office Hours: MW 10:40-11:20 &
TW 1:15-3:00 or by appointment
COURSE DESCRIPTION
SLT 103 Language Teaching introduces the post-method viewpoint of teaching in
the classroom. The course begins by identifying the students intuitions and insights
about language teaching. The students will examine ways that instruction can facilitate
and accelerate language learning. As the students address the issues of language
teaching, they will develop their own definitions of second language pedagogy.
Students will also be introduced to ethnographic case studies of language teachers and
learn how to do their own ethnographic study on one teachers classroom practices.
This course consists of lectures, group discussions, student participation,
readings, research, tutoring English Language Learners at Jefferson Elementary
School, internet enhancement, a major course project, and other class activities.
SLT 102 is a required course for the Certificate of Completion in SLT. It is
designed to introduce students to the post-method viewpoint of teaching. SLT 103
Language Teaching satisfies one Diversification Social Sciences (DS) requirement and
can also be used as an elective course in the A.A. degree curriculum.
COURSE OBJECTIVES/ COMPETENCIES
Upon successful completion of SLT 103, the student should be able to:
Describe language teaching in the context of the language development cycle
Describe the various common language teaching frameworks
Describe how the various motivational and socio-cultural characteristics of
language learners can influence their teaching
Describe their own definitions of second language pedagogy
Complete an ethnographic study of a language teacher including:
o Observation
o Interview
o Artifact collection
o Secondary research
o Data analysis and reporting
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SLT 103 Language Teaching supports the following SLOs for A.S. degree for
Educational Paraprofessionals with an emphasis in SLT:
COURSE TEXTS
Pace Yourself: A Handbook for ESL Tutors
Ethnographic Fieldwork: A Beginners Guide, Blommaert & Jie
A Course for Teaching English Learners: Second Edition, Diaz-Rico
Bridge to the Classroom: ESL Cases for Teacher Exploration V2. Secondary School, Egbert
COURSE TOPICS:
Teacher intuition
Language teaching and tutoring
Case Study Analysis
Ethnographic research
COURSE CONTENT
Exploring teaching
Concepts
Language learning frameworks (opportunities framework, input hypothesis, etc.)
How to facilitate language learning (affective, scaffolding)
How to navigate barriers to language learning (psychological, personal, cultural)
How to engage with the learner (develop models of engagement)
Situating teaching within the larger theoretical framework
Issues
Which language teaching model is most appropriate for students and contexts?
How can language learning be best facilitated with diverse language learners?
How can instruction best navigate barriers with diverse language learners?
How can diverse language learners be engaged best?
What does research say about your intuitions about language teaching?
Skills
To choose appropriate language teaching models
To facilitate language learning through instruction
To develop pedagogy to help students overcome barriers to language learning
To develop pedagogy that engages language learners
To reflect on intuitions about language teaching
Case Study Analysis
Concept
Analyze case studies and construct field-based case studies
Issue
How can case studies be utilized to understand second language teaching?
Skill
To use case studies to understand language teaching and the classroom.
Ethnographic research
Concept
Participatory action research
Issue
How can we affect social transformation through research?
Skill
To conduct participatory action research
Course Policies:
Attendance
Because this is a focused training course, students are expected to attend every class
session and come to class prepared for classroom activities. Students are also
expected to attend class observations and complete the service learning requirement as
scheduled outside of class times.
Conduct
You should always treat yourself and others with respect. Come to class prepared and
ready to learn. Please make sure to turn off or silence all phones before entering the
class, and refrain from using them during class.
You are expected to always behave in a responsible, adult manner and to maintain the
colleges Student Code of Conduct listed in the Course Catalog. Disruptive behavior will
not be tolerated. This means: any speech or action that (1) is disrespectful, offensive,
and/or threatening; (2) interferes with the learning activities of other students; (3)
impedes the delivery of college services; and/or (4) has a negative impact in any
learning environment.
Academic Honesty
You are expected always to do your own work. Copying from the Internet / printed
material (plagiarism), or from someone elses work (copying), or using work from
another class (recycling) will result in a zero (0) grade for all people involved, and the
case may be reported to the appropriate school authorities.
Technology Requirements
Students must be able to access and use our online course site located at
http://laulima.hawaii.edu . Students will compile their course projects, access certain
course materials, and complete certain course assignments on Laulima.
Students must use their hawaii.edu account or the Laulima mail tool for email
communication to guarantee a response from the instructor. Students should expect an
email reply within 24 hours. The instructor generally does not respond to email at night
or on the weekends. Your understanding is appreciated.
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Service Learning hours for this course do not include the workshops and
orientations required by the Service Learning Office each semester.
Because of the focus of the SLT Program, field service must be completed in an
educational setting where language teaching and learning is the goal of
instruction.
SLT Program students must complete a minimum of 100 hours of Service
Learning in SLT Program courses to receive the SLT Program certificate or
degree.
If students are taking other courses that allow Service Learning options, students
are allowed to use the same service learning hours only if the other course
requirements can be met by the SLT Program requirements primarily and
students do not exceed the 50-hour minimum per semester.
Connection to Course
In each SLT course, students will complete a major course research project,
including a final paper and poster presentation, which provides evidence that the
students have engaged with, understood, analyzed, made connections to, and applied
the course content. The field-service requirement provides a means through which SLT
program students will be able to complete their research projects. Through their field
service, SLT students will collect data by investigating issues, researching ideas,
applying skills, testing hypotheses, and reflecting on experiences, which they will use to
develop their course papers and posters. SLT students learn by discussing and doing:
the SLT classroom is the discussion space; the field-service site is the doing space.
Together, learning takes place.
SLT classroom + Field-service site = Learning
Support
Students are supported during their field service through the Laulima course site.
Field-service materials are posted in the Resources section of the course site. And fieldservice reports are posted in the Discussion Board section of the course. In addition,
regular updates about students field-service projects will be discussed in class. During
the first week of the semester, the course instructor will provide more information about
the field service requirements, including paperwork from the Service-Learning office at
Kapiolani Community College. In addition, the instructor will be present at the Jefferson
Elementary School tutoring to provide just-in-time support and feedback to students.
Disability Statement:
If you are a student with a documented disability and have not voluntarily disclosed the
nature of your disability so that we may coordinate the accommodations you need, you
are invited to contact the Disability Support Services Office in `Ilima 107, ph.734-9552 ,
or email kapdss@hawaii.edu for assistance. For students whose primary disability is
Deaf or hard of hearing, contact the KCC Deaf Center in Manono 102, ph. 734-9210 (V)
or 447-1379 (videophone).
This and all other materials are available in alternate format upon request.
This class and my office are Safe Zones, which means that I will not tolerate
discrimination or inappropriate behavior for any reason, including culture, race,
religion, language, sexual orientation, gender, or disability.
All students should be treated fairly, equally, and with respect at all times.
COURSE TASK
Conduct an ethnographic research study of language teaching and apply information
from the course to real world application of supporting language learning.
GRADING
The following will be used to determine a student's grade in the course:
Reflections and Assessments on course content
Personal Reflections (3)
Content Reflections (4)
Ethnography Reflections (4)
Service Learning Reflections (4)
Tutoring Modules (4)
Midterm Assessment (1)
30%
Service Learning
Observations for Ethnographic Research Project (3)
Interviews for Ethnographic Research Project (3)
Artifact Collection for Ethnographic Research Project (3)
Tutoring Logs for Ethnographic Research Project (8)
30%
40%
100%
Assignments must be turned in on time to align with the course content and provide the
best opportunity for learning. Late assignments will only receive half credit.
Letter grades will be assigned according to the scale described below:
90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
less than 60% = F
Please note that a grade of lower than B in the field of Education is considered
inadequate. After all, would you want a C teacher teaching your children?
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6
2/18
&
2/20
7
2/25
&
2/27
8
3/4
&
3/6
9
3/11
&
3/13
10
3/18
&
3/20
Tuesday
Course Overview
Intuitions about teaching and learning language
Thursday
2:15-4:30 at Jefferson Elementary School
Reflection Discussion
Course Project Overview
Tutoring Overview
Language Tutoring
Language Development Framework
Artifacts Discussion
Content 1 Introduction
HW: TL3
HW: Interview Log- IL1
Service Learning Discussion: TL1, 2 & 3,
OBL1, IL1, AL1 DUE bring to class!
Content 2 Introduction
HW: TL4
HW: Reading Content 2
Content 2 Activity and Case Study
HW: OBL2
Midterm Assessment
HW: IL2
Movie
Movie Discussion
HW: AL2
HW: Movie Reflection
HW: ReflectionContent 2
HW: TL5
Review of Midterm
Movie
HW: TL6
HW: Reflection- Midterm Service Learning
Service Learning Discussion: Midterm
Reflection, TL4, 5, & 6, OBL2, IL2, AL2 DUE
Bring to Class!!
Class still meets at 2:15 at Jefferson ES
HW: TL7
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17
5/14
HW: OBL3
HW: TL8
Content Topic 4 Introduction
HW: IL3
Content Topic 4 Activity
No Class
Last day of classes is Wednesday, 5/7
th
THURSDAY, May 15
SLT Program Banquet:
4:00-8:00 pm
Important Dates:
Friday, 1/17: Last day to register, add, or withdraw with 100% tuition refund
Monday, 1/20: Martin Luther King Jr. Day Holiday no class
Monday, 2/3: Last day to withdraw with 50% tuition refund and without a W
Monday, 2/17: Presidents Day Holiday no class
Friday, 3/7: Staff Professional Development Day no class
Thursday, 3/20: Last day to withdraw from classes
Monday, 3/24-3/28: Spring Break no class
Friday, 4/18: Good Friday Holiday no class
Wednesday, 5/7: Last day of instruction
Wednesday, 5/14: Final Exam for students who dont present at the banquet
Thursday, 5/15: CORE and SLT Program Banquet and Final Presentations
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