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Use Administrative Only Code: CM The University of Toledo Existing Course Modification Form Date Received: Effective Date: CIP Code (if changed): Subsidy (if changed): Please enter the changes identified below to each existing course. If changes are too extensive for this format, attach a page with all information. Dept/Academic Unit English Douglas W. Coleman Phone: x2318 Email: Douglas.Coleman@utoledo.edu Present Proposed Supply all information asked for in this column. Fill in appropriate blanks only where entry differs from first column. Department ENGL Department ENGL Course Alpha/Number 6/8060 Course Alpha/Number 6/8060 Course Title Seminar in English Instruction: Course Title Externship in English as a Second ESL Language Credit Hours 4 Prerequisite(s) n.a. Credit Hours 4 Catalog Description (only if changed) Seminar and Prerequisite(s) n.a. extensive supervised practice teaching / Catalog Description Supervised practice observation for students of English as a Second teaching in the form of a community-service Language. Graded S / U only. externship in English as a Second Language. Graded S/U only. Reason for change To bring the catalogue description in line with recent practice in which the nature and extent of student practice teaching has changed. Has course content changed? Yes (incrementally in terms of the aspects just mentioned) If course content is changed, give a brief topical outline of the revised course on an appended sheet. List any course or courses to be dropped. Effective Date College A&S Contact Person: Approval: Department Curriculum Authority: Date Department Chairperson: Date College Curriculum Authority: Date College Dean: Date After college approval, submit the original signed form plus 14 copies to the Faculty Senate (UH 3220) for undergraduatelevel courses; for graduate-level courses submit the original signed plus 6 copies of both parts to the Graduate School (UH 3240). For undergraduate/graduate dual-level courses, submit the proposals to each office. UUCC or Graduate Council Curriculum Chair: Date Provost s Office: Form Revised March 2001 Date Office of the Provost Curriculum & Schedule Manager COURSE MODIFICATION FORM (CM) ENGL 6/8060 Preliminary Material I. Course requirements A. Materials preparation / design responsibilities B. Required reports Overview of the theoretical and methodological basis for how the practice teaching is to be conducted (tied to ENGL 6/8170 and ENGL 6/8190 content). A. Language learning vs. acquisition / Explicit vs. implicit memory B. Human Linguistics C. The nature and role of sensory input in language learning D. Experiential learning and teaching and learning via simulation Overview of lesson structure in the practice teaching A. Input stage B. Activities stage C. Debriefing stage II. III. Details on (I) are provided to students via the course syllabus. Details on elements of (II) and (III) are provided to students via a lesson template and sample lessons provided as web PDFs (multiple megabytes, and thus not included here) and via readings from recent volumes of the LACUS Forum, as well as from the following: DiPietro, Robert J. 1987. Strategic Interaction: Learning languages through scenarios. New York: Oxford University Press. Jones, Ken. 1982. Simulations for Language Teaching. Cambridge, UK: Cambridge University Press. Yngve, Victor H. 1996. From Grammar to Science: New foundations for linguistics. Philadelphia: John Benjamins. ENGL 6060 Seminar in ESL AY 2006-2007 Community ESL Tutorial: MW 7:00-8:30 in UH 4280 Individual meetings with the professor TBA Douglas W. Coleman Ofc.: UH 5130-E, 419-530-2514/2318 Ofc. hrs.: TR 1:00-3:30 or by appt. Home: 419-882-2335 Douglas.Coleman@utoledo.edu In most cases (see the exceptions below), you must make arrangements with the professor in the semester prior to that in which you will fulfill course requirements. The course materials so far developed for the Community ESL tutorial (and those which will be developed) are linkagebased, resembling short simulations. To make effective use of them, it is imperative that you understand the theoretical assumptions behind them. Books / Readings. To this end, early in your internship, and before you begin your practice teaching, you should read the lesson template and sample lessons provided. Also, obtain copies of Ken Jones' Simulations in Language Teaching (1982) and Robert Di Pietro's Strategic Interaction: Learning languages through scenarios (1987). They are available at Carlson or via OhioLink. Before you begin teaching, try to read at least the first chapters of Jones (1982) and DiPietro (1987), making sure that you understand the key concepts of simulation structure, simulated environment, and reality of function (from Jones) and scenario and agenda (from Di Pietro). Make sure that you understand the teacher's role in a classroom predicated on experiential learning and how to best facilitate learning through what Jones calls briefing and debriefing. Neither book is gospel, however; both contain some foundational errors (see Yngve's [1996] From Grammar to Science and the lesson template provided by the professor). If you find insufficient detail in Jones' Simulations in Language Teaching and Di Pietro's Strategic Interaction, you may want to examine some of Ken Jones' other work, such as Designing Your Own Simulations (1985), Interactive Learning Events: A guide for facilitators (1988), or Simulations: A handbook for teachers (1987). Also helpful are Simulation, Gaming, and Language Learning, edited by David Crookall and Rebecca Oxford (1990) and the journal Simulation & Gaming (Sage available at Carlson only up through 1994; the professor has all recent issues). Course Requirements. You are expected to do practice teaching in which you take primary responsibility for one six-week Community ESL Tutorial (two one-and-a-half-hour classes per week, typically MW or TR 7:00-8:30 PM, the exact days and times to be arranged well in advance with the professor). Materials Development. You are expected to develop two weeks' worth of lesson plans in consultation with the professor or to spend a similar amount of time during the semester assisting with materials design and creation for the Community ESL Tutorial. This can be before or after your practice teaching, depending on the needs of the internship program and your availability, and is negotiated between you and the professor in advance of your internship. Lesson plans must allow for certain factors arising from the nature of the Community ESL Tutorial, offered to non-native speakers of English in the Toledo area as a public service. First, not all students will be able to attend every time, nor will they all be able to attend from the very first day. This means that you cannot rely on a strict progression in your lesson plans. This is not the same as saying, "there can be no progression in lesson plans". There can be something of a progression built in to succeeding lessons, but it must take into account the fact that on some nights some students will not have attended the previous tutorial and thus will not have certain background knowledge. This should be your first hint that not every lesson plan can be all things to all students. Second, you cannot assume that all your students will be of a similar level of proficiency (the second hint). Some may be surprisingly advanced, while others may be raw beginners. You will need to build flexibility into each lesson plan so that some parts will benefit most of the students, while other may parts benefit only the most/least advanced. Do not turn the advanced students into your assistants: they are there to improve their ability to communicate in English, not to become English teachers. This is not to say that they cannot sometimes help out the lessadvanced ones; just do not plan on making this the regular role of the advanced students, as they deserve equal time. (In fact, you may be surprised to find that "less advanced" students may sometimes be able to help the "more advanced" ones because their abilities are not so much "lower" as "different" that is, restricted to communicating in/about certain practical domains.) Third, your students are not English majors. They may not have an intrinsic interest in "language" and "grammar"; for the most part, they just want to be able to communicate in English! This gives you two good reasons to stop thinking about "teaching language" as the "means" to teaching your students how to communicate and to just get down to teaching them how to communicate. Lessons should have practical, everyday themes (e.g., ordering fast food, using an ATM, politely but effectively making a complaint in a restaurant, understanding and/or giving street directions, and so on). Lessons should not be "grammar lessons" or "vocabulary lessons" in disguise. For example, a lesson on colors which never gets beyond What color is this? / This is [name of color] is really just a vocabulary lesson in disguise. A lesson truly focused on communicating would provide a context (or contexts) in which colors distinguish objects and would show how people use colors to identify or distinguish things that they are talking about. For example, it might teach students how to ask for the blue one vs. the red one in a certain type of situation (e.g., when buying clothing); it might teach them when it is appropriate to distinguish between red and reddish (e.g., when sorting fruit for ripeness); and so on. (Some proof of the relevance of specific context lies in a few simple examples: the material of an object frequently determines how its color is described a wooden chair varnished in a yellowish color is never described as yellow, but typically as golden brown or light brown; a metal object is never said to be grey unless painted with a non-metallic paint, but is described as silver even if made of steel; a person's hair and a shirt described as red are of very different colors; and so on.) In sum, do not think of your lesson plans as describing a linear series of events in which you are "teaching language". If you do, you will earn first-hand what the Scottish poet Robert Burns meant by the following lines (from "To A Mouse: On turning up her nest with the plough, 1785"): The best laid schemes o' mice and men Gang aft a-gley, An lea'e us nought but grief an' pain, For promis'd joy! often go awry Lesson plans, therefore, should be thought of, rather, as consisting of sets of contingencies different possible sets of events which will help students learn new ways to communicate. (A flowchart can be a helpful way of indicating the possible flow of events under each of several different conditions, but this can also be done in plain textual explanations.) See the sample lesson plan provided by the professor, as well as the lesson plan template. Whether lesson plans are to be on paper or electronic is something you should negotiate with the professor in advance of the start of the course. If lesson plans are to be submitted electronically, they should be provided as MS Word documents. A first draft of a plan should be submitted with all text in black, without boldface. The professor will reply in bright blue. You should show second-draft deletions with bold double strikethrough (as shown); provide additions / corrections on the second draft in black boldface. The professor will make any additional notes in bright blue boldface. On a third draft, should it be necessary, use red double strikethrough and red; on a fourth draft, use red boldface double strikethrough and red boldface; the professor will use green / green boldface on the third and fourth drafts, respectively. Please note that it will be impractical to send lesson plans over 1MB in size as e-mail attachments, as the professor not have broadband internet / e-mail access at home (true not only at the time of this writing, but for the foreseeable future). The larger-format rewritable media that professor's computer can read include CD-RW's and 100 MB Iomega Zip disks. Please do not burden the professor with the responsibility for your (significantly more expensive) jump drives, though you may bring files to him on a removable USB device at his office if you wish. Reports. You also are required to make weekly e-mail reports of observations of your classroom activities. These reports should contain sufficient narrative detail (as objective as possible a description of events) to make the entries clear to a third-party reader (the professor in particular). For example, describing an action simply by saying, "I introduced the vocabulary on the summary sheet" is completely insufficient. This describes your intention or perhaps the desired outcome of your action, not what you did, and not what the learners did in response. You need to say what actually happened. (Did you read each item on the list and state a definition? Did you show the meanings of the items by acting them out? By pointing at objects in the room?) After you have sketched out a clear (and as objective as possible) narrative or events, you should add significant amounts of analysis focusing on what "works" and what doesn't in terms of your lesson design and implementation. As with the narrative of events, to say simply, "The students understood perfectly" is completely inadequate. The reader (that is, the professor) is not a mind reader. You need to identify your basis for deciding whether the learners understood in terms of something directly observable, such as their behavior. (When you said, "Stand up", did the learner being addressed stand up? Did he/she repeat "Stand up"? Just look puzzled?) Send reports to the professor weekly. He may send a reply by e-mail requesting clarification and / or additional description / analysis. Your e-mail reply to any such request does not count as a new report, but as a continuation of the previous one. The same color schemes as on the lesson plans are to be used to distinguish your notes from those of the professor. Each week, attach to your report an attendance record and an updated enrollment list, using the MS Word files provided by the professor. If the enrollment list has not changed, indicate this explicitly in an e-mail to the professor. Alternative Ways of Fulfilling the Course Requirement. It is possible to negotiate fulfillment of the practice teaching elements of the course requirements during a summer session. However, any such arrangement must be made with professor approval at the start of the preceding Spring Semester at the latest. In a pinch, it is also possible to negotiate fulfillment of the course requirement by means other than by teaching the Community ESL Tutorial. Any such alternative must be negotiated well in advance and will be permitted only under extenuating circumstances. Grading. This course is graded "S" / "U" (satisfactory / unsatisfactory). Generally, a grade of "U" will not be assigned; instead, a grade of "S" may be withheld until course requirements are satisfactorily completed, with a "PR" on the student's record in the meantime.

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