TSL 414 TSL 414METHODS AND MATERIALS IN TESOL

Fall 2017

To develop Christ-minded leaders who make a difference in the world.

INSTRUCTOR: Paul Chugg (Master’s Diploma in TESOL, MA Intercultural Studies)
paul.chugg@vanguardcollege.com

SCHEDULE: Thursday evenings at Vanguard College from 6 PM to 9PM starting September 7 and
going to December 7. There will be no classes on Oct. 12 and Oct. 19.

CREDITS: 3 [90 hours of work outside of class time]

DESCRIPTION:
This course is a practical course dealing with methods, techniques and materials in teaching the four basic
language skills: listening, speaking, reading, and writing. The communicative, task-based and text-based
approach will be emphasized, dealing with such topics as integrated lesson planning, grouping for co-
operative learning, designing tasks, lesson plans and curriculum.

OBJECTIVES:

Upon completion of this course, the student should:

 understand their personal learning style and how their own style will affect their teaching
 evaluate and prepare ESL instructional tasks and materials
 know and use various teaching techniques

TEXTBOOK(S):
 Required texts

Canadian Benchmarks, Citizenship and Immigration Canada, 2000.

http://www.language.ca/display_page.asp?page_id=254

Li, Xuemei, Myles, Johanne and Pamela Robinson. Teaching ESL in Canada. Oxford University Press,
2012.

Class notes: Methods & Materials. Providence College, Otterburne. (These will be provided for you)

 Recommended texts for book report

Hedge, Tricia. Teaching & Learning in the Language Classroom. Oxford: Oxford University Press, 2000.
Parrish, Betsy. Teaching Adult ESL: A Practical Introduction. McGraw-Hill Education, 2004.

Thaine, Craig. Teacher Training Essentials: Workshops for Professional Development. Cambridge
University Press, 2010.

Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge University Press, 1991.

TSL 414 – Methods and Materials Syllabus | Page 1

Yule, George. The Study of Language. Fifth Edition. Cambridge University Press, 2014.

Brown, H. Douglas. Principles of Language Learning and Teaching. Sixth Edition. Pearson Education
ESL, 2014.

Douglas, Brown, H. Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson

Longman, 2007.

REQUIREMENTS:
Extensions must be requested and granted in writing before an assignment is due. Requesting an
assignment on a due date is unacceptable. Late assignments will not be accepted unless an extension
has been previously granted. All assignments must be completed before December 15, 2017 or else an
incomplete grade must be requested from the registrar’s office.

1. Attendance & Participation (10%)

Attendance and active participation are essential. In this course, emphasis will be given to both
content and the delivery of the content. The delivery of the content will provide a model for
carrying out tasks in the EAL classroom. Your active participation will provide experience in
engaging your learners in interacting in the language classroom. Each hour of unexcused absence
will result in a 1% reduction of the final mark up to three hours. Unexcused absences exceeding
3 hours will be dealt with at the discretion of the instructor.

2. Readings and Book Review (25%)

A. Readings in Teaching ESL in Canada are to be completed by the last class. 10% Due
Date: Dec. 7
B. Read one of the recommended books from the list in the Textbook Section. Use the
template in Appendix 2 to write a book review on the book you choose to read. Most of
these books are available on the NEOS library consortium. If you decide to choose a
book not on the list, you must get approval from your instructor. 15% Due Date: Dec. 7
Criteria: punctuality, completeness.

3. Assessment tool (Group assignment) (15%) Due Date: November 23

This is a task to prepare an assessment tool for use in an EAL program.
a) Form a group of 3 or 4 class members.
b) Prepare an assessment tool that assesses the proficiency of students in the 4 macro skills
(speaking, listening, reading, writing). This assessment tool must be adaptable or cover all
language levels (beginner, high beginner, intermediate, advanced).

NOTE: This tool is not a test but a compilation of tasks that can be used on the first day/week
of teaching in order to discover your students’ needs.
Your assessment tool should provide information of your students in the following areas:
 Personal Information (What is their name, address, phone number, etc.)
 Educational Information (What level of education do they have?)
 Situational Information (Why did they join the class? What do they hope to
achieve? Where will they use English?)
 Competency Information
 Topics of Interest
(See M&M notes, pg. 3.5)
c) Submit all instructions and materials.
Criteria: appropriateness, thoroughness, punctuality.

TSL 414 – Methods and Materials Syllabus | Page 2

 4. Teach a Unit from Venture Curriculum or Interchange Third Edition Curriculum & Reflect on
the experience. (20%)

Due Date: Scheduled date on Sign-up sheet

Note: Any student who cannot make it the scheduled dated of the presentation must arrange a
new date with the instructor.
A. Sign up for a unit.
B. Prepare to team-teach part of a unit or teach a whole unit on your own for the given time
period.
C. Select and teach the number of tasks (given in the text) to fit this slot of time.
D. Write up a reflection paper on your experience. Submit it the day after your teaching.
E. Remember to teach to your group as though they are a group of intermediate EAL
Learners.
Criteria: Preparation, following directions, time management, delivery, thoroughness, reflection

5. An Integrated Unit (30%) Due Date: November 30

This is a task to learn how to prepare a text–based, task-based, integrated unit.
A. Choose a particular reading text to prepare a content-based unit for a particular
group of learners.
B. Integrate content, skill development, language and strategy training in the context of
a communicative lesson format.
C. Include tasks that cover all four macro-skills (reading, writing, listening, speaking),
and all four competencies (linguistic – grammar, vocabulary, pronunciation, socio-
linguistic, discourse and strategic). One task may include and integrate more than
one of the aspects above. Your unit should include H/B/L/T elements. You should
have 6-8 tasks in your unit.
*you will not be docked marks if you include more tasks.
D. Submit the unit, task instructions, and materials.
E. The unit will be graded from both a prospective employer’s point of view as well as
a teacher trainer’s point of view.
Criteria: Prospective employer criteria: overall presentation and product in terms of
layout, neatness, clarity and overall impression.
Teacher Trainer criteria: overall process, integration, thoroughness, level
and text appropriateness, theme, context, and following directions.

EVALUATION:
Methods & Materials In TESOL - 3 credits

4. Attendance & Participation ……………………………………………………………………..10%

5. Text Readings (Teaching ESL in Canada) . ………………………………………………..…….10%
6. Book Review ………………………………………………….…………………….………..…15%
7. Teaching Demonstration & Reflection ………………………………………………………….20%
8. Assessment Tool…………………………………………………………..…………………..…15%
9. Integrated Unit ………………………………………………………………………….……....30%

TSL 414 – Methods and Materials Syllabus | Page 3

COURSE OUTLINE:

Date Topics Readings Assignments

September 8 Introduction to the course Teaching ESL in
Syllabus & sign-ups Canada
Assessment and review
1, 2
15 The Adult Learner 3, 4
Needs assessment
22 Integrated Unit Preparation 9
29 Assessment and Evaluation 10
Communicative
Competence
October 6 Designing a curriculum 4
Lesson Planning
HBLT
13 Factors that Influence 5, 3 Teaching
learning Demonstrations
Introduction to receptive
skills
Teaching Listening
27 Introduction to receptive 7 Teaching
skills Demonstrations
Teaching Listening
November 3 Classroom Management 12 Teaching
Teaching Reading Demonstrations
17 Introduction to the 6, 8 Teaching
Productive Skills Demonstrations
24 Teaching speaking 6 Teaching
Demonstrations
Assessment Tool
December 1 Teaching writing 8 Teaching
Demonstrations
Integrated Unit
8 CLB Introduction 1, 11
Christian Mission and
TESOL
Technology in the
clasroom
Practicum Preparation

ATTENDANCE POLICY:
See Appendix 1

MARKING SYSTEM
See Appendix 2

TEMPLATE FOR BOOK REVIEW

See Appendix 3

TSL 414 – Methods and Materials Syllabus | Page 4

BIBLIOGRAPHY:
Aitchison, Jean. Linguistics: An Introduction. London: Hodder & Stoughton, 1995.

Aitchison, Jean. The Articulate Mammal: An Introduction to Psycholinguistics. Fourth Edition. London;
New York: Routledge, 1998.

Bailey, Kathleen M. Learning about Language Assessment: Dilemmas, Decisions, and Directions.
Boston: Heinle & Heinle Publications, 1998.

Bell, Jill and B.A. Burnaby. A Handbook for ESL Literacy. Harder and Stoughten Ltd, 1991.

Bell, Jill. Teaching Multilevel Classes in ESL. Second Edition. Pippin Publishing, 2004.

Burns, Anne and Helen Joyce. Focus on Speaking. Sydney: Macquarie University, 1997.

Byram, Michael and Michael Fleming, eds. Language Learning in Intercultural Perspective. 1998

Celce-Murcia, Marianne. Discourse and Context in Language Teaching: A guide for Language
Teachers. Cambridge, UK; New York: Cambridge University Press, 2000.

Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language. Third Edition. Global
ELT, 2001.

Crystal, David. Language Death. Cambridge; New York, NY: Cambridge University Press, 2000.

Fromkin, Victoria, ed. An Introduction to Language. Toronto: Harcourt Brace, 1997.

Kiersey, David and M. Bates. Please Understand Me. Fifth Edition. Prometheus Nemesis Book
Company, 1984.

Kramsch, Claire J. Language and Culture. Oxford; New York: Oxford University Press, 1998.

McCarthy, Michael. Discourse Analysis for Language Teachers. Cambridge; New York: Cambridge
University Press, 1991.

Nunan, David. Second Language Teaching & Learning. Heinle & Heinle Publishers, 1999.

Pinker, Steven. Words and Rules - The Ingredients of Language. 1999.

Richards, Jack C. and Willy A. Renandya. Methodology in Language Teaching. Cambridge: Cambridge
University Press, 2002.

Reid, Joy, ed. Understanding Learning Styles in the Second Language Classroom. Upper Saddle River,
NJ: Prentice Hall Regents, 1998.

Sauve, Virginia L. An Introduction to Teaching Adult ESL. 2000.

Sauve, Virginia L. Issues, Challenges and Alternatives in Teaching Adult ESL. 2000

Snow, Don. Teaching English as Christian Mission. Herald Press, 2000.

TSL 414 – Methods and Materials Syllabus | Page 5

Appendix 1- Attendance policy

Regular Courses
 At Vanguard College, regular class attendance/participation is vital for student learning and
progress. Attendance will be taken at all classes.
 Students are permitted to have one week of classes excused plus one day of scheduled college
excusal. Scheduled College excusals must be noted in the syllabus by the Professor and/or
Program Director and must be pre-approved by the AC and recorded on the Vanguard College
Calendar. More specifically, students are allowed up to the following amount of absences for any
reason without attendance penalty:
 50 minute class: 3 classes
 75 minute class: 2 classes
 Block Class: 1 full class
 This is intended to cover Ministry Absences, emergencies (e.g., flat tire, illness, bad weather,
etc.). They do not need to call the office or the instructor to explain the reason for the absence.
 Students may also obtain an excused absence in the case of bereavement, family emergency,
illness (with a doctor’s note provided), attendance at weddings of immediate family members or
where they are part of the bridal party, or if they are required to be at a court date.
 Practicum absences extend for the entire year; therefore the student has one unexcused absence
per semester.
 At the professor’s direction, students away on an excused absence may be assigned additional
work to make up for in-class work missed. All other absences will be considered unexcused. Any
exceptions must be presented in writing to the Academic Affairs Committee through the
Academic Administrator’s Office.
 Unexcused student absences, relating to class attendance, exceeding six class hours will mean
that the student automatically fails the course. The three allowable absences count towards these
six class hours. (The unexcused student absences for practicum courses are three per semester and
a student exceeding six class hours for the entire year will automatically fail the course).
 Students with more than six unexcused absences (i.e. six hours/on the seventh absence) of a
course scheduled on Monday, Wednesday, and Friday will fail the course. (2% per unexcused
absence will be deducted)
 Students with more than four unexcused absences (i.e. six hours/on the fifth absence) of a course
scheduled on Tuesday and Thursday will fail the course. (3% per unexcused absence will be
deducted).
 All attendance related deductions will be taken off the student’s final mark.
 Excused student absences, relating to class attendance, exceeding six class hours will initiate an
automatic review will be done by the Program Director, Chief Academic Officer, Registrar, and
the Professor.
 At such time, options of filing an Incomplete/Volunteer Withdraw will be reviewed
 If the student wishes to continue in the course, he/she will be required to complete
additional work to compensate for class hours missed
 A student’s absences will be reviewed each week for the remainder of the semester.
 A student may be asked to apply for the disability policy
 Unexcused Late
 On each unexcused late, 1% may be deducted from the final grade at the discretion of
the professor.
 Note that instructors may implement a stricter policy for their courses; however, they
must/will not apply a more lenient policy

TSL 414 – Methods and Materials Syllabus | Page 6

Appendix 2

Grading System Taylor Seminary

A (94-100) = 4.00 grade points

A- (90-93) = 3.70 grade points
B+ (87-89) = 3.30 grade points
B (83-86) = 3.00 grade points
B- (80-82) = 2.70 grade points
C+ (77-79) = 2.30 grade points
C (73-76) = 2.00 grade points
C- (70-72) = 1.70 grade points
D+ (67-69) = 1.30 grade points
D (60-66) = 1.00 grade points
F (0-59) = 0.00 grade points
FA Fail = 0.00 grade points
P Pass = 0.00 grade points

A Excellent – Thorough mastery of material and superior performance.

B Good – Above average comprehension of material and competent performance.
C Satisfactory – Basic understanding of material and adequate performance.
D Poor – Weak grasp of material and unsatisfactory performance.
F Failure – Counted in GPA.
FA Fail – Used in Pass/Fail courses. Not counted in GPA.
P Pass – Not counted in GPA.
I Incomplete – Requirements of course not completed due to circumstances beyond the students’
control.
W Withdrawal – From a course within specified period or with the authorization of the Academic
Committee. Not counted in GPA.
AU Auditor – Indicates that the student has attended at least 75% of the class sessions but has not
taken the course for credit. No entry will be made on the transcript of Auditors who attend fewer
than 75% of the class sessions.

TSL 414 – Methods and Materials Syllabus | Page 7

Appendix 3

Book Review Template

Name ________________________

Title of Book Read _____________________________________________________________

Author(s) _____________________________________________________________________

Total Number of Pages Read ______

1. Statement of the Author’s controlling purpose in writing this book.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Brief Survey of the Topics Covered

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Critical Assessment (What did you find helpful? What didn’t you like?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Application to TESL (What ideas are you hoping to use or remember in your teaching?)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________

This should be 3-4 pages, double-spaced in length

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