English as a Second Language 603

EDLI 603: English as a Second Language (ESL): Analysis and Application of Instructional Techniques

Prerequisites: Permission of instructor

Credit Hours: (3) Two hours lecture, two hours lab.

Provides opportunities for practical applications of second language acquisition theories and methodologies through a series of guided observations, evaluations, and limited supervised teaching.


Detailed Description of Content of Course

This course focuses on the relationship of approach, method, and technique in the second language classroom. Emphasis is placed on establishing second language learning objectives and planning related activities. The following major topics are discussed:

  • Language Objectives and Course Goals
  • Materials
  • Teacher Assessment/Observation
  • Techniques for Teaching Language Skill Areas
  • Teacher Assessment/Observation


Detailed Description of Conduct of Course

The following instructional strategies will be utilized in order to meet course goals and objectives:

1. lecture/discussion
2. observation of instruction
3. written observation analyses
4. student development of lesson plans and materials
5. practice teaching, to be videotaped and self- and peer-evaluated
6. research project based on a selected content area, to include a sample lesson plan
7. students will be required to join TESL-L, a list service for ESL teachers

When possible, students will visit off-site ESL classrooms. Guest speakers will address the class when possible and appropriate to the topic at hand.


Goals and Objectives of the Course

Having completed this course, students will be able to achieve better congruence between second language theory and practice. Students will be able to monitor and guide learner performance through appropriate planning and assessment measures.

By the end of the semester, a student in this course will be able to demonstrate:

1. differentiate between goals and objectives
2. identify and analyze components of goals and objectives
3. write performance-based goals and objectives for adult and child language learners
4. identify objectives related to the cognitive, affective and psychomotor domains
5. analyze and implement a performance-based curriculum Assessment model


Assessment Measures

The course grade will be based on class participation, written assessment of observations, teaching and lesson plans,
practice teaching, a research project, documented participation in TESL-L, a midterm examination, and a final examination.


Other Course Information

Suggested texts for this course:

Flynn, K. M., & Hill, J. D. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association of Supervision and Curriculum Instruction.  

Rothenberg, C. & Fisher, C. (2007). Teaching English language learners: A differentiated approach. Columbus, OH: Pearson

Richard-Amato, P. A., & Snow, M. (2005). Academic success for English  language learners: Strategies for K-12 mainstream teachers. White Plains, NY: Pearson.


Review and Approval
April 2007