tesl 36x 201309 - university of saskatchewan

Rev Aug 13, 2013 jm slg

Please Note: This Course Syllabus is an important step in updating the format of our distance courses. If for any reason the Course Syllabus does not match the print Course Guide or online course information, the Course Syllabus shall be taken as correct.

COURSE SYLLABUS

COURSE TITLE: Literacy in TESL/TESD

COURSE CODE: TESL 36 TERM: 2013-2014, Term 1

COURSE CREDITS: DELIVERY: CERTESL– Print-based

COURSE SECTION: X01 START DATE: September 5, 2013

Course Description Methods and issues in teaching literacy and numeracy to second language/second dialect learners of English, in either ESL or content-area classes. Examines immigrant, refugee and indigenous Canadian learners in adult, K-12, and family literacy contexts. Defines literacy; skills involved in literacy acquisition; mechanics and techniques for teaching reading, writing and basic numeracy; existing resources and materials development; evaluation and testing of literacy learners; short-and long-term strategies for improving literacy ability; key social and cultural issues in literacy learning.

Prerequisite: TESL 31 or TESL 34; or TEFL 12

Note: This course is also available in a computer-enhanced format.

Course Objectives The goal of TESL 36 is to introduce you to the theory and practice of teaching English literacy skills.

Course Overview To accomplish this goal, we have included the following 11 modules. Note that the divisions are slightly artificial, so some of the content you read in one module will overlap with other modules:

Module 1: Introduction—What Is Literacy?

Module 2: Learning Styles and Strategies

Module 3: Pre- and Non-Literate Learners

Module 4: Learning to Read

Module 5: Learning to Write

TESL 36X – Literacy in TESL/TESD

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Module 6: The K-12 Literacy Learner

Module 7: The Aboriginal Adult Literacy Learner

Module 8: The Immigrant Adult Literacy Learner

Module 9: Materials for the Literacy Classroom

Module 10: Assessment of ESL/ESD Literacy Learners

Module 11: Numeracy

Your Instructor The instructor for this course is Jean Campbell.

Contact Information Phone: 306-253-4363 Email: [email protected]

Office Hours I will be available to answer your questions about the content of the course on Wednesday evenings from 7:30 p.m. - 9:00 p.m. (CST). If this contact time is not suitable for you, please contact me via email to make alternate arrangements. Please note: I will not be available by phone on Wednesday, Sept. 11, 18, 25, 2013, but I will respond as quickly as possible to emails.

Profile

The joy of teaching has kept me at it over the past 32 years. Over 20 of those years have involved teaching ESL in Japan, the USA and Canada. My introduction to the world of pre- and non-literate students was an eye-opener but also provided an exciting challenge. Every morning the learners in my ESL literacy classroom at the Saskatoon Open Door Society continue to teach me, and I feel blessed that we can learn together.

Required Resources Readings/Textbooks There is one required textbook for this course that you can order directly, for a cost of $15.00, plus shipping and handling, from the publisher using the order form found via the “Publications” tab on the website’s home page. http://www.language.ca The textbook can also be downloaded for free from that same website.


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Johansson, Linda et. al. (2000). Canadian Language Benchmarks 2000: ESL for Literacy Learners. Ottawa: Centre for Canadian Language Benchmarks. Available at

http://www.language.ca/index.cfm?Voir=sections&Id=17357&M=4038&Repertoire_No=2137991327

Other Required Materials 1. Print Course Materials package (Course Guide including Article Reprints, Application

Form for Final Examination) [mailed from CCDE]

2. TESL Literacy Resources CD [mailed from CCDE]

Electronic Resources Some readings in this course will require access to a computer and the Internet. Links are provided in the Course Guide modules and in the Course Schedule – Readings column of this Course Syllabus. Also, some readings are posted as PDFs online in the Blackboard learning management system. To access Blackboard, see your Course Checklist.

Note: If any of the links don’t work for you, try copying and pasting the url into your browser. If you need further assistance, please contact your instructor. Also note that an electronic version of this syllabus is available on the CERTESL web site for your convenience in accessing the links at www.ccde.usask.ca/certesl

Downloads Some downloads may require Adobe Reader. To install this software, click this link and follow the download and installation instructions: http://get.adobe.com/reader

Supplementary Resources The following optional online resource - Practitioner Toolkit: Working with Adult English Language Learners, National Center for Family Literacy and National Center for ESL Literacy Education at the Center for Applied Linguistics - provides 240 pages of activities for the ESL classroom. The resource can be downloaded from http://www.nald.ca/library/research/practool/practool.pdf

Course Schedule

Week Module Readings Evaluation Due Date

1 1 Introduction – What Is Literacy?

Burt, Miriam & Kreeft Peyton, Joy. (2003). Reading and Adult English Language Learners: The Role of the First Language. Washington, DC: National Center for ESL Literacy Education and Center for Applied Linguistics. Blackboard PDF

2 2 Learning Styles and Strategies

Johansson, Linda et. al. (2000). Canadian Language Benchmarks 2000: ESL for Literacy Learners. Ottawa: Centre for Canadian Language Benchmarks. Refer to pp. 3, 11, 31 and 51. Available at http://www.language.ca/index.cfm?Voir=sections&Id=17


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357&M=4038&Repertoire_No=2137991327

Hermes, Amanda. Gregorc Learning Styles. Blackboard PDF Keirsey temperament sorter. Available at http://www.keirsey.com/sorter/register.aspx

Myers-Briggs assessment. Available at http://www.humanmetrics.com/cgi-win/jtypes2.asp

Oxford, R. L. (2003). Language Learning Styles and Strategies: An Overview. In Learning Styles & Strategies. Oxford GALA. Blackboard PDF

3 3 Pre- and Non-Literate Learners

Johansson, Linda et. al. (2000). Canadian language benchmarks 2000: ESL for literacy learners. Ottawa: Centre for Canadian Language Benchmarks. Read pp. II–XV and 1–23. Available at http://www.language.ca/index.cfm?Voir=sections&Id=17357&M=4038&Repertoire_No=2137991327

Marrapodi, Jean, (2013). What doesn’t work for the lowest level literacy learners and why. pp. 46-64 Blackboard PDF

Note the examples of scaffolding in this article.

4 4 Learning to Read

Van Duzer, Carol (1999). Reading and the adult English language learner. ERIC Digest. Blackboard PDF

Sensenbaugh, Roger. (1996). Phonemic awareness: An Important early step in learning to read. ERIC Digest. Blackboard PDF

See the sample unit on the CD on “Teaching ELLs to Read” at the Phase 1 – initial and developing level. Note: 1) the process; 2) the repetition; 3) the limited vocabulary; 4) the skill integration; and 5) the scaffolding.

5 5 Writing Johansson, Linda et. al. (2000). Canadian language benchmarks 2000: ESL for literacy learners. Ottawa: Centre for Canadian Language Benchmarks. Read pp. 18–23; 38–43; 58–63. Available at http://www.language.ca/index.cfm?Voir=sections&Id=17357&M=4038&Repertoire_No=2137991327

Brynildssen, Shawna (2001). Vocabulary’s Influence on Successful Writing. ERIC Digest D157. Blackboard PDF


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6 6 The K-12 Literacy Learner

Saskatchewan Education. (2002). Native Studies: A Curriculum Guide for Grade 10: Societal Structures of Indian, Metis, and Inuit Peoples. Regina, SK: Saskatchewan Education. Read “Approaches to Instruction,” pp. 1–23. Available at https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/Native_Studies_10_2002.pdf

Charlie, Lexi. (2000). Understanding the rules of culture. (Nov./Dec. 2000). Teacher Newsmagazine 13 (3). Module 8, TESL 34. Saskatoon: Extension Division, University of Saskatchewan. Blackboard PDF

Woodcock-Munoz Language Survey Revised – Normative Update (2011). Available at http://www.assess.nelson.com/test-ind/wmls-r.html

Ministry of Education, Province of Saskatchewan (2012). A Guide to Using the Common Framework of Reference With Learners of English as an Additional Language. Regina: Ministry of Education. (Appendix A). Available at http://www.education.gov.sk.ca/guide-to-using-cfr-with-eal

Ministry of Education, Province of Saskatchewan (2012). Can-Do Statements –

• Elementary Learner at A1.1 and A1.2. Regina: Ministry of Education. (Appendix B)

• Middle Learner at A1.1 and A1.2. Regina: Ministry of Education. (Appendix B)

• Secondary Learner at A1.1 and A1.2. Regina: Ministry of Education. (Appendix B)

Available at: http://www.education.gov.sk.ca/guide-to-using-cfr-with-eal

Coelho, Elizabeth (1994). Social integration of immigrant and refugee children. Jack Richards (Ed.) Educating second language children. Cambridge: Cambridge University Press, pp. 301–327. Blackboard PDF

Teemant, Annela et al. (November, 2000), A dialogue among teachers that benefits second language learners. Middle School Journal, pp. 30–38. Blackboard PDF

Epstein, R.I. & Xu, X.J. (1999). Roots and Wings: Teaching English in Schools with Aboriginal Students—A summarized review of the literature, pp. 1–27. Blackboard PDF Instructional Practices, Strategies, and Techniques. pp. 29–82. Available at

Assignment 1 due Oct. 4


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http://www.alliance.brown.edu/pubs/nclr/edells_impinstprct.pdf

7 Module 6 cont’d.

Term 1 Break Day Oct. 11

8 7 The Aboriginal Adult Literacy Learner

Video View the following video produced by the Canadian Council on Learning: Reading the future V: Daisa Allurut. Available at http://www.ccl-cca.ca/CCL/Newsroom/MultimediaCentre/AudioVideoArchive/Readingthefuture5.html

George, Ningwakwe Priscilla (2008). Aboriginal Adult Literacy: Nourishing Their Learning Spirits. University of Saskatchewan, Aboriginal Education Research Centre, Saskatoon, SK & First Nations and Adult Higher Education Consortium, Calgary, AB. “Overview” (pp. 4-8), “Part II” (pp. 14-17) and “Challenges become opportunties” (pp. 19-22). Available at http://www.ccl-cca.ca/ccl/aboutccl/knowledgecentres/AboriginalLearning/OurWork/AboriginalAdultLiteracy.html

Green, Ted & Borgerson, Lon (November 16,1991). Aboriginal Learning styles. Text from a workshop conducted by the authors for SUNTEP. Blackboard PDF Saskatchewan Education. (2002). Native Studies: A Curriculum Guide for Grade 10: Societal Structures of Indian, Metis, and Inuit Peoples. Regina, SK: Saskatchewan Education. Review “Approaches to Instruction,” pp. 1–23. Available at https://www.edonline.sk.ca/bbcswebdav/library/curricula/English/Social_Studies/Native_Studies_10_2002.pdf

9 8 The Immigrant Adult Literacy Learner

Schwarz, Robin and Burt, Miriam. (1995). ESL Instruction for Learning Disabled Adults. ERIC Digest. Blackboard PDF

Cumming, Alister. (1992) Access to Literacy for Language Minority Adults. ERIC Digest. Blackboard PDF

Rivera, Klaudia. (1999). Native Language Literacy and Adult ESL Education. ERIC Digest. Blackboard PDF

10 9 Materials for the Literacy

View CD: Weather materials by level and refer to chart on Phases and support needed.

Assignment 2 due Oct. 25


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Classroom

11 10 Assessment of ESL/ESD Literacy Learners

Burt, Miriam & Keenan, Fran (1996). Adult ESL learner assessment: Purposes and tools. ERIC Digest. Blackboard PDF

Weddel, Kathleen Santopietro & Van Duzer, Carol (1998). Needs assessment for adult ESL learners. ERIC Digest. Blackboard PDF

Teaching Diverse Learners: Ongoing Assessment of Language, Literacy and Content Learning, The Education Alliance at Brown University. Blackboard PDF

12 11 Numeracy

Ciancone, Tom (1996). Numeracy in the Adult ESL Classroom. ERIC Digest. Blackboard PDF

Johansson, Linda et. al. (2000). Canadian Language Benchmarks 2000: ESL for Literacy Learners. Ottawa: Centre for Canadian Language Benchmarks. Refer to pp. 24–29; 44–49; 64–69. http://www.language.ca/index.cfm?Voir=sections&Id=17357&M=4038&Repertoire_No=2137991327

Assignment 3 due Nov.15

FINAL EXAM Saturday,

December 7, 2013

Note: If for any reason the Course Syllabus Reading List does not match the Module Reading List, the Course Syllabus shall be taken as correct.

Grading Scheme

Assignment 1 15% Assignment 2 35% Assignment 3 25% Final Examination 25% Total 100%

Information on literal descriptors for grading at the University of Saskatchewan can be found at: http://students.usask.ca/current/academics/grades/grading-system.php More information on the Academic Courses Policy on course delivery, examinations and assessment of student learning can be found at: http://www.usask.ca/university_secretary/council/academiccourses.php


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The University of Saskatchewan Learning Charter is intended to define aspirations about the learning experience that the University aims to provide and the roles to be played in realizing these aspirations by students, instructors and the institution. A copy of the Learning Charter can be found at: http://www.usask.ca/university_secretary/LearningCharter.pdf

Evaluation Components

CCDE Writing Centre – Quality Writing Help for Free!

Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery) administered by the CCDE can use this free service. The Writing Centre provides tools and support to help you write effective essays, reports, or reviews. Simply submit a project draft, and a qualified tutor will assess your work and offer advice to improve your project. Contact the CCDE Writing Centre at http://www.ccde.usask.ca/writing

Assignment 1 Responses to Study Questions Value: 15% Due Date: Assignment 1 is due at the end of week 6. Content Covered: Assignment 1 covers Modules 1 to 5. Instructions:

Complete and hand in the study questions from each of the following modules listed below. You may provide your responses in point form, but be sure your responses are complete and thorough and that the marker can understand them.

Module Question

1 #5

2 #3

See CD for template of Strategies Chart.

3 #3

4 #2

See CD for template of Answer Sheet.

Tanner & Green resource available at http://www.scribd.com/doc/47744874/TASK-FOR-TEACHER-COURSEBOOK

Assignment 2 Unit Plan and Scaffolded Tasks Value: 35% Due Date: Assignment 2 is due at the end of week 10. Content Covered: Assignment 2 covers Modules 6 through 8.


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Instructions: Select part of one theme, and select one student focus group (i.e., K-12; Aboriginal adult; immigrant adult, etc.). Prepare the following as you complete the Introductory Chart. The chart is available on the CD so that you can expand the chart to meet the needs of your focus group.

1. A Class Description and Needs Assessment: Consider selecting one of the class case studies provided; adapting a case study; or creating a class case study of your own. Submit the case study with your assignment. Use the case study you have selected and develop it into an assessment of class needs (see Module 1, Study Question 5 for guidance). Since this is a literacy course, it is important that your case study be of true literacy learners. This means that they will have fewer than 5 years of formal education and not be functionally literate in their L1 (it has nothing to do with their English literacy). If your particular group does have an individual or two that are misplaced, I will expect you to include how you will teach these learners (who, for example, may move through material at a more rapid pace than the rest of the class) and provide for their needs along with the rest of the class.

2. Theme Choice and Language Ability: Next, identify the theme and the one subpoint of your theme that you will cover in this unit. Explain the reasons why you have chosen the one area of one theme that you have (rationale). Include enough background information about your chosen class/case study to show that you are aware of typical characteristics of their ages and life-stages as well as the type of issues they may be dealing with. Include a description of their literacy phases (approximate for K-12 learners) and CLB levels in listening and speaking; their previous education and what they can and cannot do with the language. This language assessment will influence the theme and tasks you will have them do. When the assignment asks for ‘part of one theme’ it is to recognize that it is impossible to do a whole theme in 8 lessons. Specify what might be accomplished in 8 lessons. For example, at Phase 1 my theme might be “Clothing,” but the part of the theme I would tackle in 8 lessons would be “Laundry,” and we would focus on identifying the 5 laundering symbols found in clothing.

3. Goals and Learning Outcomes: Following the process used to complete Study Question 3 in Module 3, create a list of literacy learning outcomes for your selected class. Be sure to include on your list of learning outcomes a breakdown of the areas in reading, writing and numeracy that your learners need to know in order to accomplish the goals for your theme. Consult your electronic resource for Canadian Language Benchmarks 2000: ESL for Literacy Learners available at http://www.language.ca/display_page.asp?page_id=255 for guidance in understanding global descriptors and the progress among the levels. Identify specifically what your learners can and cannot do with the language (focus on literacy).

4. Unit Plan: Prepare a unit plan for at least eight 2-hour lessons. Your unit plan should show clearly what learning outcomes you are working towards and how each lesson builds on the others toward that goal. Be sure to include enough time to practice and re-teach previously introduced skills that are relevant to your goal. You may provide information in point form under the headings Lesson 1, Lesson 2, Lesson 3, etc. specifying what you intend to cover and practice in each 2-hour lesson. A Unit Plan DOES NOT include full lesson plans. I'm looking for an objective(s) for each lesson and


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your basic approach/procedure to meet the objective. You should mention some specific materials you might use, and some of these will be created and sent in Assignment 3.

Also, think about how much vocabulary your learners need to use as well as any grammar structures. I'm looking for a logical process but don't need every detail. Remember that especially at the lower levels, don't try to do too much – one objective could carry over several lessons.

The content/theme is the vehicle that is driven by the language. The content needs to be relevant and meaningful but you use it to teach the language. Learners can get a lot of the content by talking in their L1 to others in their language community, but it is more difficult to get the language from that source.

5. Prepare three individual scaffolded tasks: Select ONE goal or learning outcome from your list above and prepare THREE scaffolded tasks that would help your students learn, practice and prepare for achieving that goal or learning outcome. Each task should be in enough detail and be explained clearly enough so that a substitute teacher could pick it up and teach it to your class. Include the following:

• the information that needs to be taught to prepare for the task • how you have arranged for oral mastery of the material first • a description of the task • all materials necessary (no more than two of these tasks may be only paper and

pencil worksheets). Remember, that the activities/tasks need to be meaningful, relevant and age appropriate. Include directions and expectations for learners who are at a different level (e.g., If a task is designed for learners who are at Phase I Developing, what will you do with those who are at Phase I Adequate and Foundation Adequate?).

• the amount of time the task will take • clear directions and how you will give the directions • description of what will follow the task • description of classroom arrangement and task management (e.g., What

happens when some ELLs are finished as others are barely starting?).

The tasks and materials should be theme-based, age appropriate and integrated (i.e., involve at least three macroskills among the three tasks).

Note: I want to see at least 50% original work for this unit plan and the subsequent materials (scaffolded tasks and Assignment 3). All borrowed or adapted material must state its source with full bibliographic data.

Note: Please see the Example of Assignment 2 (The Hutterites) on the CD.

CASE STUDIES

Case Study 1: Refugee Children in Grades 5 and 6 A group contains five primary students - three boys in Grade 5 and two girls in Grade 6. Three are from Iraq and speak only Assyrian at home, and two are from Sudan (siblings). None of their parents speak, read or write in English. All five families have been in Canada between 12 and


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18 months. While there are many similarities in their backgrounds, all have very different problems and needs as described below.

Student A (Sam) Sam is from Iraq and has been here the longest (18 months). Both his expressive and receptive language at this point are very good. He speaks in sentences, understands most conversation, can follow directions very well and is usually the spokesman for the group. There are many labels he does not know, but he can talk around the label and get his meaning across. His enunciation and pronunciation are excellent. However, he is very immature, has trouble focusing on the task at hand, and is only in the beginning reading stage (Phase 1 initial). Unless someone is beside him, he does no seatwork. Sam is often in trouble in the classroom and on the playground.

Student B (Robert) Robert is from Sudan and has been here for 15 months. He speaks using short phrases or broken sentences and often has difficulty following directions. Besides being shy and reticent to speak, he is missing many nouns and he often misses the main idea of a conversation or lesson. However, he has mastered the initial consonant sounds and is reading short, Phase I developing books with comprehension. He makes good use of picture clues and context. Robert is a good worker and tries hard to please. Unfortunately, he is also a follower and often gets into trouble with Sam.

Student C (Fatuma) Fatuma, Robert’s sister, is in grade six. When they are together, she does the speaking for Robert. She likes to talk but doesn’t like to read or write. She can express herself well in conversation but is still at a Phase I initial level in reading and writing. Student D (Mary) Mary is from Iraq and has been here for 14 months. While she is starting to show some initiative and independence, she has difficulty remembering routine and is not very motivated. She often waits for someone to get started on an activity so that she can use their model instead of starting to carry out the task on her own. She is in the early reading stage and while she can readpatterned sentences, she needs to be constantly reminded to use picture clues to help her in her reading. She tends to focus on the letters and the words and does not put meaning to text. She speaks using short phrases.

Student E (Ali) Ali has been in Canada for nearly a year. He has caught on to reading using phonics and is quite dismayed with all the silent letters he encounters. He can read the words (word calling) at a Phase I Developing level but has trouble understanding what they mean. His writing does not follow the patterns of word order although he can copy well. He is speaking and listening at a CLB 2. Discussion The academic goals for these five students for this school year are two-fold: (1) to increase expressive and receptive language and (2) to read with meaning. The ESL teacher works with the five children 4 times weekly for 45 minutes. They are also part of a reading group seen by the Learning Assistance Teacher. A combination of strategies and materials are used with these children. All three work on the oral part of the Rosetta Stone Language Learning Program (an ESL computer program). As well, a thematic approach is used to teach a variety of themes to increase their reading skill and


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focus their vocabulary. All five have just completed work on identifying initial consonant sounds and two are working on discriminating between final consonant sounds with varied degrees of mastery. All are encouraged to read daily at home and are provided with leveled books or books they have created in class.

Case Study 2: ESD High School Class This Grade 9 class consisted of 26 Aboriginal students who were all labeled ESD. Cree was spoken in the homes by the adults but not the children. This class had 10 girls and 16 boys ranging in age from 14 to 16 years. Reading levels range from CLB Phase 2 initial to Phase 3 adequate. They are writing at a Phase 2 – 3. All of them can use a word pool and put a 6-8 word sentence together using appropriate word order (Wh questions are sometimes difficult) and they are working on learning to write a paragraph. However, this is a slow process and some are having difficulty with the concepts. In order to start to progress in Grade 9, they need to be able to write paragraphs and read 3+ paragraphs for meaning. The class is focusing on this process.

Case Study 3: Fitting In

Jose arrived to Canada from Colombia. He was fourteen years old and placed in a Grade 8 classroom with 21 L1 English speakers and 4 other ESL learners ages 13 – 15. These ELLs were from Somalia, Afghanistan, Ethiopia and Iraq. None of the ESL learners were L1 literate though the boy from Ethiopia had gone to school for 2 years when he was younger. All 5 learners were working at a Phase 1 Developing to Adequate level.

Jose’s schooling in Colombia was interrupted and he read and wrote Spanish at a grade 2 level. As well, he was severely traumatized (he was witness to several violent crimes committed to members of his family). None of his family speak, read, or write any English.

Jose attended school regularly for six months and was making slow and steady progress in his expressive/receptive language. He was helped by a resource-room teacher on an individual basis five times a week for one hour each day, and he was beginning to read at the early Phase 1 level. Various strategies were used to help him read: sight words, phonics, as well as a whole language thematic approach.

However, Jose did not do well socially; he had difficulty fitting in with the regular classroom setting and had no particular ‘friends’ at school. He didn’t relate well to the other ELLs in his class and soon found the five hours in the ‘regular’ classroom where he understood little ‘boring.’ He began skipping classes frequently.

Jose needs to be engaged, build relationships, and work on his English language skills so that he can start to succeed in an academic setting.

Case Study 4: Immigrant Low-Level Literacy Class The following students meet together in a LINC Literacy class in Saskatoon. Thu is a 28-year-old woman from Sudan. She is bright but sullen, and in the classroom appears very tired and unmotivated. She is in Canada with her husband and her three young children. The youngest was born here. She is the younger wife and as such has her husband’s five older


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children (ages 7 to 18) to care for as well as her own. She has never been to school. When she arrived in class, she knew no English words except ‘OK.’ She has caught on to the mechanics of making the letters, the strategies of copying, and feels the need to complete a given worksheet before she can give her attention to the next activity. She is reticent to speak and parrots sentences reluctantly. She has one preschooler with chronic illness and misses several days of class at a time to care for him. She suffers from headaches and dizziness. She is at Foundation level in reading and writing and CLB 1 in speaking and listening. Zanfra is a middle-aged, Afghani woman with eight grown children who are all diligently studying English, anxious to get jobs. Zanfra is the cornerstone of her family. She has been in the class for 14 months. Progress is slower since Zanfra has hearing loss in both ears. This makes it difficult to hear, understand, and follow what is going on in the classroom. Her pronunciation is very poor since she cannot hear the sounds clearly. A hearing aid is not within the family’s budget. She does neat, accurate written work at Phase I initial level, but although she can match words and pictures with new vocabulary, she does not clearly hear the sound of the word. She is beginning to use a few sight words and selects words from a word pool to create 3-5 word patterned sentences. She does read lips minimally, but it is difficult to do in an unknown language. Nora is a widow from Sudan where she was a midwife. She speaks a dialect unfamiliar to other Sudanese in the class. She is in Canada with one married daughter and is caring for three others who are teenagers. She has a wonderful sense of humour and is bold about speaking and using her English. To help herself learn, she rewrites the lessons from each morning’s class. Unfortunately, her speech is difficult to understand because she confuses word order and does not differentiate between questions and answers, merely repeating what has been said to her. Her writing is not consistent and she has difficulty with letter order, word order, finding the missing word in a sentence, and copying. In controlled practice, she can often do the word substitutes; at other times, she appears totally lost and writes down anything she sees. I suspect she is dyslexic but have been unable to find out because of the language barrier. She is at a Phase I initial. Anna is a widow from Afghanistan with four teenaged children. She is making slow but steady progress in developing listening, speaking, reading, and writing skills. When her 21-year-old daughter graduated to the next level, Anna made much better progress. She suffers from headaches and severe pain in her leg from a war injury. She wants to be the dominant matriarch of the class and has a subtle campaign disassociating the Afghanis from the Africans in the class. She is working at a Phase I initial level. Mariam is 67 years old and has been in the class for 8 months. She has had no previous exposure to school, is lonely and feels useless in Canada. She sits in her daughter’s home, waiting for her grandchildren to come home from school. She wants to go back to her farm in Sudan. It is difficult for her to sit for the 3-hour classes, and she often gets up and walks around the classroom. She needs a lot of encouragement since she thinks she is too old to learn. She is not making fast progress, but she is able to manipulate a pencil better now and her printing is more controlled and smaller. She can name 80% of the letters, say the numbers to 12, tell the time and say her phone number. She can write her name without assistance. She can copy with limited understanding. The class is her one social outing and the other students support her by their acceptance. She writes at a Phase I initial level but reads at Foundation level. Ali is a 68-year-old Afghani man with a young wife and four young sons under 10 years old. He knows six other languages orally and can read and write a minimal amount of Arabic. He is


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strongly motivated and a positive contributor to the class, even though his reading and writing skills are lower than others in the group. He is still right-to-left oriented, which affects his written work, use of books, lining up, sentence sequencing, and so on. Ali is a strong speaker (CLB 2) but his literacy skills are at Foundation level. He can copy and is beginning to recognize patterns for completing written work. In reading, he mostly guesses based on the first letter. Sal is a young man from Ethiopia who has married a Canadian. His speaking and listening is a CLB 3, but he is from a preliterate tribe and has never been to school. Since coming to Canada 3 months ago, his desire has been to learn to read and write. He is patient and is painstakingly learning to control a pencil and form the letters. He is at Foundation level in reading and writing.

Case Study 5: Adult Immigrant Phase 1 Literacy Class There are six ELLs in this group, each with a particular story that has brought them into this class. Each is struggling with a number of other issues that make their learning slower or more difficult. All but one cannot read or write in their L1. They have progressed from Foundation level and are working at Phase I developing to adequate in reading and writing. Their listening and speaking ranges from CLB level 1 to 3.

Yena is a bright, delightful young woman from Ethiopia who is expecting her fourth child. She has been in the class for 10 months and has made rapid progress to read and write at Phase I Developing. She is especially strong in numeracy and has quickly caught on to adding and subtracting. She is limited by her vocabulary but has good recall of words learned for each previous theme studied. She is anxious to develop strategies to keep learning while she is home for the next 8 to 12 months with the new baby.

Alam is a 35-year-old from Sudan. He has been waiting for English classes for several months. Since he went to school for five years as a child, he is put into the literacy class. He has good, CLB level 1 speaking and listening skills and can print, name the letters, has reasonable spelling, an increasing pool of sight words, and strong vocabulary, strategies to ‘sound out’ new words. He can create 5-7 word sentences often with accurate word order. In addition, he is motivated to learn. Clearly, his language and numeracy skills are strong and he is well above any other student in the class at Phase 1 adequate. Special, expanded lessons must be planned for him, extra worksheets, reading assignments, and listening comprehension recordings supplement the rest of the lesson. The use of weekly volunteers in the class gives him practice speaking until there is room to move him to the class at the next level.

Fahima is a 40-year-old Afghani woman. She is here with her husband and three of her six children. She is constantly worried about her married children who are in Syria. During the year she has been in the class, she has made remarkable progress, starting with no second language, but learning to associate spoken words to written words. After her husband moved to the next class, she improved even more. Fahima is a quiet, shy woman and is hesitant to make mistakes. She only answers when asked but is ahead of the class in choral reading, identifying new words, recalling previous vocabulary, and word order. Her written work is meticulous. She is working at a Phase I Developing level.

Murial is a 34-year-old Sudanese woman who is in Canada with her husband and five children. She never attended school though did study some English in the refugee camp before she came to Canada. She has been in the class for 1 year and is making steady progress. She is at Phase 1 developing reading and writing but at a CLB 2 in Speaking and Listening. She has difficulty seeing the board and normal print. She is beginning to read and make sound-letter


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correspondence. She has about 35 sight words and is starting numeracy but still very challenged regarding the basics of numbers.

Maria is a widow from Honduras and has been in Canada with her sons for 13 years. She came to care for her grandchildren, cook, and do housekeeping for her family. Although she can speak some English, and now gets around the community, especially since her grandchildren have all started school, she cannot read or write and has never been to school. Their limited budget means that she must walk the six kilometers to school and back each morning. She does not like the cold weather, so frequently misses class on cold days. She is embarrassed that she cannot read or write when she has been in Canada for so long. She is frustrated that she cannot keep up with her classmates and imagines their ridicule when she consistently guesses words incorrectly, unable to decode familiar spoken words from the written. Maria is beginning a Phase 1 developing level.

Mario is a 75-year-old man from Colombia where he learned to read and write in Spanish and completed grade 10 many years ago. He continues to read for pleasure and information in Spanish. He has been able to transfer many of these literacy skills so that his reading and writing in English are fairly good, though he still confuses spelling with Spanish counterparts. He has few literacy needs and moves along more quickly than his classmates in reading and writing. He is at a Phase 1 adequate. He is in the literacy class because his speech is nearly unintelligible because of poor pronunciation. It is difficult even for native Spanish speakers (including his family) to understand him. Sometimes he and Alam work together on reading/writing projects, but eventually, Alam gets frustrated when he can’t understand Mario.

Assignment 3 Materials Development and Unit Assessment Plan Value: 25% Due Date: Assignment 3 is due at the end of week 11. Content Covered: Assignment 3 covers Modules 9 and 10. It is based on your knowledge of the entire course.

Instructions:

Use the same class as you used for Assignment 2 (unless there was a problem with that class, e.g. they weren't really literacy students). Please include the basic information about that class (just cut and paste the chart from Assignment 2) as I may not be able to recall which particular group you had done. There are two parts to this assignment as follows:

1. Materials preparation: Based on the group and theme covered in Assignment 2, prepare a series of supplemental materials to follow one goal within your unit. Ensure that these materials are age appropriate and meaningful. Provide more than simply a sheaf of fill-in-the-blank worksheets; rather develop material that could be used to teach this theme progressively through a certain CLB phase.

Because literacy learners need so much practice on each skill before moving on, I want you to show me 10 - 12 different ways that you could help them practice the skills needed for this particular goal towards its achievement. i.e. I'm looking for the materials and directions for use for 10 - 12 activities in the first part of this assignment. Organize


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these practice activities in order so that whereas some will practice the same aspect, others may build on the goal, e.g. Goal: tell time to the 1/4 hour. You may have several practice activities (listening, saying, reading, writing) on "o'clock" times, then introduce :30 and practice that. Then you may have several activities that sort; mix; match analogue & digital, etc. both :00 and :30. You could then intro :15 and practice then incorporate it to include :00, :30, :15, etc., etc.

Of course, some activities can be used from printed or online resources, but I'd like you to include some of your own materials that you have created and/or adapted for your particular class. Include all reference data from material taken or adapted from other sources.

2. Assessment: • Create an ongoing assessment plan/series of tasks to evaluate how ELLs have

accomplished the skills needed to complete a particular task.

As you worked through your unit on your subtheme you had specific goals in mind. I want you to go back and look at your lessons again and think about how you would incorporate assessment into the mix. Before you move on, to a new aspect of the theme, how would you assess whether or not the ELLs had accomplished the skills necessary? This will be your ongoing and summative assessment plan. Tell me how you will know that your learners can do what they need to do? What level of accomplishment do they need to have (e.g. 100% correct; 50% correct; 70% correct averaged over 2 days; etc.)

• Write out the assessment plan and include any tools you would use to determine when the task has been completed.

• Describe other things you as the teacher must consider when completing this ongoing assessment including management (mode of delivery, managing portfolios, student involvement, creation of the tools, type of information you are gathering, decisions re: correction, feedback to students, etc.) and the approximate amount of time needed (student/class time and teacher time) to carry it out.

Note: See Example of Part 1 of Assignment 3 on the CD.

Final Examination Value: 25% of your grade for the course Date: See Course Schedule Length: 3 hours Purpose: A comprehensive examination on the material covered in all 11 modules. Description: An invigilated, closed-book examination. No electronic devices are allowed. The exam will include the following three sections:

Part 1 short definitions with related examples Part 2 expanded short answers with application Part 3 application of knowledge from the course

To study for your final exam, you should review the following:


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• your notes including responses to Study Questions and Activities and definitions of Key

Terms and Concepts • information you have highlighted in your Course Notes or textbooks/readings.

You must register to write the final examination by completing an Application Form for Final Examination. Due: October 15, 2013. This application form is included in your course materials and is also available at http://ccde.usask.ca/exam-info Consult the Examination Regulations in your Registration Handbook for further details on examinations.

Submitting Assignments Submission forms and pre-addressed envelopes are included in your course materials package. Assignments may be submitted by mail, fax, or in person. Your instructor will also accept assignments submitted electronically by email attachment.

Options for Submitting Assignments:

• Electronically to your instructor by e-mail to [email protected] (This is your instructor’s preferred mode.)

• By fax (with completed submission form) to CCDE at (306) 966-5245. • In person (with completed submission form) to the Main Office at the Centre for

Continuing and Distance Education (address below) Monday through Friday between 8:30 a.m. and 4:30 p.m. After Hours: Via the drop slot located at the top of the central stairwell, on the Fourth Floor of the Williams Building (address below).

• By mail (with completed submission form) to:

The Centre for Continuing and Distance Education (CCDE) Room 464, Williams Building University of Saskatchewan 221 Cumberland Avenue North Saskatoon, SK S7N 1M3 Please note that assignments sent by mail should be postmarked no later than the due date, and faxes should be sent prior to 4:30 p.m. Saskatchewan time on the due date. You should keep a personal copy of all assignments submitted.

Additional Information

Must Pass Students must pass all of the assignments and the final examination in order to pass this course.

Late Assignments Assignment due dates are listed on the Schedule in this Course Syllabus. If you think your assignment will be late, contact your instructor well in advance of the assignment due date. The


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instructor will deduct marks for late assignments if you have not made alternative arrangements.

Grammar and Spelling You have met the required language proficiency level for entry to this program. However, marks will be deducted for careless errors in your assignments. So be sure to proofread your assignments carefully for mechanics! If you are a non-native speaker of English (that is, if English is not your mother tongue), we encourage you to check your assignment with someone whom you think has good English writing skills.

If your English is so poor that the instructor is unable to understand your assignment or examination, you may be asked to rewrite it, or you may fail. Your instructor will use the descriptors from the CanTEST to measure your ability in English. You will be expected to meet at least Band 4.5 in your writing and speaking. If you fall below this level, your instructor will let you know where your weaknesses lie. See http://www.cantest.uottawa.ca/score.php

Canadian spelling preferences are used throughout the Course Guide. Canadian students may wish to consult the Canadian Oxford Dictionary for standard Canadian spelling, grammar, and vocabulary. Non-native speakers of English may use Standard American English forms or British forms. Whichever dictionary you use, please try to be consistent.

Requirements for All Assignments Carefully read the instructions below so that you know what is expected in each assignment.

1. Each assignment must be written in the format specified in the assignment.

2. Each assignment must include the following elements:

• a submission form

• a body, which includes the main part of your assignment; this assignment may be a short essay, a lesson plan, or a collection of your writing and materials as indicated in the assignment

• properly cited references, if applicable, with author, title, page numbers, publication date, place of publication, and publisher. For a sample of the format refer to the resources list at the end of each module.

3. Each assignment must be typed. Number the pages of your assignment.

4. Follow the instructions for each assignment very carefully to ensure that you have included everything that is expected of you. Your instructor will deduct marks if you do not follow the instructions.

5. Marks will be deducted for grammatical errors. You may fail an assignment or the exam if your English is inadequate. Be sure to proofread your assignments and exam carefully for mechanics! You may wish to have a colleague, friend, or relative proofread your assignment before you submit it.

6. We require that your English skills be at least at the level of Band 4.5 on the CanWRITE Evaluation Grid.


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7. Plagiarism is a serious offense. If you use resources (books, materials, discussions with teachers, etc.), you must cite your sources. Failure to do so is plagiarism (see the following “Integrity Defined” section).

8. You should do the assignments for this course on your own, not in groups. Students whose assignments have obviously been copied from others will fail.

9. If you want your final assignment graded and returned to you before you write the final examination for this course, be sure to submit the assignment well before the due date listed on your Course Schedule.

10. You are responsible for seeing that your assignments arrive at the Centre for Continuing and Distance Education for marking. Do not rely on other students to submit your assignments for you.

11. Be sure to keep a personal copy of all assignments submitted.

Note: If you see errors in the course package, please take note of them and inform your instructor.

An Assignment Checklist Before submitting the assignment, ask yourself the following questions:

❑ Have I included the assignment and resource list?

❑ Have I covered all the required points?

❑ Have I demonstrated knowledge based on the course readings?

❑ Have I shown I understand the theoretical information presented in the course by applying it in the assignments?

❑ Have I properly cited all my sources?

❑ Are the ideas and points logically and coherently organized?

❑ Have I expressed myself accurately and effectively?

❑ Is the assignment succinct?

❑ Have I used correct spelling and grammar?

Students with Disabilities

If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly encouraged to register with Disability Services for Students (DSS). In order to access DSS programs and supports, you must follow DSS policy and procedures. If you suspect you may have a disability, contact DSS for advice and referrals. For more information, see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].


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Integrity Defined (from the Office of the University Secretary) “Integrity is expected of all students in their academic work – class participation, examinations, assignments, research, practica – and in their non-academic interactions and activities as well.” (Office of the University Secretary)

It is your responsibility to be familiar with the University of Saskatchewan Guidelines for Academic Conduct. More information is available at www.usask.ca/university_secretary/pdf/dishonesty_info_sheet.pdf

Protocol for Community Contacts Note: If you intend to work within the community to meet the course requirements (e.g., observations), please refer to the Protocol for Working with the EAL Community and Observations Across CERTSL located on the CERTESL website at www.ccde.usask.ca/CERTESL

The protocol document outlines proper procedure and behavior when you contact an ESL delivery agency and want to teach or observe in classrooms or work with or interview a teacher. Be sure to read this protocol document carefully and follow the suggestions in it. If you do not follow the protocol, the ESL delivery agency may refuse to let you into a classroom to observe or do an assignment, and the teacher may refuse to do an interview with you. It’s very important that you follow this protocol so that we maintain our good relationships with these various organizations.

The Protocol Handbook also includes a section titled “Contact with Learners.” This section deals with the cultural awareness and sensitivity that are required on your part when you are working with learners.

Observation Across CERTESL Students in the CERTESL program are required to complete and document a total of 10 hours of classroom observation before enrolling in TESL 42 (Supervised Practicum) or TESL 43 (Professional Project). This is to ensure that you have opportunities to observe how teachers apply language teaching theory in their classroom teaching and to experience the actual dynamics of the classroom in preparation for your practicum or project. During the practicum, you will have additional opportunities to observe teachers and peers. You will find instructions for Observation Across CERTESL and forms that you will use to document and report on your observations in the document Protocol for Working with the EAL Community and Observations Across CERTESL available electronically at http://www.ccde.usask.ca/certesl

Language Proficiency Requirements You have met the University of Saskatchewan requirements for entrance to CERTESL. However, as an English teacher, you are expected to be an excellent language model for your students. Therefore, your command of the English language is very important.

CERTESL has always required students to have a high standard of language skills, and we feel it is important to clearly lay out those standards to you. The English proficiency standards that


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we use to mark your assignments and examinations in CERTESL are based on an English language proficiency test, CanTEST, which is used for admission to several Canadian universities.

Written assignments in CERTESL are marked for content, presentation, and organization, as well as for mechanics. At this stage of your training, the level of your language on assignments must meet and should exceed the standard of 4.5 on the writing section of the CanTEST. General descriptions of the CanTEST bands are online at http://www.cantest.uottawa.ca/score.php

You must be familiar with these bands, regardless of whether you are a native or non-native speaker, so make sure that you read this online content carefully. If you are unsure about the interpretation of the score, contact the Academic Coordinator or your instructor.

You will also be assessed on your speaking proficiency during the practicum (TESL 42). By the time you are ready for TESL 42, you will be expected to demonstrate abilities at the Band 5 level in all skill areas – listening, reading, writing and speaking. If your instructor feels that your language skills are below the expected levels, she or he will inform you and will provide suggestions for improvement. You will be required to meet this level in order to pass the course. If you are a non-native speaker of the English language, you will also be required to demonstrate this level when you apply for TESL Canada certification or TESL Ontario accreditation if you want either of these professional recognitions after completing CERTESL.

Regardless of whether you are a native or non-native speaker of English, if you have very serious weaknesses, your instructor may refer you to the CCDE Writing Centre (visit http://www.ccde.usask.ca/writing/) for assistance. Please take such a recommendation seriously. If you cannot use English effectively, you will not be able to provide the kind of language modeling your students need and deserve. If you are concerned about your ability to write correct English, don’t wait for an instructor recommendation; contact the Writing Centre before you submit your first assignment.

If you have questions or concerns with the standards, please contact Shannon Storey, Academic Coordinator of CERTESL, at (306) 966-2085 or [email protected]


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Module Learning Objectives

Module 1 Introduction – What Is Literacy? 1. Recount the elements involved in ESL/ESD literacy. 2. Describe the impact of low literacy skills on individuals, immigrant, refugee and Aboriginal

communities, and the larger community living in Canada. 3. Identify specific areas of life affected by literacy. 4. Define four types of literacy learners. 5. Describe characteristics of a literacy learner. 6. Assess factors influencing a learner’s low literacy skills. 7. Identify two issues that affect literacy learners as children, adolescents, and adults. Module 2 Learning Styles and Strategies 1. Identify the difference between a learning style and a learning strategy. 2. Identify the three kinds of direct learning strategies and indirect learning strategies. 3. Analyze individual learning styles. 4. Plan lessons that include tasks and activities to meet the needs of learners with a variety of

learning styles. 5. Identify the learning strategies that learners need to use at each phase of the ESL literacy

benchmarks. 6. Evaluate how to teach a specific learning strategy that may not yet be part of a learner’s

repertoire. 7. Identify your own learning style and its implications on your learning. Module 3 Pre- and Non-Literate Learners 1. Identify with non-literate learners in terms of the steep learning curve they must climb. 2. Break down learning outcomes into small, progressive, achievable steps. 3. Identify specific elements in the writing process. 4. Identify specific elements in the reading process. 5. Apply useful techniques for teaching beginning literacy learners. 6. Use a number of strategies to support learners in their initial stages of language and literacy

learning. Module 4 Learning to Read 1. Outline the process by which one learns to read. 2. Describe the reading approaches of whole language and phonics. 3. Identify the advantages and disadvantages of various reading approaches. Module 5 Learning to Write 1. Outline the process by which one learns to write. 2. Explain the difference between spoken and written language. 3. Describe the progression of “process writing.” 4. Identify the advantages and disadvantages of various writing approaches. 5. Identify various techniques for teaching writing.


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6. Describe the purposes and genres of writing. Module 6 The K-12 Literacy Learner 1. Explain the language requirements for BICS and CALP. 2. List techniques suitable for teaching reading and writing to children in K–6 and Grades 7–

12. 3. Evaluate various techniques for teaching literacy skills to elementary and secondary

ESL/ESD students. 4. Evaluate the various types of learning programs found in North American schools. 5. Describe how specific factors that your ESL/ESD students may be experiencing outside

school may affect their learning in school. Module 7 The Aboriginal Adult Literacy Learner 1. Articulate issues related to literacy for Aboriginal adults. 2. Distinguish the difference between the goals of TESL and TESD. 3. Articulate an understanding of Aboriginal pedagogy. 4. Specify appropriate teaching techniques that would meet the needs and learning styles of

Aboriginal adults. Module 8 The Immigrant Adult Literacy Learner 1. Outline the type of information needed to completely describe the learners and their

individual situations, considering how you will attain that information from learners who cannot communicate in English.

2. Identify the kinds of challenges that immigrants in your class may be facing. 3. Suggest a variety of potential solutions to sample difficulties. 4. Suggest ways to teach adult immigrant literacy learners most effectively. 5. Sequence the teaching process for the numerous subskills needed to complete each

required task. Module 9 Materials for the Literacy Classroom 1. Consider what resources and texts you will select for your own teaching. 2. Evaluate available literacy learning materials 3. Create your own learner-centered material. Module 10 Assessment of ESL/ESD Literacy Learners 1. Articulate the purpose and cycle of assessment for your students, for your lesson and unit

planning, and for your teaching techniques. 2. Explain when to do assessment. 3. Describe the special issues related to assessing ESL literacy learners. 4. Identify appropriate methods of assessing ELL level and progress. Module 11 Numeracy 1. Identify the areas and skills involved in numeracy. 2. Explain why learning and teaching number and math skills are so important to ESL/ESD

learners.


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3. Identify the strategies needed to do basic math. 4. Explain how to teach numbers and functional math.

Acknowledgements Course Authors Jean Campbell (primary author) Original Advisory Committee (peer reviewed modules and contributed case studies)

• Michael Cottrell, ITEP (Indian Teacher Education Program) • Stacey Crooks, Saskatchewan Literacy Network • Joan Dunn, Northern Lights School Division • Tim Helfrich, Program Manager, Government of Saskatchewan • Lynda McPhee, CLB Assessor • Diana Nordick, ESL Instructor/Catalyst Teacher (elementary), Saskatoon Catholic

School Division • Roula Sifakis, Supervisor of the Language Training Unit, Saskatoon Open Door

Society • Shannon Storey, CCDE, University of Saskatchewan • John Taras, ESL Instructor, Saskatoon Public School Division • Carol Vandale, Saskatchewan Aboriginal Literacy Network

Revised 2012-2013 by

Jean Campbell, B.A.; M.A., TESOL; M.A., Counselling (primary author) Literacy Instructor, Saskatoon Open Door Society Director of TESOL and Teacher Trainer in TESOL, Bethany College, Hepburn, SK, and the Centre for Continuing & Distance Education, University of Saskatchewan

Shannon Storey, B.A., B.Ed., PGD Ed. (TESL), MCEd. TESL Specialist Academic Coordinator CERTESL, Centre for Distance and Continuing Education, University of Saskatchewan

Instructional Design and Course Development Ruth Epstein, M.A., TESL; PGD Educational Communications Instructional Design Group, Extension Division, University of Saskatchewan

Revised 2012-2013 by Jeanette McKee, B.Ed., M.Ed., Instructional Designer, Centre for Continuing and Distance Education, University of Saskatchewan

Course Funding This course was originally developed with the financial assistance of the following organizations:

• National Literacy Secretariat, Human Resources and Social Development Canada • Saskatchewan Intergovernmental Affairs

Their contributions are gratefully acknowledged.

tesl 36x 201309 - university of saskatchewan

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