2010
학년도 후기 교과목 해설 및 교재Shannon Tanghe
Practicum
The purpose of a teaching practicum is to help you become a more experienced and confident teacher. As a student teacher in the Dankook Community English Program (CEP), you will have many opportunities to experiment with different ways of teaching and working with actual elementary students in a supportive and safe teaching environment. This means both you and your students should feel safe to experiment with new ways of teaching and learning. From this experience, it is hoped that you will reflect critically in the attempt to develop a deeper understanding of teaching and become a better teacher.
In the weekly seminar, we will look at the specifics of what happens in the classroom and discuss our beliefs about how learners acquire language and how these beliefs influence our classroom teaching. Each seminar is an opportunity for all of us to share the responsibility for creating a mutually supportive learning environment and a successful CEP class.
**Note: All students in the practicum will be elementary aged children.
Textbook: Tanner, R. (2000) Tasks for Teacher Education: A Reflexive Approach
World Englishes
This course focuses on the ways the English language has been impacted by modern globalization—on the English language itself and the ways the language is viewed,
learned and taught in worldwide contexts. In this course, we will focus on what we teach and how we teach it and the impact of global perspectives of English as an international language. We will consider the local variety of English as well as global varieties of English and validate them, while questioning what “Standard English” is and what the value of it is. The course will look at an overview of World Englishes, with an emphasis on East Asian Englishes and particularly in the Korean context. A goal of the course is to determine in what way WE speaking learners and their educators alike will best be able to succeed in the multilingual society and classrooms of today.
Textbook: Jenkins, J. (2009). World Englishes: A resource book for students. London:
Routledge English
Children’s Literature
In this course we will study fiction and non-fiction literature intended for children. We will analyze various aspects of the literature, including some elements of structure, patterns, genre, social stereotyping and social roles of different texts and writers.
Strategies for maximizing the use of children' literature in the EFL classroom will also be discussed. Participants in this class will read and interact with a variety of different types of children' literature. Students will be responsible for presenting information on texts selected from Newbery Medal winners, juvenile picture series and picture books. This course will be conducted in seminar/workshop format and lecture format as well.
Textbook:
Curtis Porter
TESOL Research
This course is designed to introduce students to academic research in the TESOL field.
Students will learn by doing a variety of mini-studies in class that will include data gathering, data manipulation, presentation, interpretation and analysis. Students will also become familiarized with academic standards, style and format and develop the ability to digest TESOL research, distill challenging articles and concepts and produce quality research papers. Analysis of a variety of TESOL issues will provide the means for developing the cognitive tools and writing skills necessary to deal with TESOL research.
Students planning to write their M.A. thesis will find this course particularly useful as preparation for independent TESOL research.
Teaching in Multimedia
This course considers the role of technology in the TESOL classrooms and in regards to literacy in general. Several different multimedia forms will be introduced, including the Internet, blogging, wikis, e-mails, and virtual realities (MOOs) and discuss their applications and implications of in the EFL classroom. The course will consider therectorical ideas related to how literacy and techonology are developing in today’s society. Students are requires to actually interact with and reflect on all of the above technologies. We will also examine the use of movies and music in the classroom and their implications. This course is designed to introduce students to the concepts of technology and improve their understanding of the impact technology does and can have on the TESOL field.
David Moroney
TEE: Secondary School
This course concentrates on all aspects of teaching English to teenagers in a secondary educational context, i.e. in a public school (middle and high schools), a private institute or tutoring. This course is predominately for non-native English students/teachers who are interested in developing their teaching skills in a practical and open environment and is highly recommended for students concerned about their teaching ability. As the course title suggests teaching English in English will be a corner stone of the course. A very practical approach will be adopted allowing students to participate in specific teaching practices focusing on various language skills and systems. Throughout the semester we will find out the answers to various important questions - how and why teenagers are so misunderstood in education, how teenagers are different than young learners or adults, how girls and boys learn differently and what methods we can use to help with their hormones in class, why trying to be ‘cool’ with them can have disasters consequences along with dozens of classroom ideas, materials and techniques. Finally, it is hoped that this course will encourage learners to notice how language works, promote cultural awareness, develop creative thinking and problem-solving skills and appeal to teenagers’
curiosity beyond the confines of media-driven popular culture.
Textbook: Strategies for Teaching Boys and Girls – Secondary Level By Michael Gurian, Kathy Stevens and Kelley King.
Jossey-Bass Publishers ISBN: 978-0787997311
Research Methods
This course is designed to introduce learners accessibly into the area of academic research in the TESOL field. Whether it is qualitative, quantitative or mixed, research can be a daunting task perplexing many a TESOL student. Therefore during this practical course students will become familiarized with academic standards, style and format (i.e.
how to manipulate and physically present your data) and develop the ability to digest TESOL research, distill challenging articles and concepts and produce quality research papers. Analysis of a variety of data (mostly obtained from over 400 recent surveys) and current debates in the field of SLA will provide the means for developing the cognitive tools necessary to deal with TESOL research. Students planning to write their M.A. thesis (or indeed any academic paper involving data) will find this course particularly useful as preparation for independent future research.
Textbook: Doing Second Language Research By James Brown and Theodore Rodgers Oxford University Press
ISBN: 978-0194371742
Ian MacDonald Academic Writing
This writing course is probably unlike any other you have taken. First of all, it is not designed to help you become a better writing teacher. Rather, it is meant to prepare you for the kind of writing that is expected of you as a graduate student and ultimately as an active member of the international TESOL community.
The general approach in this course is analytical and rhetorical; that is, you will be asked to analyze the discourse of your discipline in an effort to understand how effective academic writing is achieved. Tasks and activities will be varied, ranging from small- scale language points to issues of how TESOL researchers structure and organize a research paper.
The first part of the course will present an overview of the considerations involved in successful academic writing with a deliberate stress on early exposure to the concept of positioning. We will then examine two overarching patterns in English expository prose:
the movement from general to specific and the movement from problem to solution.
Discussions of how to handle data and how to write summaries and critiques will follow.
Finally, we will look at the basic moves found in many TESOL research papers.
Textbook: Swales, John M., and Christine Feak. Academic Writing for Graduate Students: Essential Tasks and Skills. 2nd edition. Ann Arbor: University of Michigan Press, 2004.
김언조
Psycholinguistics
This course is for understanding of the relationship between language and the processes of the brain and mind.
It will cover detailed knowledge of basic sub-fields of psycholinguistics, including: the biological bases of language (language & the brain), speech perception, the lexicon, sentence processing, discourse, speech production and language acquisition. We will examine the methods used in psycholinguistic research and to interpret the types of results these methods have uncovered. This course will introduce and explore the major theories in the area of psycholinguistics, which will make English teachers understand basic language production and perception data and how these data have contributed to the development of the major theories in psycholinguistics. We finally apply knowledge of one of psycholinguistic field, a domain discussed in the text, e.g., cross-linguistic applications, language disorders, language acquisition, or advertising.
The main text book will be The Psychology of the Language by Trevor A. Harley, Third Edition, Psychology Press.
We will read some other books and articles, if time is available.
Classroom English
This course is for getting used to classroom English expressions. The purpose of this course is threefold: (1) to understand many of the instructor’s common commands,
directions, questions, and requests in English, (2) to encourage the use of situational English, and (3) to aid in classroom management. Furthermore, the expressions could serve as a springboard for various teaching activities such as involving classroom signs, flashcards, games, quizzes, dictation, matching, and Q & A. In addition we will cover various activities and games that incorporate the classroom English, which will encourage langauge development.
The main text book will be A Handbook of Classroom English by Glyn S. Hughes, Oxford Publication.
We also use Language Teaching Games and Contests by W R Lee, Oxford English.
Douglas Sewell
Teaching Listening and Speaking
Speaking is of course one of the four key language skills, but an often under-developed one in the Korean context. While there are many potential reasons for this, two may be of particular importance. One is that many teachers may focus on those skills most tested, such as listening, reading, grammar and vocabulary due to a lack of awareness of how productive language use, through concepts such as negotiation of meaning, work to improve all of a students language abilities. A second reason may be that many teachers are simply unaware of effective techniques to assist their students in developing speaking, and in some cases listening abilities.
Based on these concerns, this first half of this course will review and discuss the need for and value of speaking practice to the acquisition of language. Through this it is hoped that the student-teachers in this programme will come to appreciate and accept the critical need for the development of their students' speaking skills in parallel with the other language skills.
As speaking is inseparable from listening, in the more practical second half of this course we will consider effective ways of improving both speaking and listening skills in students. This part of the course will often take a communicative/task based orientation to the teaching of these skills and students will be encouraged to assess, analyse, critique and develop speaking and listening activities that may be suitable for students they currently or anticipate teaching.
Through this combination approach to the teaching of speaking and listening, it is hoped that student teachers will be able and prepared to improve their students' speaking listening skills.
Second Language Assessment
Language testing is not simply a measure of the result of language teaching, but a powerful driver of how language is actually taught. Poor testing techniques can undermine even the best teaching methods and syllabuses. Creating appropriate and well designed language tests is thus not only an important responsibility of any language teacher, but also a key to facilitating effective teaching. This course will explore a practical and principled approach to assessing English as an international language. It begins with different types of language assessment and explores various techniques of evaluation used to assess listening, speaking, reading, and writing abilities of the English language. Beyond this, course time will also be allocated to dissecting, analysing, and critiquing a variety of sample tests in order to develop in students a deep understanding of what a good test looks like. In addition, students will examine test results and will report on those results as they would understand assessments can be used to maximize student learning.
