ENGLISH 345: TESOL METHODS

AND MATERIALS

Teaching Integrated Skills through contextualization

Introductions: Tanışma

A: Merhaba! Adin ne?

B: Benim adim Lisya. Senin adin ne?

A. Benim adim da Mary.

B. Memnun oldum!

A: Ben de memnun oldum.

• Hello: Merhaba: mehr-hah-bah

• What’s your name: adin ne? (ad-en-ne) ismin ne? (ees-men-ne)

• Nice to meet you: (Tanistigimiza) Memnun oldum: meM-nan owl-dom

A: Bu ne?

B: Kalem.

Bu ne: What’s this?

Kalem: a pen/pencil

Kitap: Book

Pencere: Window

Contextualizing Linguistic Input

• How did you make meaning during this short foreign language session?

• What were some of the contextual cues that helped you make meaning?

• What type of drills your instructor used during the lesson? What language skills were integrated during this session?

Agenda

• Any questions about your text evaluation? See me after class or during the break.

• Please report back your progress in your blogs and arrange a meeting with me if you have any questions.

• Discussion Facilitation by Gina and Jenn

• Writing Across the Borders Documentary and the follow-up discussion on working with linguistically diverse students’ on the writing environments

• Talking About Teaching demos

Key ideas/concepts from Chapter 9 and

10• What are the four language related

realities Kuma describes? Describe each of them.

• What is “contextual cues”

• Define the speech act theory.

• What’s the main criticism towards the separation of skills in language teaching?

Writing Across Borders: A documentary

by Oregon State University.

• How does culture play out in writing?

• How do we assess ESL students’ writing?

• What kinds of teaching practices advantages/disadvantages ESL students?

Transformative Teaching

Demo/Drama 20% (can

be done in pairs)• a) Description of the context (3-5 minutes): This includes a detailed description of the

students (nationality, age, gender, language level etc.) and the teaching context (urban, rural, international, pull out classroom, a bilingual program, sheltered English, mainstream language arts etc.). Prior to the beginning of your demo, you may give your classmates specific roles as English language learners by handing out scenarios. Also, please include the course objectives and the skills and knowledge that you want your students to acquire.

• b) Teaching (10-15 minutes): Take about 10-15 minutes to teach a unit focusing on an area of your interest (speaking, listening, writing, or integrated skills,). If there are any materials that you would like the class to read, please give them to your classmates at least one day before your demo day.

• c) Reflection (5-10 minutes): For this component, you are asked to reflect on your teaching practice by commenting on the choice of your materials, teaching method and exchanges you had with your students. This is when you and your group mates will reflect on your teaching. Some of the questions you may consider in this reflection part are as follows: What was the most rewarding experience for you? How did your students receive your teaching? What reading materials helped you construct your teaching plan and teaching philosophy? In what ways can you improve this class?

REVIEW THE PORTFOLIO COMPONENTS

Assignments

• Bilingual education by Garcia

• Chapter 11 and 12

• Teaching Demo decisions