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MATESOL Program
ENGL 625: Introduction to TESOL and Applied Linguistics: Implications for Research, Practice, and Policy
Thursdays, 2:30-5:00pm Leonard 214
Instructor: Gloria Park, Ph.D. Office: Sutton 346
Email: HYPERLINK "mailto:Gloria.park@iup.edu" Gloria.park@iup.edu Office Phone: 724-357-3095
Office Hours:
Wed. by appointment only
Thurs. 10:30-12noon
Fri. 12:30-2:00pm
COURSE OVERVIEW:
The purpose of this course is to provide an investigation of the major trends and issues that have affected, and do affect theory, practice, and policy within the fields of TESOL, Applied Linguistics, and language teacher education. As such, this course provides both an emphasis upon the historical, theoretical, and pedagogical underpinnings of TESOL, Applied Linguistics, and language teacher education in relation to the interconnected and complex knowledge domains in the fields:
Knowledge of Learners/Teachers and their Sociocultural & Sociopolitical contexts,
Knowledge of Pedagogy,
Knowledge of Subject Matter & Research,
Knowledge of Curriculum and Policy, and
Knowledge of Assessment and Educational Goals
COURSE READINGS:
Please refer to the course packet of PDFs.
UNIVERSITY STUDENT SERVICES & RESOURCES
The Writing Center, located in 218 Eicher Hall (on Grant Street), is available to all IUP students and provides free assistance in all aspects of writing and communication, including the required APA format. Contact the Writing Center: (724) 357-3029; email: w-center@iup.edu; or on-line at HYPERLINK "http://www.wc.iup.edu/default.htm"http://www.wc.iup.edu/default.htm.
Disability Support Services ~ In compliance with the Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA), students with documented disabilities, including those with hearing or sight loss, are invited to confidentially share their needs with the instructor as soon as possible. All University-approved accommodations for students with disabilities will be provided to the fullest extent possible. For more information about your right to accommodations, please visit the Disability Support Services in 216 Pratt Hall or on their website at HYPERLINK "http://www.iup.edu/home.aspx?id=4423"http://www.iup.edu/home.aspx?id=4423.
The University Stapleton Library provides students with resources and references necessary in successfully navigating through the academic experience at IUP. Please check out the website for its specific resources: HYPERLINK "http://www.iup.edu/library"www.iup.edu/library
**Absolutely NO late work will be accepted. All written assignments should be handed in on the due date in class.
ASSIGNMENT GUIDELINES/REQUIREMENTS:
The following are intended as general assignment guidelines. Assignments will be discussed in greater detail during the class. Additional readings and homework assignments may be distributed as the class proceeds, particularly with guest lecturers. Please speak with me if you have any questions about the assignments.
Guidelines for Participation Requirement (20%)
Active class participation and regular attendance are crucial to this class. Participation includes:
a) completing homework activities on the due date, including readings;
b) actively engaging as a peer-researcher and colleague during class discussions and during
class activities; and
c) sharing information and new insights with our fellow classmates.
Guidelines for In-Class Concept Mapping Activity (facilitated by Mr. Kyle Nuske, ABD)
During our first class, you will participate in an activity designed to explore your impressions of critical language teaching. This activity will help you to examine your thoughts and opinions about what it means to be critical and how critical concepts might relate to your current or future teaching. A second concept mapping activity will be conducted on November 15.
Guidelines for Educational Journey Narrative (10%)
A Brief Narrative of your Background-Self-Introduction and a glimpse into your educational journey that led you into an MATESOL program in the US. This narrative will be revisited at the end as a way to synthesize what you have gained from this course (no more than 3 double spaced pages). DUE: September 7th in Class
And you will have an opportunity to revisit this narrative for your Final Synthesis Paper.
Guidelines for Research, Practice, and Policy Trends Project
As an introduction to the fields of TESOL and Applied Linguistics, it is important for us to investigate what has been happening in our fields through exploring the published work in refereed journals and book series.
The class will be divided into groups for this TRENDS PROJECT. Each group should be no more than 3 students who have similar teaching and research foci. And then, each group will do the following:
As a group, decide on which journal to explore. However, before you decide on a specific journal, please make sure that you have access to full 10 years;
After you have decided on a journal as a group, each group should schedule to spend a few hours at the library to look at the TRENDS related to research, practice, and policy (or within each section, you can always explore the knowledge domains) in the fields of TESOL and Applied Linguistics
Since each group looks at the last decade of a given journal, you will browse through 2000-2012
For instance, these are some basic questions you need to ask as you browse/read through the published work:
(1) what were some topics that were published in the beginning of the decade that differ from the current published work?
(2) what research methodologies were used in these studies?
(3) what were the overall findings?
(4) what teaching and policy implications were discussed as a result of this study findings?
With what you have in part (d), you are now ready to construct/write your critical annotated bibliography of published work. REMEMBER, YOU DO NOT NEED TO HAVE A CRITICAL ANNOTATED BIBLIOGRAPHY (CAB) for each journal article (2000-2012). Each CAB should be no more than one double-spaced page. However, what you need to do is to find the THEMES under Research, Practice, and Policy (themes related to or connected to knowledge domains) to see what emerges as trends in TESOL and Applied Linguistics.
Examples of CABs: We will discuss this further in class.
Component 1: Group Presentation (Mid-Semester Report) (10%) Due Date: October 11th
At the midpoint of Fall 2012 semester, each group will provide a progress report on their TRENDS Project. This will be an oral presentation by each member of the group. Each group should also prepare a one-page handout for the audience and Dr. Park.
Component 2: Group Project (20%) Due Date:
As you compile the CABs from a selected journal (2002-2012) or a book series, organize them into themes, and hand it in to Dr. Park as your group project. Themes could be categorized into Research, Practice, or Policy. Or, themes could be arranged around knowledge domains as well. This decision depends on how you and your group want to showcase the perspectives in the fields of TESOL, Applied Linguistics, and language teacher education. More information will follow.
Component 3: Individual Synthesis Paper (40%) Due Date:
With your group project organized around themes of Research, Practice, and Policy, select one of the themes for your individual synthesis paper. These are some guidelines to follow for constructing this synthesis paper:
First, select one of the theme areas (1-2 theme areas such as pedagogy and curriculum, etc.) for CABs your group put together;
Second, reflect on the educational narratives constructed in the beginning of the course and see how your own educational journey narratives have shifted as a result of conducting the TRENDS project and this course, and how does what you now know further fuel your interests in the fields of TESOL and Applied Linguistics.
This synthesis paper should be no more than 10-12 pages excluding the reference section.
All papers written for this course should adhere to APA 6th edition stylistic manual.
More importantly, all papers written for this course should be proofread and edited for readability.
GRADE DISTRIBUTION:
100-90% A 89-80% B 79-70% C 69-60% D
TENTATIVE COURSE CALENDAR:
Depending on the needs of the learners, there may be changes in session readings. If this is the case, there will be announcements in class sessions.
SessionTopics & ReadingsAssignments Due & Notes8/30Greeting & Attendance
In-Class Concept Mapping (Facilitated by Professor Kyle Nuske)
Introduction to the Course & Requirements
Second Year MATESOL Students talk about the Trends Project
9/7Knowledge of Learners/Teachers and their Sociocultural & Sociopolitical Contexts
Readings Due:
Casanave, C. (2008). Learning participatory practices in graduate school: Some perspective-taking by a mainstream educator. In C. P. Casanave & X. Lis (Eds.), Learning the literacy practices of graduate school: Insiders reflections on academic enculturation (p. 14-31). The University of Michigan Press.
Vandrick, S. (2011). Students of the new global elite. TESOL Quarterly, 45(1), 160-169.
Educational Journey Narratives9/14Knowledge of Learners/Teachers and their Sociocultural & Sociopolitical Contexts (cont)
Readings Due:
Gao, X. (2010). To be or not to be part of them: Micropolitical challenges in Mainland Chinese students learning of English in a multilingual university. TESOL Quarterly, 44(2), 274+.
He, D., & Zhang, Q. (2010). Native speaker norms and China English: From the perspectives of learners and teachers in China. TESOL Quarterly, 44(4), 769+
9/21 (N)Knowledge of Learners/Teachers and their Sociocultural & Sociopolitical Contexts (cont)
Readings Due:
Kubota, R. (2004). Critical multiculturalism and second language education. In B. Norton & K. Tooheys (Eds.), Critical pedagogies and language learning (pp. 30-52).Cambridge University Press.
Kumaravadivelu, B. (2003). Critical language pedagogy: A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550.
9/28 Knowledge of Pedagogy
Readings Due:
Canagarajah, S. (2006). Toward a writing pedagogy of shuttling between languages: Learning from multilingual writers. College English, 68(6), 589+
A second article will be decided
10/4Knowledge of Pedagogy (cont)
Readings Due:
Lin, A. (2004). Introducing a critical pedagogical curriculum: A feminist reflexive account. In B. Norton & K. Tooheys (Eds.), Critical pedagogies and language learning (pp. 271-290).Cambridge University Press.
Park, G. (2009). I listened to Korean society. I always heard that women should be this way: The negotiation and construction of gendered identities Journal of Language, Identity, and Education, 8(2), 174-190.
10/11Knowledge of Pedagogy (cont)
Readings Due:
Trends Project (mid-semester status, group informal report)
Second year MATESOL Program students discuss their Thesis research
Component 1: Group Informal Presentation (Mid-Semester Report) (10%) Due10/18 (N)Knowledge of Pedagogy (cont)
Readings Due:
Starfield, S. (2004). Why does this feel empowering?: Thesis writing, concordancing, and the corporatizing university. In B. Norton & K. Tooheys (Eds.), Critical pedagogies and language learning (pp. 138-157).Cambridge University Press.
Pennycook, A. (1996). Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism. TESOL Quarterly, 30(2), 201-230.
10/25Knowledge of Subject Matter & Research
Readings Due:
Hanauer, D. (2010). Poetry as research: Exploring second language poetry writing. Philadelphia, PA: John Benjamins Publishing Company.
Chapters 1, 2, 3
11/1Knowledge of Subject Matter & Research (cont)
Readings Due:
Hanauer, D. (2010). Poetry as research: Exploring second language poetry writing. Philadelphia, PA: John Benjamins Publishing Company.
Chapters 4, 5
11/8 Knowledge of Curriculum & Policy
Readings Due:
Vasquez, C., & Sharpless, D. (2009). The role of pragmatics in the Masters TESOL curriculum: Findings from a nationwide survey. TESOL Quarterly, 43(1), 5+
Park, G. (2012). I am never afraid of being recognized as an NNES: One woman teachers journey in claiming and embracing the NNES identity. TESOL Quarterly, 46(1), 127-151.
11/15 (N)Knowledge of Curriculum & Policy (cont)
In-Class Concept Mapping ~~ Issues on Critical Language Teaching
11/22Thanksgiving Recess
11/29Knowledge of Assessment and Educational Goals
Readings Due:
Hamp-Lyons, L. (2009). Access, equity andplagiarism? TESOL Quarterly, 43(4), 690+
Nunn, R. (2009). Addressing academic inequality: A response in support of Wen and Gao. TESOL Quarterly, 43(4), 694+
Gong, G. (2009). An alternative question and possible answers: Making local research publications accessible internationally. TESOL Quarterly, 43(4), 696+
Gao, Y., & Wen, Q. (2009). Co-responsibility in the dialogical co-construction of academic discourse. TESOL Quarterly, 43(4), 700+
Salager-Meyer, F. (2009). Academic equality and cooperative justice. TESOL Quarterly, 43(4), 703+
Component 2: Group Project (20%) Due12/7Individual Research Day ~ focus on your Individual Synthesis Paper
Dr. Park attends the Fulbright National Screening Committee Meeting in NYC
12/14Course debriefing
Component 3: Individual Synthesis Paper (40%) Due
Dr. Gloria Park/Fall 2012
August 24th Version
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