ࡱ>  ^Rbjbj kIa@ @ $PB"(---ÑÑÑÑÑÑ$d--"""p--"""qtя-Gx@^0BC!яя"R"B@ I: ENGL 694: OBSERVATION OF TEACHING ENGLISH: Bridging Theory and Practice through Research on Teaching Thursdays, 6:30-9:00PM Office Sutton Hall 346; 724-357-3095 Email:  HYPERLINK "mailto:Gloria.Park@iup.edu" Gloria.Park@iup.edu Office Hours: Wed. by appointment only Thurs. 10:30-12noon Fri. 12:30-2:00pm COURSE OVERVIEW: This praxis course is designed to provide classroom research and teaching/observation of teaching (i.e., theory to practice and vice versa) opportunities for Masters level students (i.e., MATESOL) in the English department. Specifically, this course will assist students to begin uncovering the following areas: (1) To understand the theoretical principles that underscore approaches to (English language) teaching; (2) To gain skills in describing, analyzing and interpreting teaching through observation, tutoring (both individual and group), and/or peer teaching; (3) To understand how observation as well as teaching can be used to gain awareness of our teaching beliefs and practices and the way we talk about teaching; (4) To gain insight into what good teaching means, and to obtain the skills necessary to critically reflect on teaching as well as be comfortable in both designing appropriate teaching materials and in their teaching roles; and (5) To begin to make sense of learner and teacher identities that are (de)/(re) constructed around issues of race, gender, class, and language. Students preparing to be teachers in the Masters of Arts in Teaching English to Speakers of Other Languages (MATESOL) learn to be reflective, to develop a broad repertoire of teaching skills, to develop sound relationships with culturally and linguistically diverse students and colleagues, and to base their teaching practice on sound theory and research. We believe that effective English as a second/foreign language educators need to draw upon many types of critical areas of knowledge domains, including, (1) knowledge of curriculum (KC); (2) knowledge of learners (KL); (3) knowledge of subject matter (KSM); (4) knowledge of educational goals and assessment (KEGA); (5) knowledge of social contexts (KSC); and (6) knowledge of pedagogy (KP). Understanding how English language learners and their teachers construct their identities in spaces within and beyond their classrooms will allow us to explore and unpack the hidden meanings that emerge throughout our journeys as English language learners and teachers. This course is ultimately about how we come to see our field and the ways in which we come to construct teaching and the multiple meanings around teaching. COURSE READINGS: Cox, M., Jordan, J., Ortmeier-Hooper, C., & Schwartz, G. (2010). Reinventing identities in second language writing. (eds.). Urbana, ILL: National Council of Teachers of English. The text will mainly be used to facilitate your peer-teaching and discussion facilitations. You will work in a group of 4 people. Each group will select 4 chapters from a single section. The following articles will be provided for you as PDFs, and below they are organized around the class session themes listed on your weekly schedule: Grill, J. (2010). Whose English counts? Native speakers as English language learners. TESOL Journal, 1(3), 358-368. Liu, P.E. (2010). A journey of empowerment: What does better English mean to me? TESOL Journal, 1(3), 389-391. Baily, K. (2010). Observing classroom lessons for professional development. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 19-38). Berlin, Germany: LINCOM Europa. Farrell, T. (2010). Professional development through reflective practice IN and FOR action. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 39-48). Berlin, Germany: LINCOM Europa. Messekher, H., Reilly, J., Harrison, M. (2010). Humanizing pedagogy and the personal essay. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 111-124). Berlin, Germany: LINCOM Europa. Alhazmi , N., Grant, J., Shimoda, T. (2010). Teachers identity in practice: A study of a NNES instructor of an undergraduate research writing course. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 125-140). Berlin, Germany: LINCOM Europa. Haro, C., & Tudor, W. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 141-156). Berlin, Germany: LINCOM Europa. Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching and Research, 1(1), 13-28. Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 2559-296. Behrman, E. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adult & Adolescent Literacy, 49(6), 490-498. Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education [online], 7(1), 95-102. Tsang, W. K. (2004). Teachers personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Wheeler, G. (2009). Plagiarism in the Japanese universities: Truly a cultural matter? Journal of Second Language Writing, 18,17-29. Clayton, J. (2010). Diversity, social consciousness, and EFL: Transformative practice and language teacher research. TESOL Journal, 1(3), 379-388. Kumaravadivelu, B. (2003). Forum: Critical language pedagogy: A postmethod perspectives on English language teaching. World Englishes, 22(4), 539-550. Policies Standard Conventions: You are responsible for handing in essays that conform to the standards of grammar & usage and conventions of documentation. Essays with excessive errors or with incorrect use of the formats for research writing (use of quotation or citation) will be returned, without a grade, for proofreading and editing. If you need help with proofreading your paper, etc, please visit the writing center. Due Dates: All work should be submitted on the due dates. Late essays are marked down half a letter grade unless you talk with me about your need for an extension. I will accept no papers more than a week late, and, at the end of the semester, I will not accept late papers without penalty, except from students who have discussed their situation with me. Grading Policy: Please refer to the assignment guidelines and requirements for their point value. So, the grading goes something like below: 90-100------------A 89-80-------------B 79-70-------------C 69-60-------------D 59 and below is F There will be absolutely NO IMCOMPLETES Plagiarism: See your Student Handbook and the University Catalogue for university policy on plagiarism ( HYPERLINK "http://www.iup.edu/registrar/catalog/acapolicy/index.shtm" www.iup.edu/registrar/catalog/acapolicy/index.shtm). It is not acceptable and can lead to expulsion from the university. In Writing and Reading Across the Curriculum, Laurence Behrens writes: Plagiarism is generally defined as the attempt to pass off the work of another as ones own. Whether born out of calculation or desperation, plagiarism is the least tolerated offense in the academic world. The fact that most plagiarism is unintentionalarising from ignorance of conventions rather than deceitfulnessmakes no difference to many professors. (Behrens 198) 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 assignments. Guidelines for Participation (10%) 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-teacher scholar and colleague during class discussions and during class activities; and c) sharing information and new insights with our fellow classmates. Peer-Teaching and SIG Discussion Facilitation (a group of 4) (20%) It is an opportunity for you to design a lesson and engage the class in whole group, small group, and individual reflections. Sign up for 3-4 chapters from Cox, Jordan, Ortmeier-Hooper & Schwartz (2010) that interests you as a group. For instance, all the chapters should come from one of the sections. There are three sections and in each section about 7-8 chapters. Please refer to the course calendar for specific weeks, and because I have had you in your first year course, I took the liberty to make the groups on your behalf Section Breaks: Section I: Formations and transitions in second language identity (7 chapters) Section II: L2 identity as resources and strategy (6 chapters) Section III: Globalism and Technology: L2 identity in the 21st century (7 chapters) (d) Lead the class in comprehending the chapter selected by you and your classmate in order to design activities and lead class discussion: outline of the major points of the chapter ( do not spend more than 1/3 of the time on this since everyone should have read these chapters before coming to class. Also, this is one of the reasons why these SIG facilitations take up the entire session) activities to facilitate the discussion and enhance understanding of the concepts/teaching implications discussed in the chapter handouts and other visuals are preferred your group has the entire class time to do this Refer to the grading rubric (separate sheet) for grade breakdown Guidelines for Observation Research (OBR) Project (70%) The contents of the OBR are as follows, which should be kept in a three-ring binder. My comments that follow each assignment within the portfolio should also be kept in the binder. This would help me/you to see your development throughout the course. Language Learning and Teaching Autobiography (10%)-Self-Introduction and a glimpse into your learning and teaching journey (no more than 2-3 double spaced pages). In a nutshell, what led you to be in a TESOL program, and what is your ultimate goal(s) upon completing this program? The responses to these two questions are directly related to how you have journeyed through your learning and teaching in the past leading up to your admission into this TESOL program as well as your first year in this program. At the end of this autobiography, you should list (make a bullet list of items)of items that you are interested in focusing on during your observation. This will serve as a brief introduction to your mentor teacher. Due Date: Observation Report #1 (General Description) (Due Date: ) (10%): In a narrative form of 4-5 double-spaced pages, you should focus on the following: (1) Describe the course(s) as it is stated in the program/course catalog. (2) Describe the classroom contexts. For example, how are items used for teaching situated in the classroom? (3) Describe how the teacher interacts with the students and situates her/himself in the classroom. For example, does s/he stand during teaching? (4) Describe how the students interact with each other, with the teacher, with the learning materials, etc. (5) Describe other situations/things deemed appropriate for this course/teaching. Observation Report #2 (Focusing on Teacher-Student as well as Student-Student Interactions and Lessons, Activities, and Group Work) (Due Date: ) (10%): In a narrative form of 5-7 double spaced pages, you should focus on the following: In addition to the description above, describe any critical moments and/or incidents you noticed; As a class, we will discuss other items. Interview the Mentor Teacher (Due Date: ) (10%): Decide whether to focus on a student or a teacher for this section of the portfolio. Then, design an interview protocol questions emerging from what you noticed in the observation reports) to learn more about how this person interacts with his/her environment. For this port ion of the portfolio, I would like to see the designed interview questions, and the actual transcription of the interview. The interview should not be more than 15 minutes, and please set this up early so that you can accommodate the mentor teachers schedule and meet the due date for this assignment. Synthesis Paper (Due Date: ) (30%): In a narrative form of 7-10, double-spaced pages, you should focus on analyzing the contents of the portfolio sections (b) through (d) and connect them to your autobiographical narratives. We will explicate this more later. COURSE CALENDAR (Revised as of August 22, 2012) Please be advised that there may be changes in the course calendar depending on your NEEDS: Session WeeksTopics, Readings, and Assignments Week 1 Aug. 30 INTRODUCTION TO THE COURSE Introduction to the Course, textbooks, e-reserve readings, sign-up for a peer-teaching group, observation assignments (contact information of the instructor), course assignment discussions. Readings Due Baily, K. (2010). Observing classroom lessons for professional development. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 19-38). Berlin, Germany: LINCOM Europa. Farrell, T. (2010). Professional development through reflective practice IN and FOR action. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 39-48). Berlin, Germany: LINCOM Europa. Please come with your textbook and be prepared to engage in classroom activities NOTES: Week 2 Sept 6Conceptual Framework in Conducting Observation of Teaching Readings Due Messekher, H., Reilly, J., Harrison, M. (2010). Humanizing pedagogy and the personal essay. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 111-124). Berlin, Germany: LINCOM Europa. Alhazmi , N., Grant, J., Shimoda, T. (2010). Teachers identity in practice: A study of a NNES instructor of an undergraduate research writing course. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 125-140). Berlin, Germany: LINCOM Europa. Preparations for our First Observation NOTES: Week 3 Sept 13 Complexities of Classroom Learning and Teaching I Readings Due: Haro, C., & Tudor, W. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. Widodo, & A. Cirockis (eds.). Observation of teaching: Bridging theory and practice through research on teaching (pp. 141-156). Berlin, Germany: LINCOM Europa. Grill, J. (2010). Whose English counts? Native speakers as English language learners. TESOL Journal, 1(3), 358-368. Liu, P.E. (2010). A journey of empowerment: What does better English mean to me? TESOL Journal, 1(3), 389-391. Readings Due: Activities Related to the above readings Preparations for our First Observation NOTES: Week 4 Sept 20 Complexities of Classroom Learning and Teaching II Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching and Research, 1(1), 13-28. Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. JOURNAL OF LANGUAGE, IDENTITY, AND EDUCATION, 4(1), 2144 Week 5 Sept 27 Complexities of Classroom Learning and Teaching III Readings Due: Wright, T. (2010). Second language teacher education: Review of recent research on practice. Language Teaching, 43(3), 2559-296. Activities related to the above readings OBSERVATION REPORT #1 DUE Week 6 Oct. 4 Peer-Teaching and Discussion Facilitation SIG One Badreyya, Timothy, Summer, Yi Chapters __________________________ Week 7 Oct 11 Complexities of Classroom Learning and Teaching IV Readings Due: Tsang, W. K. (2004). Teachers personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Week 8 Oct. 18 Peer-Teaching and Discussion Facilitation SIG Two Ahmed, Fangyuan, Ahmed, and Nada Chapters __________________________ OBSERVATION REPORT #2 DUE INTERVIEW QUESTIONS FOR THE MENTOR TEACHER DUE Week 9 Oct. 25 Peer-Teaching and Discussion Facilitation SIG Three Tewero, Kaz, Happy, Rini Chapters __________________________ Week 10 Nov. 1 Complexities of Classroom Learning and Teaching V Readings Due: Clayton, J. (2010). Diversity, social consciousness, and EFL: Transformative practice and language teacher research. TESOL Journal, 1(3), 379-388. Kumaravadivelu, B. (2003). Forum: Critical language pedagogy: A postmethod perspectives on English language teaching. World Englishes, 22(4), 539-550. Activities related to observation reports, interview questions, etc. Johnston, B. (1999). Putting Critical Pedagogy in Its Place: A Personal Account. TESOL Quarterly, 33(3), Week 11 Nov 8 Complexities of Classroom Learning and Teaching VI Reading Due: Behrman, E. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adult & Adolescent Literacy, 49(6), 490-498. Lee, C. J. (2011). Myths about critical literacy: What teachers need to unlearn. Journal of Language and Literacy Education [online], 7(1), 95-102. Week 12 Nov 15Peer-Teaching and Discussion Facilitation SIG Four Hamissou, Meng, Ghosoon, Alex Chapters __________________________ Week 13 Nov. 22 THANKSGIVING BREAK Week 14 Nov. 29 Complexities of Classroom Learning and Teaching VII Readings Due In-Class chapter organization and drafting of the chapter Week 15 Dec. 6  Individual Research Day ~ focus on your Individual Synthesis Paper Dr. Park attends the Fulbright National Screening Committee Meeting in NYC Dec 13Time and Space for Reflections Hand-in your final Observation Research Paper Course Debriefing Revisit the Visual Narrative Completed on August 30     Dr. Gloria Park/Fall 2012 August 22nd 2012 Version  PAGE \* MERGEFORMAT 10 ")+3fgoqstvwxy}~о~vkckckcvWvWjhOJQJUhOJQJh1Fh|OJQJhOJQJh1Fhv*OJQJh|56OJQJhh56OJQJhh 56OJQJhh|56OJQJ"h1Fhv*56CJOJQJaJ"h1Fht56CJOJQJaJh5CJOJQJaJh1Fhv*5CJOJQJaJ+f~ 2 F M N _  : ! 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" # $ % & ' ( ) * + %I 8ENGL 694: OBSERVATION OF (ENGLISH LANGUAGE) TEACHING: Title0<DP      _PID_HLINKSEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledA HU:http://www.iup.edu/registrar/catalog/acapolicy/index.shtm H.mailto:Gloria.Park@iup.edu + MDownloadAsset.aspx?id=142246e@:E@ hEH<p>ENGL 694: OBSERVATION OF TEACHING ENGLISH: Bridging Theory and Practice through Research on Teaching Thursdays, 6:30-9:00PM Office  Sutton Hall 346; 724-357-3095 Email: Gloria.Park@iup.edu Office Hours: Wed. by appointment only Thurs. 10:30-12noon Fri. 12:30-2:00pm COURSE OVERVIEW: </p>Root Entry F|vE Data i1Tableq|WordDocument k  !"#$%&'()*+,-./0123456SummaryInformation( DocumentSummaryInformation8HMsoDataStoreGGZVUHRPEA==2GGMicrosoft Office Word@^в@ 9@6@ 9  >Park ENGL694 Fall 2012zvjp Ms. Fang-Yu Liaozvjp Ms. Fang-Yu Liao՜.+,D՜.+,P  8D%I 8ENGL 694: OBSERVATION OF (ENGLISH LANGUAGE) TEACHING: Title$,LX`l       _PID_HLINKSEktContentID64EktContentLanguageEktFolderId64 EktQuickLinkEktContentTypeEktFolderName EktCmsPath EktExpiryType EktDateCreated EktDateModified EktTaxCategory EktCmsSizeEktSearchableEktEDescriptionekttaxonomyenabledEktShowEventsA HU:http://www.iup.edu/registrar/catalog/acapolicy/index.shtm H.mailto:Gloria.Park@iup.edu + MDownloadAsset.aspx?id=142246e@:E@ hEH<p>ENGL 694: OBSERVATION OF TEACHING ENGLISH: Bridging Theory and Practice through Research on Teaching Thursdays, 6:30-9:00PM Office  Sutton Hall 346; 724-357-3095 Email: Gloria.Park@iup.edu Office Hours: Wed. by appointment only Thurs. 10:30-12noon Fri. 12:30-2:00pm COURSE OVERVIEW: </p>   !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghjklmnoprstuvwxyz{|}~Root Entry FڿvE Data i1Tableq|WordDocument kSummaryInformation( DocumentSummaryInformation8$MsoDataStoreGGZVUHRPEA==2GGItem  PropertiesUCompObj y  !"#$%&'()*+,-./012345   F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89qOh+'0<t   $,4Normal3