BE 503 Methods and Materials for Teaching English as a Second Language

Week 1 Analysis Submit at the end of Week 1. Overview: Research to Practice: Part 1
This course, Methods and Materials for Teaching English as a Second Language, provides both a research base for decision making about instruction for second language learners and an opportunity to apply that research to improve your practice. In this weeks Analysis assignment, you will summarize the research of Stephen Krashen and Virginia Collier, write questions that help you apply the research, and suggest strategies/activities to include in a one-week, thematic, interdisciplinary lesson plan for English language learners. As you consider strategies/activities that you will incorporate into your Week 3 lesson plan, consult the Webliography in your Resources and your course readings. They contain many suggestions for strategies/activities.

Learning Objective
Know the basic concepts supporting each method of ESL instruction and explain the goals/ objectives of ESL programs.

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BE 503 Methods and Materials for Teaching English as a Second Language

Rubric
Use this rubric to guide your work on this Week 1 Analysis assignment, Research to Practice Part 1.
Strong 5 Focused coherent presentation of welldeveloped concepts 4 Medium 3 Some related concepts, but not fully developed; relationships between elements not always clear For example: Presents ideas but not enough specific examples to support ideas; insufficient paragraphing; sentences clear but choppy; lack of clear transitions between ideas; a few distracting mechanical errors 3 Uses terminology of the field but without clear articulation or context 2 Weak 1 Lacks focus 0

Communication

For example: Has welldefined topic; introduction gives clear sense of direction, places subject in larger context; paragraphs coherent, sentences flow; variation in sentence structure creates interest and emphasizes some ideas over others; relationships among elements obvious and easily understood 5 Uses terminology of field accurately 4

For example: little or no introduction; rambles from one subject to another; little or no use of paragraphs to organize information; not enough narrative or explanation; many distracting errors, hardto-read sentences; concepts not structured, not developed with specific detail 2 1 Uses little or no terminology or concepts related to field For example: seems to use terminology only to satisfy course requirements, not to convey ideas; language more conversational than professional 1 Little attempt to place details in the context of broader ideas or theories; doesnt use APA citations and references 0

Specialized Knowledge

Evidence-Based Theory and Practice

5 Demonstrates confident understanding of subject matter and application to professional practice; uses APA for citations and references when specified in the assignment For example: applies broad theories to real-world scenarios (thinks globally, acts locally); visualizes applications beyond a single use; uses sufficient appropriate number of relevant (seminal or recent)

3 Theories not consistently supported by clear evidence or citations; demonstrates partial understanding without fully applying it to professional practice; uses some elements of APA For example: citations not clearly related to point; some application of ideas but concepts not sorted out and

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BE 503 Methods and Materials for Teaching English as a Second Language

sources; sources speak to each other, expresses varying views; sources add relevant information; applies citations to specific situations explored separately or thoroughly; includes analysis but without frame of reference; cites multiple references but doesnt relate to each other; doesnt consistently follow APA format 3 Explains some processes and subject matter and includes superficial analysis of data For example: Includes examples of observation, assessment, or action research but not sufficiently detailed or analyzed; interesting data but addition of tables or other visuals would have made information easier to interpret 3 Lacks clear connections of learning to personal experience and implications for the profession, the larger context, and professional growth; shallow analysis of implications for the institution, the larger context, and own professional growth; and makes limited connection between shared vision and leadership and institutional and academic success. For example: Limited application of theory and research to professional practice; mentions shared vision

Student-Focused Observation, Assessment, and Action Research

5 Comprehensively demonstrates clear understanding of process and subject matter including in-depth analysis of data For example: Uses realworld applications, clearly describes and explains results of classroom assessment, observation, and research; relates action research to theory; reflects in detail on own strengths and weaknesses

1 Doesnt explain processes and subject matter; no analysis of data

Relevance and Leadership

5 Clearly connects learning to the profession and personal experience; analyzes implications for the institution, the largercontext, and own professional growth, and strongly communicates the importance of shared vision and shared leadership to overall institutional and academic success. For example: Identifies elements of course that had an impact on point of view and leadership style or practices; balances theory with practical experience; seeks out and applies best practices; articulates the importance of shared vision and leadership and links them to change initiatives.

1 Does not explain implications of learning on profession, the larger-context, and professional growth; does not analyze implications for the profession, the larger context, or professional growth; does not acknowledge the importance of shared vision and leadership.

For example: no application of concepts to profession or personal experiences; no evidence of applying strategies studied in course

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BE 503 Methods and Materials for Teaching English as a Second Language

and leadership but does not connect them to change initiatives. 3 Completed some but not all of the essential elements and not entirely responsive to assignment directions and format

Completion

5 Completed all essential elements of assignment and followed direction and format required for assignment (type, spacing, margins, headings, etc.)

1 Essential required elements (tables, statistics, etc.) missing and not responsive to assignment directions and format

Directions: 1) Save and print the Week 1 Analysis PDF. 2) Create a Word document for your response. Use 12-point Arial or Times New Roman font. 3) In the left corner of the document, place the following single-spaced header: Name Course Number and Title Date 4) In the Word document, create and complete the template according to the directions for Research to Practice: Part 1. 5) Follow the How to Submit directions to submit your final Word document.

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BE 503 Methods and Materials for Teaching English as a Second Language

Week 1 Analysis Assignment Research to Practice: Part 1

Directions: Select a grade level, two content areas, and a theme for a one-week, thematic, interdisciplinary lesson plan for second language learners. Create and complete the template in the Word document by: Summarizing Stephen Krashens three hypotheses and the four components of Virginia Colliers Prism Model. Developing a question for each hypothesis and Prism Model component to guide your development of your lesson plan. Suggesting strategies/activities related to your grade level, content area and theme that answer the guiding questions. Grade Level: Content Area 1: Theme:

Content Area 2: Summary (Summarize the research in 1-2 sentences.) Questions to Guide Lesson Planning (Demonstrate an understanding of the practical application of the research through your questions.) Strategy/Activity Ideas (Demonstrate an understanding of the practical application of the research through your strategy/activity suggestions.)

Krashens Acquisition vs. Learning Hypothesis:

Example: What strategy/activity will help my students acquire, rather than learn, English? 1.

Example: Vocabulary lesson using pictures and other realia

Krashens Comprehensible Input Hypothesis:

2.

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BE 503 Methods and Materials for Teaching English as a Second Language

Krashens Affective Filter Hypothesis: Colliers Prism Model Language Development: Colliers Prism Model Cognitive Development: Colliers Prism Model Academic Development: Colliers Prism Model Social and Cultural Process:

3. 4. 5. 6. 7.

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