Course Objectives
Course objectives include the following learning
outcomes and competencies in correlating with ESOL Performance Standards
as established by Florida Department of Education.
I. Knowledge of
Language Principles. To recognize principles
of language learning as a developmental process and its
teaching, including an understanding of the language
branches of discourse, phonology, morphology, semantics, and
syntax.
- Examine the nature of language as system for
communication.
- Demonstrate an understanding of the language
branches of discourse, phonology, morphology,
semantics, and syntax.
- Identify and assess potential linguistic
interferences for LEP students of diverse
backgrounds.
- Identify and contrast selected features of the two
languages and predict levels of difficulty.
- Compare characteristics and sociolingiuistic
language functions of idiomatic expressions, slang,
dialect, jargon, and Standard American English.
- Recognize various effective communication
strategies students' use as they are learning a new
language.
- Recognize the potential influences of differences
between the first language and the target
language.
- Demonstrate knowledge of language as a
developmental process, in learning and
teaching.
II. Knowledge of Language
Acquisition Theories. To introduce
teachers to some insights offered by the research community
concerning the nature of language learning and current first
and second language acquisition theories.
- Compare and contrast first and second language
acquisition theories and approaches by identifying
principles, characteristics, terminology, and
validity.
- Recognize developmental stages of language
development and compare to language acquisition of
different age groups and literacy levels.
- Contrast differences between language acquisition
and language learning.
- Analyze how the sociocultural context impacts
language development.
- Demonstrate knowledge related to basic research
and theories of language learning and teaching
including- ideas about language and language
acquisition; notion of "heterogeneous"; review of
verbal behavior; lateralization and second language
acquisition; language, thought and culture; input
hypothesis; principles of interlanguage,
semilingualism, and fossilization; others.
III. Application of Knowledge
of Linguistic Development. To
develop in teachers the skills to assess linguistic
development and plan appropriate instruction.
- Identify linguistic components that influence
students' performance.
- Develop the skills to identify and diagnose (and
thus to remediate) linguistic problems experienced by
students.
- Analyze the structure of English sentences using
traditional grammatical analysis.
- Identify principles of contrastive and error
analysis.
- Use semantic categories to assign
meanings.
- Recognize that word meaning is closely related to
how concepts are presented in the mind, and develop an
activity to teach word meaning for a concept that is
"fuzzy".
- Differentiate language proficiencies relating to
basic interpersonal skills and cognitive academic
language skills.
IV. Knowledge of TESOL
Profession and Collaboration. To
encourage professionalism in the field of TESOL through
focus on research and scholarship in the areas of first and
second language acquisition, specific language skills, and
language teaching methodology.
- Identify strategies for facilitating the
articulation of linguistic issues and language
learning regarding LEP diverse student among
educators, administrators, parents and
community.
- Share personal visions of second language
learning.
- Demonstrate knowledge of trends in applied
linguistics and theoretical aspects of language
learning, teaching, and second language
acquisition.
- Recognize major education professional
organizations and publications providing information
related to the basic principles of linguistics and
issues relevant to second language learning and
teaching.
V. Knowledge of
Instructional Technology. To evaluate,
adapt, and employ appropriate instructional materials,
media, and technology for ESOL in the content areas across
multi-levels of instruction.
- Incorporate resources and instructional materials
including media and technology to promote and
facilitate second language learning among LEP diverse
students.
- Identify characteristics to be considered when
selecting instructional technology for content and
reading materials, as well as their compatibility with
with Sunshine State Standards, to facilitate language
learning for LEP diverse students.
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