BA in TESOL from Brigham Young University Hawaii
The mission of the TESOL program is to educate and prepare individuals who leave the institution knowledgeable in the factors and issues which inform second language education, are capable of teaching English as a Second Language, and have the skills necessary to respect, work with, and live among diverse cultures and populations of learners, while promoting better communication and world peace.
Program learning outcomes for the TESOL degree are:
1. Knowledge: Students can articulate a knowledge of human language and how it is learned and taught.
2. Experience: Students demonstrate that they can apply what they have learned within a teaching situation.
3. Professional Identity:
a. Students demonstrate a sense of professionalism through improving personal language proficiency.
b. Students participate in TESOL professional communities and utilize TESOL resources.
c. Students display a sense of self-awareness and efficacy by demonstrating an understanding of what strengths and weaknesses they bring to the TESOL professions and how they can capitalize on their strengths and improve upon their weaknesses.
An Intro to Language, 9th Edition (Fromkin et al,Heinle Publishers)
The major objectives of this class are to gain a basic understanding of the human capacity for language and language use. Also, an understanding of the major systems of human language(phonology, morphology, syntax, etc)
Student Learning Outcomes for Linguistic 210
By the end of the course, students:
can articulate current understanding regarding the human capacity for language.
Understand the major systems of human language
(These SLO’s are measured by examination primarily)
‘Touch the Future, Teach’ by Carlos F. Diaz; C.M. Pelletier & E.F. Provenzo, Jr.Pearson Education, Inc. 2006.
This course gives an overview of K-12 education systems and the teaching profession in the contexts of Hawaii, the US and internationally. Students learn about aspects of education, have the opportunity to assist in a school classroom, hear the educational experiences of mature teachers and experience the dynamics of teaching.
Student Learning Outcomes for EDU 212
- Each student can justify, using quotes and references, their decision to choose a teaching career.
- Each student can describe the program of teacher preparation in the BYUH School of Education and the requirements for licensing in Hawaii or another state, and an international country.
- Each student can defend using quotes/references
the nature of today’s students and their families, with a special focus on those in their target location;
factors impacting today’s classrooms and schools, with a special focus on those schools in their target location;
facets of curriculum and successful teaching in today’s schools,
- Each student can show the location of and describe how the K-12 curriculum is organized with a special focus on the curriculum in Hawaii, the US, and their target location.
- Each student can relate some realities of student and teacher interaction, as they have actually seen them in play in their own life and also at Laie Elementary School, to the work of teaching
TESOL for True Beginners and Faint hearts. This “textbook” is not yet published, but since the author is your instructor, special arrangements are made so you can have a copy to work with.
Fundamental background in teaching English to speakers of other languages, including learner variables, resources, methods and materials, and professional issues. (Also recommended for Education students who desire to teach in the Hawaii public schools.) (Prerequisites: Completion of English 101 and English 201.)
Student Learning Outcomes for TESOL 240
TESOL 240 expects that at the conclusion of this class students will be able to demonstrate introductory familiarity with the following aspects of the TESOL profession.
- frequently used acronyms and terminology
- organizations, publications, and websites
- the fields of study which contribute to and influence TESOL
- general sound language teaching/learning principles
- generally held views about language teaching and learning
- basic terminology of the English grammar, sound, vocabulary, and culture systems
- primary challenges of these systems for L2 learners
- the nature and challenges of listening, speaking, reading and writing for L2 students
- the fundamentals of lesson planning, error-correction, testing and proficiency levels
- some of the social, political, cultural, and psychological factors that influence TESOL
- factors that affect the learning environment and build positive rapport
- on-going professional development opportunities
Kelly, G. (2000). How to teach pronunciation. Essex, England: Pearson Education.
- ISBN: 978-0- 582-42975- 8
An examination of the elements of phonetics and phonology that impact English pronunciation—vowels, consonants,stress, rhythm, intonation—with application to teaching and learning situations.
Student Learning Outcomes for Linguistic 260
Identify and describe the phonetic and phonological elements of NAE speech (PLO 1; ILO 1);
- Practice Transcriptions: throughout the semester, students will need to transcribe speech samples using IPA conventions. The practice transcriptions receive full points so long as they are completed on time.
- Graded Transcriptions: students will complete a number of graded transcriptions during the semester.
- Pronunciation Mimic: students will collect a sample of speech from a native English speaker, transcribe the sample, and then create a mimic recording. Students will write a two page reflection on the process.
- Midterm, and Final: students will answer questions that help them understand the role of pronunciation in English language teaching. Diagnose learners’ pronunciation difficulties (PLO 2; ILO 2, 3);
- Pronunciation Doctor: students will collect speech samples from non-native English speakers and analyze the pronunciation issues in those samples. Students will write a two page reflection on the process.Apply phonology learning to English language teaching situations (PLO 2; ILO 5, 6, 7); and
- Pronunciation Tutoring: students will serve as a pronunciation tutor for a non-native English speaker and will keep a journal of their tutoring experience. Articulate a personal philosophy and rationale for pronunciation teaching (PLO 3; ILO 4).
- Final Paper: students will write a paper based on the speech samples collected from the Pronunciation Doctor assignment. The final paper will consist of a phonemic analysis of some language other than English, a description of some problems that speakers of that language have when they pronounce English, and suggestions of activities that would help correct the problem.
Sharon R. Vaughn, Candace S. Bos, and Jeanne Shay Schumm. Teaching Students Who are Exceptional, Diverse, and at Risk 6th Edition (2014) Pearson Boston, MA.. Teaching Students with Special Needs in General Education Classrooms. ISBN-978-0-13-283673-9. Either the hard copy or the e-text is suitable.
This course introduces the basic concepts and development of inclusionary special education including causes, identification, characteristics, and interventions of various exceptionalities; also covered are basic principles of compliance with federal law for both general education and special education teachers.
Student Learning Outcomes for SPED 300
The overarching objective of the course is to educate students on the fundamentals of Special Education. Pertaining to students with special needs, schools are increasingly moving towards inclusive models. All teachers need to be aware of the laws and options related to Special Education.
- Identify by cause (etiology), characteristic (description and indicators), and incidence (overall %) various exceptional students (those at risk for failure) in inclusionary classrooms (disabled-SPED, gifted and talented-GT, English language learners-ELL).
- Have explored, implemented and reflected on a variety of research based differentiation and accommodation strategies and how they are utilized in accordance with the unique learning styles of various exceptional students at risk for failure (SPED, ELL, GT, etc.) in an inclusionary classroom.
- Have explored, implemented and reflected on the Response to Intervention (RTI) model/program and RTI’s relationship with the identification and intervention practices for supporting students experiencing academic difficulties in inclusionary classrooms.
- Identify Key Provisions of Federal and State Laws including the requirements to utilize Assistive Technology, maintain standards-basedcurriculum for all students, monitor progress, and participate in the IEP process as these laws apply to educating at risk students in inclusionary classrooms.
- Participate and contribute to a community of engaged learners as individuals and as members of various size groups.
Technology Assisted Language Learning (2) (F, W, S) Principles, procedures, and materials for enhancing language learning and teaching with current technology. (Prerequisite: TESOL 240.)
Student Learning Outcomes for TESOL 302
By the end of this course, students will have become familiar with the commonly used technologies currently used in language teaching and learning.
- Students learn to teach language using technology.
- Students use the technology they have learned to make lesson plans and teach mini-lessons.
- Students create a web presence.
- Students are introduced to several online groups of teachers who use technology in their teaching.
- Student become aware of their skills using technology in teaching.
Systems in English Grammar (P. Master, 1996. Prentice-Hall)
The major objectives of this class are to gain a basic understanding of the major syntactic patterns of standard English and be able to tutor learners in these patterns. Also, to be aware of the role of grammar instruction in the modern communicative language classroom.
Student Learning Outcomes for Linguistic 321
By the end of the course, students:
- Can articulate current understanding regarding the role of grammar instruction in the modern foreign language classroom. (essay)
- Understand the major syntactic patterns of English syntax (exams)
- Can tutor learners on major syntactic patterns of English (simulated tutoring scenarios)
Textbook: Wajnryb, R. (1992) Classroom Observation Tasks. Cambridge. (Required)
TESOL 375. Observation in TESOL (2) (W, F, S) Supervised observation of professionals and programs in teaching English to speakers of other languages for the purpose of creating awareness of different teaching styles, program purposes and structures.
Student Learning Outcomes for TESOL 430
The overall objective is to make you aware of specific practices that ESOL teachers should consider in order to become excellent. To that end, the required text will be studied thoroughly, and you are expected to develop awareness and examples of selected tasks from each of the following:
- The Learner
- The Lesson
- Teaching Skills and Strategies
- Classroom Management
- Materials and Resources
Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). White Plains, NY: Pearson. (Please note that I know that there are earlier editions of this text available. We will be using the 4th edition. Please do not ask me if you can use an earlier edition. You will be held responsible for the reading material and Learning Opportunities from the 4th edition.)
Survey of language-teaching trends, approaches, and methods, with emphasis on the communicative approach. Provides an overview of teaching techniques, activities, and materials.
Student Learning Outcomes for TESOL 377
BYU—Hawaii TESOL BA Program Learning Outcomes
Program learning outcomes for the TESOL degree are:
- Knowledge: Students can articulate a knowledge of human language and how it is learned and taught.
- Experience: Students demonstrate that they can apply what they have learned within a teaching situation.
- Professional Identity: a. Students demonstrate a sense of professionalism through improving personal language proficiency.
- Students participate in TESOL professional communities and utilize TESOL resources.
- Students display a sense of self-awareness and efficacy by demonstrating an understanding of what strengths and weaknesses they bring to the TESOL professions and how they can capitalize on their strengths and improve upon their weaknesses.
Testing for Language Teachers. (2nd Edition) by A. Hughes (Cambridge U. Press)
Authentic Assessment for English Language Learners by O'Malley and Valdez-Pierce (Addison-Wesley Pubs)
Understanding Research in Second Language Learning by J.D. Brown (Cambridge U. Press)
The major theme of this course is measurement—of performance in second language testing and variables in empirical research related to language acquisition. You will learn what a good test is and how to construct tests to measure the different language skills. You will also develop the ability to carry out a number of fundamental statistical procedures used in the evaluation and interpretation of tests.
This knowledge of statistics will also be useful to you as you read and interpret research reports in professional publications. In addition, the skills developed in this course and the discussion of research design, research procedures, and research report preparation will make you better equipped to write research proposals and carry out small-scale classroom-based research of your own that may help you and your colleagues answer your own questions about what’s working or not working in your institutional contexts.
Student Learning Outcomes for TESOL 400
By the end of the course, students:
- Can articulate current understanding regarding the role of assessment in language instruction
- Can articulate the principles of effective assessment in language instruction
- Can perform basic statistical procedures for assessing exams
- Can identify appropriate statistical procedures for carrying basic research.
How Languages are Learned, 4th Ed. (Lightbown & Spada; Oxford)
An examination /discussion of the variables and contexts surrounding first and second language acquisition.
Student Learning Outcomes for Linguistic 423
The goals of this course are to understand the nature of and context surrounding first language acquisition (including early childhood bilingualism), and second/foreign language learning. The course will cover the major theories, learner variables, and socio-cultural and sociopolitical contexts/implications.
Teaching Grammar (2) (S) Principles, procedures, and materials for teaching English grammar to speakers of other languages. (Prerequisite: TESOL 377)
In order to be an effective ESL/EFL grammar teacher, you need to be able to answer the following two questions:
- What knowledge do I need in order to be an effective grammar teacher?
- During this class, we will work to obtain some of this knowledge.
- How best can I apply that knowledge when teaching?
- During this class, we will practice applying our knowledge to teaching situations.
Student Learning Outcomes for TESOL 426
The goal of the course is to empower you so that you can answer these two questions.
Note that the main goal of the course is NOT to complete the assignments or pass the tests or write the papers. Those tasks are only helpful if they bring us closer to answering the major questions.
1) Teaching Speaking TESOL 427—in the BYUH Bookstore (textbook—text by K. Bailey)
Teaching Speaking (2 credit hours) (W) Principles, procedures, and materials for teaching English speaking skills to speakers of other languages. (Prerequisite: TESOL 377.)
Student Learning Outcomes for TESOL 427
The major objective of this class is to gain a basic understanding of the theories and pedagogical techniques that help teachers effectively instruct non-native English speakers in the skill of English speaking. In order to do this, students will:
- Develop personal philosophy and ideas about how to best teach L2 speaking
- Read assigned course texts and participate in class and/or group discussions of text content including theories, methods, and case studies
- Demonstrate comprehension of theories and methods through course assignments and exams
- Conduct individual and team teaching speaking tutorials with on-campus English language learners using methods from class (practicum)
- Calibrate, rate, and give feedback for speech samples of NNS using rubrics
- Create a sample lesson plan for target teaching audience and area
- Evaluate speaking textbooks for strengths and weaknesses
- Develop a Task Ideas List/Teaching Tips
- Reflect on learning and experience in the course
Anderson, N. J. (2008). Practical English language teaching: Reading. New York, NY: McGraw-Hill. pdf copies of the following articles (available on Canvas):
Anderson, N. J. (2013). A curricular model for reading: The inclusion of extensive reading. TESL Reporter, 46, 1-9.
Maher, K. M. (2015). EFL literature circles: Collaboratively acquiring language and meaning. The Language Teacher, 39, 9-12.
Sheridan, R., Tanaka, K. M., & Hogg, N. (in press). English through culturally familiar contexts: A pilot study in Japan.
TESOL 428 provides students with the principles, procedures, and materials for teaching English reading skills to speakers of other languages.
Principles, procedures and materials for teaching English reading skills to speakers of other languages.
Student Learning Outcomes for TESOL 428
By the end of this course, you will be able to
- provide justification for a strong reading component as part of any curriculum designed to teach English to second language (L2) learners,
- develop appropriate lesson plans for teaching L2 readers at the beginning, intermediate, and advanced levels of language proficiency,
- develop appropriate classroom assessment measures to evaluate achievement of reading lesson learning outcomes, and
- articulate your philosophy (orally and in written form) for teaching reading to L2 learners.
Practical English Language Teaching: Young Learners by Caroline T. Linse, McGraw-
Hill, 2005. eBook (ISBN 9781308043296)
Principles, procedures and materials for teaching English language skills to young learners.
Teaching English to Young Learners (2) (S) Issues and practices of teaching ESL/FL to very young learners, including developmental psychology, age-appropriate languages tasks and assessment procedures and classroom management. (Prerequisite: TESOL 377)
Student Learning Outcomes for TESOL 430
TESOL 430 introduces theories and teaching practices in child language acquisition. By the end of the course, students will be able to:
- identify examples of cognitive, physical and emotional development in children
- plan developmentally appropriate language instruction
- implement a variety of teaching methods and techniques designed for young learners
- develop age-appropriate assessment tools for listening, speaking, reading and/or writing
- outline effective classroom management strategies
Texts/Materials (none required)
TESOL 481: Practicum (2 credits) (F, W, S) Limited, supervised teaching in an English as a Second Language/Foreign Language class in an off-campus location or in the on-campus EIL program with instructor permission. (Prerequisites: TESOL 480; TESOL 375 strongly recommended.)
Student Learning Outcomes for TESOL 481
The purpose for this class is to give students teaching experience in environments similar to those where the teaching career might be experienced. Other objectives are determined by the provider.
TESOL 480: Practicum Preparation
Gower, R., Phillips, D., and Walters, S. (2005) Teaching Practice: A handbook for Teachers in Training. Macmillan Books for Teachers.
TESOL 480. Practicum Preparation (1) (F, W, S) Preparation for TESOL 481 including instruction on coordinating with Career Services, limited teaching with an EIL class, and extensive lesson planning practice. (Prerequisite: TESOL 377). (4)
Student Learning Outcomes for TESOL 480
The overall objective is to make students aware of the procedures and value for networking by assisting them in finding an internship provider and completing the requirements established by Career Services to be accepted as an intern. Course content involves some review of basic teaching principles with an emphasis on lesson planning.