Methodology II - Pontificia Universidad Católica del Ecuador

Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
1.
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
DATOS INFORMATIVOS
FACULTAD:
Comunicación, Lingüística y Literatura
CARRERA:
Lingüística Aplicada a la Enseñanza de Lenguas
Asignatura/Módulo: Methodology II
Código: 15767
Plan de estudios: C041
Nivel:
VII
Prerrequisitos: Methodology I
Correquisitos:
N° Créditos: 4
Período académico: Primer semestre 2012 – 2013
DOCENTE.
Nombre:
PATRICIA LÓPEZ BUITRÓN
Grado académico o título profesional:
M.A. in Education, University of Alabama,
U.S.A.
Licenciatura en Lingüística Aplicada, PUCE
Breve reseña de la actividad académica y/o profesional:
Lingüística aplicada a la Enseñanza: Metodología de la enseñanza en general, traducción,
evaluación, elaboración de exámenes de inglés, asesoría educativa.
Indicación de horario de atención al estudiante: Previa cita o después de clase
Teléfono: 593 2 2244030 / cel: 593 9 1407888 / lplopez@puce.edu.ec
2.
DESCRIPCIÓN DEL CURSO
Methodology II es la continuación de Methodology I, y combina teoría y práctica
docente en la clase de inglés como segunda lengua y como lengua extranjera. El
curso se enfoca en la planificación y enseñanza de una hora de clase considerando
los aspectos metodológicos y administrativos inmersos en ella y adiestra al estudiante
en la construcción de una metodología ecléctica personal de enseñanza/aprendizaje
de inglés. Para este efecto, Methodology II recorre las metodologías de enseñanza de
Inglés desde el siglo XX hasta el presente y revisa las distintas teorías de adquisición
de primera y segunda lengua, específicamente el inglés.
3.
OBJETIVO GENERAL
The main objective of this course is to provide the students with more advanced
theoretical knowledge as well as with training in practical skills in the field of English
language teaching based on principles and techniques already acquired during the
former Methodology I course and expanded in this one.
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
4.
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
RESULTADOS DE APRENDIZAJE
Level of development of
Upon completion of this course, the student will Learning results
be able to
Initial/ Middle / High





Critically analyze and apply epistemological
models and second language acquisition theories
relevant to the teaching of English as a foreign
language.
Apply teaching methods and approaches in an
eclectic manner.
Prepare an EFL class based on communication
including the application of the four language
skills as well as the grammar, lexis and cultural
aspects required for that class while attending the
needs and interests of the specific group of
students for whom the class is designed.
Become knowledgeable in the application of
adequate learning strategies in himself/herself
and to be able to stimulate their application in
his/her prospective students according to the
content to be learned.
Plan and prepare an EFL lesson based on a
personal eclectic approach, taking into account
adequate classroom management skills.
Middle
High
Middle
High
High
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
5. RELACIÓN CONTENIDOS, ESTRATEGIAS DIDÁCTICAS Y RESULTADOS DE APRENDIZAJE
Theme 1: Course Introduction and
Theoretical framework
1.1 Epistemological language
learning models:
- Cognitive constructivism
- Multiple Intelligence
approach
- Student selected models
1.2 First (F) and Second Language
(S) acquisition theories:
- (F) Rice (2002)
- (F) Chomsky (1975)
- (F) Student selected theory
- (S) Krashen (1982)
- (S) Seliger (1988)
- (S) Student selected theory
N° de horas
Tutoría
Prácticas
Actividades
Model presentations by
teacher for each
theoretical aspect to be
covered in the course.
Personal research time prior to
presentations.
2
16
Teacher model presentation of a
language learning model.
Students presentations of
language learning models of their
choice.
4
Teacher model presentation of
First and second language
acquisition theories.
ESTRATEGIAS DE
ENSEÑANZA APRENDIZAJE
Students’ freedom to
select their own individual
presentation style.
16
Discussions emerged
from presentations.
Ask and Answer time
after each presentation to
assure learning and
comprehension of content
presented.
RESULTADOS DE
APRENDIZAJE
Descripción
Students’ presentations
following their own
styles
Active participation
during discussions
Preparation of 3
thoughtful questions
per presentation.
Three interactive
presentations using
adequate software and
computer assisted
technology.
Short essay to support each
pps.
Ability to answer
satisfactorily all
Test approval of theoretical
questions asked by
framework
teacher and peers when
presentation is finished
Test
Valoración
EVIDENCIAS
Course presentation by teacher.
Reading of course syllabus and
task distribution.
1
3
TRABAJO AUTÓNOMO
DEL/A ESTUDIANTE
CLASES
Teóricas
CONTENIDOS
(UNIDADES Y TEMAS)
SEMANA
N° HORAS
Pontificia Universidad Católica del Ecuador
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Students presentations of first
and second language acquisition
theories of their choice.
TEST 1: Theoretical framework
Theme 2: Building an Eclectic
model of second language
teaching.
5
6
7
TRABAJO AUTÓNOMO
DEL/A ESTUDIANTE
12
N° de horas
Tutoría
Prácticas
Actividades
Group analysis of advantages
and disadvantages of all
second language teaching
models presented.
12
Group analysis of similarities
and differences among
second language acquisition
theories presented
Theme 3: Classroom
Management in the ESL/EFL
classroom..
8
9 12
10
Teacher’s lecture on
Classroom Management in
the ESL/EFL classroom.
ESTRATEGIAS DE
ENSEÑANZA APRENDIZAJE
Group work results
presentations on
advantages and
disadvantages of all
second language
teaching models
presented.
Group work results
presentations on
similarities and
differences among
second language
acquisition theories
presented..
12
Individual Student
sharing of possible real
life difficulties in the
RESULTADOS
DE
APRENDIZAJE
Descripción
Ability to
distinguish
advantages and
disadvantages of
2nd language
teaching models.
Chart on
advantages and
disadvantages of
2nd language
teaching models.
Students’ personal
choice of an
eclectic model of
second language
teaching.
Presentation of each
students’ eclectic
model of second
language teaching
Development of
tips to solve
classroom
Preparation of a
personal list of Tips
to solve classroom
Valoración
EVIDENCIAS
CLASES
Teóricas
CONTENIDOS
(UNIDADES Y TEMAS)
SEMANA
N° HORAS
Test bank preparation
Pontificia Universidad Católica del Ecuador
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Theme 4: ESL/EFL Learning
strategies applied to the four
language skills and to grammar,
vocabulary, pronunciation and
culture.
Theme 5: ESL/EFL Lesson
Planning based con an Eclectic
model of second language
teaching.
11
12 12
13
14
15 12
16
ESL/EFL classroom
management
difficulties
management
problems according
to students
selection.
Preparation of
questionnaires on a
partner’s presentation
on learning strategies
to be responded by
presenter.
Ability to make
sound decisions
regarding the most
relevant learning
strategies to
support each
student’s eclectic
model of second
language teaching.
First draft of
students’ eclectic
models of second
language teaching.
Pair work sharing (8 groups)
to apply learning strategies to
Listening, Speaking, Reading,
Writing, Grammar,
Vocabulary, Pronounciation
and Culture for ESL/EFL
teaching.
Individual preparation
of ESL/EFL activities
using learning
strategies shared by
peers.
Student selection
of learning
strategies to be
used in their own
class.
Class taught
applying learning
strategies selected.
Teacher demonstration of a
lesson plan based on his/her
own eclectic model of second
language teaching
Students simulate to be Ability to teach one
the ESL/EFL learners.
class period based
on a lesson plan
which is consistent
and coherent to the
Same as above.
student’s selected
eclectic model of
SL teaching
Group presentation, teacher
included, on learning
strategies based on CALLA’S
Handbook by Chamot and
other sources of students’
choice.
Students’ presentations of
their own lesson plans
according to their own eclectic
models of SL teaching.
12
12
Class taught by
students.
Final draft
presentation of
students’ eclectic
models of SL
teaching. Lesson
plan presentation.
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
6. METODOLOGÍA Y RECURSOS
a. METODOLOGÍA
The pedagogical approach for this course is student centered, supported by the
constructivist model of learning with its roots in the Cognitive Learning theory. These
models of instruction are applied both in the theoretical and practical themes of the
course. Since the students taking this course will eventually become teachers
themselves, autonomous learning practices are adopted as they have their foundations
in humanism and all teachers should have ownership and application skills of
humanistic methods of teaching and learning. Students are asked to participate in
individual, pair and group work, as well as in individual and group presentations based
on personal and group research. Teacher model presentations are to be considered
as a reference for students later similar work.
Additional methodological approaches applied to this course are: communicative,
student-centered, teacher-based, net-work thinking skills, and critical thinking skills
development. All activities are based on self-guided learning practices. Students will
present the results of their assigned research-topics to the class and hand in written
work.
Finally, the practical segment of the course includes hands-on activities which
incorporates one visit per student to an EFL/ESL class of their choice and a report on
their findings following a previously class designed observation form. This segment
concludes with the students’ actual teaching of one lesson plan founded in their
personally developed eclectic model of SL teaching.
b. RECURSOS
The course involves a significant amount of reading in preparation for teacher, group
and
individual presentations.
Active participation in class discussions after
presentations will contribute to the achievement of students’ learning results,
evidenced in the final product developed after completion of each theme.
Individual, pair and group work is founded in sound, valid and reliable research in
libraries, virtual libraries, online research processes, internet publications, ebooks,
interviews to relevant individuals in the field of ESL/EFL Methodology etc. All this
serious research work wil lead the students toward scientifically rigurous presentations
supported by state of the art computer assisted technology.
The course includes a visit to an educational center so students can observe how
English is taught in that place. This visit intends to inspire reflection in students in
order to visualize the type of teacher they want to be and show it in the last
presentation when they teach a class following, consistently and coherently, their own
eclectic model of SL teaching
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
7. EVALUACIÓN
TIPO DE EVALUACIÓN
1. PARCIAL
2. PARCIAL
3. PARCIAL
FINAL
CRONOGRAMA
05.09.12
17.10.12
21.11.12
12.12.12
CALIFICACIÓN
10
10
10
20
8. BIBLIOGRAFÍA
a. BÁSICA
Bibliografía
(basarse en normas APA)
Freeman, D.& Freeman Y. (2011) Between
Worlds. Access to Second Language
Acquisition. Heinemann, NH: USA.
Freeman, D. & Richards, J. (1996)
Teacher Learning in Language Teaching.
Cambridge University Press,
Harmer, J. (2007) How to Teach English.
Pearson Education Ltd. Essex,
Richards, J. & Menandya, W. (2005)
Methodology in Language Teaching.
Cambridge University Press.
McKeachie, Wilbert J. (1999) Teaching
Tips: Strategies, Research, and Theory for
College and University Teachers.
Houghton Mifflin Company: Boston, MA.
USA.
¿Disponible en
Biblioteca a la
fecha?
No. Selected
chapters will be
photocopied with
authors’ permission
Si.
No. Ejemplares
(si está
disponible)
1 ejemplar en la
Biblioteca General
de la PUCE.
It will be available at
the beginning of the
course
Same as above
No. Selected
chapters will be
photocopied with
publisher’s
permission.
b. COMPLEMENTARIA
Bibliografía
(basarse en normas APA)
Tanner, R. & Green, C. (2004) Tasks for
Teacher Education. Pearson Education
Ltd. Essex.
Krashen, S. and Terrell, T. (1983) The
Natural Approach: language acquisition in
the classroom. Alemany Press: Hayward,
¿Disponible en
Biblioteca a la
fecha?
It will be available at
the beginning of the
course
Same as above
No. Ejemplares
(si está
disponible)
Pontificia Universidad Católica del Ecuador
Facultad de Comunicación, Lingüística y Literatura
Escuela de Lingüística
Av. 12 de Octubre 1076 y Roca
Apartado postal 17-01-2184
Fax: 593 – 2 – 299 16 56
Telf: 593 – 2 – 299 15 35
Quito - Ecuador
CA. USA.
(Bibliography will be increased with
students’ research and contributions)
c.
RECOMENDADA
Bibliografía
(basarse en normas APA)
Richards, Jack C. (2010) Reflections on
English Language Teaching. (Guest Editor,
special issue on teacher research). Vol. 9, 2
Dec 2010. Center of English Language
Communication. Singapore
¿Disponible en
Biblioteca a la
fecha?
It will be available at
the beginning of the
course
No. Ejemplares
(si está
disponible)
(Bibliography will be increased with
students’ research and contributions)
d.
BIBLIOTECAS VIRTUALES Y SITIOS WEB RECOMENDADOS
Common european framework of reference for languages pdf (264 pgs.) (google
search)
www,professorjackrichards.com/work.htm
Stephen Krashen’s website. Free eBook: Principles and Practice in Second Language
Acquisition.
www.ehow.com/list_7674840_esl-teaching-methods.html
http://esl.about.com/u/ua/modernteachingtechniques/classroom_management_tips.htm
www.darmouth.edu/~lpetitto/langAc.html
http://calla.ws
(Webliography will be increased with students’ research and contributions)
Revisado:
_______________________
f) Coordinación de Docencia
Fecha: ____________
Aprobado:
_______________________
f) Decano
Fecha: ____________
_______________________
Por el Consejo de Facultad
Fecha: ____________