EDHP 585A English for Academic Purposes— Fall 2002
Instructor: Brian J. English <email@example.com>
Location: WPH 903
Office hours: Thursday (and by appointment)
Phone: (213) 740-3454
Web page: http://www-scf.usc.edu/~benglish
Course Objectives: This course is designed for international students enrolled in the MS TESL program. The course aims to familiarize future teachers, administrators and researchers with the fundamentals of teaching English for Academic Purposes (EAP). The course will consider both ESL and EFL environments. In addition, the course has been structured to help students hone their own language skills so that they may be better prepared to make presentations and write academic papers. Through doing the assignments, students should inductively learn and develop strategies for succeeding in graduate level classes.
Brown, H. D., (1994). Principles of Language Learning and Teaching.
Additional readings will be assigned throughout the semester.
Week 1 August 29
· Course overview
· Job opportunities and teaching environments within the world of ESL/EFL
· Defining EAP
Assignments for week 2: 1.) Chapter 1 and 2 (P of L). 2.) Read Weshler, “Uses of Japanese (L1) in the English Classroom: Introducing the Functional-Translation Method” Available on-line at: http://www.aitech.ac.jp/~iteslj/Articles/Weschler-UsingL1.html
3.) Read Bell, “Do EAP teachers require...” Available on-line at: http://www.aitech.ac.jp/~iteslj/Articles/Bell-EAPRequireKnowledge.html
4.) Journal # 1 Topic: Personal goals in the field
Week 2 September 5
· Critical period hypothesis
· Cognitive considerations
· Affective considerations
· Linguistic considerations
· EFL vs. ESL
Assignments for week 3: 1.) Read Chapters 3 & 7 (P of L) 2.) Handouts 3.) Journal #2: TV shows/ BICS vs. CALP
Week 3 September 12
· Varieties of discourse
· EAP’s role in cultural adjustment
· Cultural adjustment vs. Adjusting to a new academic environment
(The instructor will model a 15-20 minute presentation to give students an example of a graduate school/conference presentation.)
Assignments for week 4: 1.) Read Chapter 11 (P of L). 2.) Journal #3: Article summary
Week 4 September 19
· General review
· Theory to practice
· Group work problem/solution on matching theory and practice
*Paper topic and outline due. Students are encouraged to schedule a conference to discuss their topics with the instructor.
Assignments for week 5: 1.) Read Chapter 9 (P of L) . 2.) Additional readings TBA 3.) Journal #4: Reaction Paper
Week 5 September 26
· Language functions
· Discourse analysis
· Communicative language teaching
Assignments for week 6: 1.) Read chapter 5 (P of L). 2.) Additional readings TBA.
Week 6 October 3
Styles and strategies
· Learning styles vs. learning strategies
· Communication strategies
· Learner strategy training
Assignments for week 7: 1.) Read chapter 6 (P pof L)
Week 7 October 10
· The affective domain
· In the classroom...
Assignments for week 8: 1.)
Week 8 October 17
· Teaching the writing process
· Teaching students how to use “tools” in writing
· Giving feedback on written assignments
· Conferencing- “Negotiate. Don’t Dictate.”
(The instructor will again model a presentation.)
Assignments for week 9: 1.) Read Chapter 4 (P of L.) 2.) Additional readings TBA.
*Progress report on literature review paper due. Students are encouraged to schedule a second conference with the instructor to discuss problems and progress of the literature review assignment.
Week 9 October 24
· Types of learning
· Transfer, interference and overgeneralization
· Inductive and deductive reasoning
· Intelligence and second language learning
Assignments for week 10: 1.) Read chapter 8 (P of L). 2.) Additional readings TBA. 3.) Journal #7
Week 10 October 31
· The contrastive analysis hypothesis
· Stages of interlanguage development
Assignments for week 11: 1.) Read Chapter 10 (P of L) 2.) Journal # 8
Week 11 November 7
· Practicality, reliability and validity
· Assessing communicative language ability
· Steps to creating intrinsically motivating tests
Assignments: 1.) Journal #9 2.)
Week 12 November 14
· Resources for teachers
· Conferences and organizations
· Participation as a professional
*Progress report for the literature review paper is due. Students are encouraged to schedule a third conference with the instructor. Students are also encouraged to turn in a first draft of completed work. This enables the instructor to give feedback on organization and writing.
Week 13 November 21
Week 14 December 5
Week 15 December 12
Course review and reflection
*Final drafts of literature review papers due. No exceptions.
Course Format: Most weeks will consist of a “mini” lecture followed by student discussion and/or group work. There will be a fair amount of group work that involves generating ideas and problem solving. Some weeks, individual students will give informal presentations on the assigned readings. Homework assignments and journal topics will be discussed. There will be some email communication to promote sharing of interesting websites, articles and general information.
Course requirements and assessment:
· Attendance and class participation- 10%
· At least one informal presentation of the readings- 10%
· Journals- 10%
· Literature review paper 50%
· Final presentation 20%
Journals: The purpose of the journal is twofold. First, the journal assignments intend to get students thinking about certain issues related to teaching ESL/EFL/EAP. The second purpose is to motivate students to work on their writing skills. The journals should be typed (double-spaced; 12 font). Although the style of writing is open for the most part, several journals will be summaries of articles or exercises in writing reaction papers.
Literature review: Each student is required to write a 15-20 page term paper/literature review. The topic is open, but it should be related to some aspect of methodology for teaching ESL/EFL/EAP. The paper should conform to APA style guidelines. Students should synthesize various researchers views and findings to critically analyze aspects of their topic.
Formal presentation: Students will make a 15-20 minute in-class presentation on the topic of their paper