Hybrid TESOL

Course Objectives:


At the conclusion of this course, students will be able to:

• Sketch the history of language teaching methodology
• State and defend a personal philosophy of language learning/teaching
• Apply relevant research on second-language learning in the four language bands (listening, speaking, reading, writing) to their instructional practices
• Demonstrate instructional competence in a wide variety of teaching strategies related to this course

 

The Yellowstone Language Institute’s TESOL Certificate covers eight key areas of knowledge in ESL Instruction:


I: History & Survey of TESOL Methodologies

A comparative survey of five major TESOL methodologies including: The Grammar-Translation Method, the Direct Method, the Audio-Lingual Method (ALM), The Natural Approach (NA), and the Communicative Language Approach (CLT).


II: TESOL Reading Methodologies

A survey of recent literature and research into the reading process. The following theories will be explored: the Psycholinguistic Perspective, the Schema Theory, the Transactional Theory, the Interactive Perspective, and the Social-Interactionist Perspective. Emphasis will be placed on the implications of this literature and research in regard to instructional strategies. Characteristics of beginning and intermediate readers will also be discussed along with tips for selecting appropriate literature for ESL readers. Difficulties second-language readers face, along with strategies to combat these challenges, will also be covered. The following teaching strategies will be discussed: Language Experience Approach, Reading Aloud, Choral Speaking, Literature Circles, Shared Reading with Big Books, Thematic Units, Directed Reading-Thinking Activity (DR-TA), Graphic Organizers, and Learning Logs/Journals.


III: TESOL Writing Methodologies

A survey of recent literature and research into the writing process. The following theories will be explored: the Traditional Perspective on Writing, the Process Writing Movement, the Social Nature of Writing, and the Emergent Literacy Perspective. Emphasis will be placed on the implications of this literature and research in regard to instructional strategies. Characteristics of beginning and intermediate writers will be discussed along with difficulties students face in second-language writing and ways teachers can help students with these challenges. The following strategies will be discussed: Process Writing, Shared Writing, Pattern Writing, and Paragraph Organization & Rhetorical Modes.


IV: TESOL Listening Methodologies

A survey of recent research into the acquisition of listening skills by second-language learners. Emphasis will be placed on the implications of this research in regard to instructional strategies. Specific teaching strategies will be covered. Common listening difficulties second-language learners experience will be discussed along with methods for helping students overcome these obstacles. The levels of aural language development will be discussed and instructional methods appropriate to each level will be considered.


V: TESOL Speaking Methodologies

A survey of recent research into the acquisition of speaking skills by second-language learners. Emphasis will be placed on the implications of this research in regard to instructional strategies. Specific teaching strategies will be covered. Common speaking difficulties second-language learners experience will be discussed along with methods for helping students overcome these obstacles. The levels of oral language development will be discussed and instructional methods appropriate to each level will be considered.


VI: Using Music, Art, and Drama in the ESL Classroom

A wide variety of ideas for incorporating music, art, and drama into the ESL classroom will be presented. Music, art, and drama enliven instruction and create strong student interest and involvement.


VII: Cross-Cultural Understanding

The relationship between language and culture will be explored along with overviews of cultural differences in verbal and non-verbal communication.


VIII: Teaching

Each student will prepare and present an original 20-minute mini-lesson that involves at least three of the language bands and incorporates several of the strategies/techniques learned in this course. Students will be evaluated by both the instructor and their peers with an emphasis on demonstrated mastery of the material taught in the course. Mini-teaches will be video-taped and put on the internet for peer evaluation.


In addition:

YLI adds a unique interactive dimension to its online TESOL course with weekly live discussion groups led by trained master teachers.
AND
Working in cooperative cohort groups builds strong professional bonds that last a lifetime.

 

Methods of Instruction:


• Lecture (online)
• Demonstration (via taped video demonstration clips)
• Reading assignments
• Written reflections/responses to reading assignments
• Message board discussions
• Live group discussions led by master teachers
• Cooperative cohort group support
• Teaching demonstration (students)
• Participation in peer evaluation
• Final exam

 

Duration:


10 hours/week x 12 weeks=120 hrs
8 hours/final teaching demonstration project = 8 hrs
Total: 128 hrs