Professional Core:
APLNG 410 Teaching American English Pronunciation (Meets objectives 1, 2, 3, 4, 6, 7)
This course is designed to help us to construct a principled approach to teaching spoken language. We examined some historical approaches and current research on the teaching of pronunciation, and learned a variety of instructional strategies to help us develop and implement appropriate curriculum for English language learners (Objective 1, 6). Besides that, we also examined pronunciation instruction's place in the language curriculum and discussed about our beliefs about accent and "Standard English", which gave us some implications about developing our own philosophy of teaching pronunciation (Objective 3).
One of the projects we did in this course was designing a lesson plan of teaching pronunciation and then actually "teach it" in class. We are asked to decide the instructional context, students, lesson objectives and goals by ourselves, which gave us the opportunity to design the lesson based on the understanding of cultural, institutional factors which could affect language teaching and learning (Objective 4). The reflection of this mini-teaching activity is also an important part through which we could further the teaching development (Objective 2). Below are the lesson plan and the reflection.
- APLNG 410 Teaching American English Pronunciation
- APLNG 412 Teaching Second Language Writing
- APLNG 493 Methods for Teaching English as a Second Language
- APLNG 500 Practice Teaching in ESL
APLNG 410 Teaching American English Pronunciation (Meets objectives 1, 2, 3, 4, 6, 7)
This course is designed to help us to construct a principled approach to teaching spoken language. We examined some historical approaches and current research on the teaching of pronunciation, and learned a variety of instructional strategies to help us develop and implement appropriate curriculum for English language learners (Objective 1, 6). Besides that, we also examined pronunciation instruction's place in the language curriculum and discussed about our beliefs about accent and "Standard English", which gave us some implications about developing our own philosophy of teaching pronunciation (Objective 3).
One of the projects we did in this course was designing a lesson plan of teaching pronunciation and then actually "teach it" in class. We are asked to decide the instructional context, students, lesson objectives and goals by ourselves, which gave us the opportunity to design the lesson based on the understanding of cultural, institutional factors which could affect language teaching and learning (Objective 4). The reflection of this mini-teaching activity is also an important part through which we could further the teaching development (Objective 2). Below are the lesson plan and the reflection.
chrisitne__maggies_lesson_plan.docx | |
File Size: | 28 kb |
File Type: | docx |
final_reflection.docx | |
File Size: | 15 kb |
File Type: | docx |
Throughout this course, we were also asked to work with an English language learner (Objective 1, 2). (More detailed information on page "Teaching")
APLNG 412 Teaching Second Language Writing (Meets objectives 1, 3, 4, 5, 6, 7)
In this class we explored different theories, research, and pedagogical applications for teaching L2 writing. We discussed how theory and research could inform our practice, and how a person's theory and practice of writing would be influence by personal and professional factors. We spent some time discussing genres, which include genre analysis and genre-based tasks (Objectives 3, 5, 6).
For the final project, we were required to do a micro-teaching on a specific feature of writing in dyadic format and submit a written version of the teaching in pairs (Objective 1, 3, 7). Our group's topic is giving a writing lesson of needs analysis for Business Academia genres. It was a great opportunity to combine what we learned in class with practical teaching. Below is the written version of our lesson which include a description of pedagogical framework and a detailed lesson plan.
In this class we explored different theories, research, and pedagogical applications for teaching L2 writing. We discussed how theory and research could inform our practice, and how a person's theory and practice of writing would be influence by personal and professional factors. We spent some time discussing genres, which include genre analysis and genre-based tasks (Objectives 3, 5, 6).
For the final project, we were required to do a micro-teaching on a specific feature of writing in dyadic format and submit a written version of the teaching in pairs (Objective 1, 3, 7). Our group's topic is giving a writing lesson of needs analysis for Business Academia genres. It was a great opportunity to combine what we learned in class with practical teaching. Below is the written version of our lesson which include a description of pedagogical framework and a detailed lesson plan.
needs_analysis.docx | |
File Size: | 23 kb |
File Type: | docx |
APLNG 493 Methods for Teaching English as a Second Language (Meets objectives 1, 2, 3, 4, 6, 7)
For this class, we started with deconstructing common notions of methodology, language, & teaching, and then we discussed about the role of teacher, the school and schooling context and also language teaching context and activities (Objectives 3, 4, 6). A variety of activities were designed and conducted in this class, so that we could have the opportunity to articulate what we learned and built up on what we believed.
One of the most important projects is the team teaching activity, and that was my first time of team teaching. We were asked to observe an ESL 015 Writing lesson first, and then designed a lesson plan for the session of APA citation together with the other three group members, and then we practiced teaching it in this 493 class so that we could receive the suggestions from the instructor and our classmates. After revising the lesson plan a little bit, we did the real team teaching within the ESL 015 class, which was video recorded by our instructor, and then we did and stimulated recall together and wrote a reflection about it. It was a complex process while it was worth doing it and helpful especially for me as a novice teacher (Objectives 1, 2, 7). Below are the PowerPoint that we used for our team teaching and my reflection about it.
For this class, we started with deconstructing common notions of methodology, language, & teaching, and then we discussed about the role of teacher, the school and schooling context and also language teaching context and activities (Objectives 3, 4, 6). A variety of activities were designed and conducted in this class, so that we could have the opportunity to articulate what we learned and built up on what we believed.
One of the most important projects is the team teaching activity, and that was my first time of team teaching. We were asked to observe an ESL 015 Writing lesson first, and then designed a lesson plan for the session of APA citation together with the other three group members, and then we practiced teaching it in this 493 class so that we could receive the suggestions from the instructor and our classmates. After revising the lesson plan a little bit, we did the real team teaching within the ESL 015 class, which was video recorded by our instructor, and then we did and stimulated recall together and wrote a reflection about it. It was a complex process while it was worth doing it and helpful especially for me as a novice teacher (Objectives 1, 2, 7). Below are the PowerPoint that we used for our team teaching and my reflection about it.
apa_citation.pptx | |
File Size: | 994 kb |
File Type: | pptx |
extended_team_teaching_reflection.docx | |
File Size: | 20 kb |
File Type: | docx |
For the final project, we were asked to develop a course with detailed lesson plan, and this was a great chance for us to design and evaluate instructional materials for the specific instructional and language related needs and abilities of students (Objectives 1). The course I designed was an advanced writing course for Chinese college students. Below is the document for it.
maggie-course_development_project.pdf | |
File Size: | 1697 kb |
File Type: |
We were also required to tutor an ESL/EFL Penn State students as the opportunity to articulate what we learned in class and a chance of practice teaching. I will further explain it on the page "Teaching".
APLNG 500 Practice Teaching in ESL (Meets objectives 1, 2, 3)
For detailed information, please see page "Teaching".
APLNG 500 Practice Teaching in ESL (Meets objectives 1, 2, 3)
For detailed information, please see page "Teaching".