Teaching English as a Second Language

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Courses - September 2022

Level 1

Course Details

Conestoga 101
CON0101

Description:

This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.

  • Hours: 1
  • Credits: 0
  • Pre-Requisites:
  • CoRequisites:

Field Placement I (Teaching English as a Second Language)
FPLT8300

Description:

During this observation/practicum, students will observe and teach in an adult English as an additional language classroom. For the 15 hours of observation, students will observe and report on teaching techniques, classroom management practices, strategies for fostering and celebrating cultural diversity, and the relationship between curriculum context and learning practices. During the 10 hours of teaching, students will plan, select resources, and present lessons appropriate for the class under the guidance of their mentor teacher, and reflect on their own teaching practice.

  • Hours: 25
  • Credits: 2
  • Pre-Requisites:
  • CoRequisites: TESL8200 OR TESL8210

Safety in the Workplace
OHS1320

Description:

This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.

  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Foundations for English Language Learning
TESL8200

Description:

This course provides an overview of key theoretical and practical issues affecting language learning. The nature of language, first and second language acquisition, and diversity among learners will be explored, as will the impact of culture, the needs and characteristics of adult learners, and the role of assessment in learning. Course concepts, addressed through interactive learning tasks, will prepare students for informed decision making in the adult language classroom.

  • Hours: 55
  • Credits: 4
  • Pre-Requisites:
  • CoRequisites:

Foundations for English Language Teaching I
TESL8210

Description:

This course presents an overview of language teaching methodology. Topics will include four language skills of reading, writing, listening, and speaking and the focus area of vocabulary development. Students will learn core techniques for teaching the four skills and for planning effective lessons in various contexts using a wide range of materials and resources. Students will analyze standardized tests and develop strategies for effective formative and summative assessment in the classroom. Students will teach a skills-based lesson and develop an assessment tool to measure learning of the skill.

  • Hours: 35
  • Credits: 2
  • Pre-Requisites:
  • CoRequisites:

The Structure and Sound of English I
TESL8220

Description:

This course provides students with an introduction to the grammar and pronunciation of English taught at beginner, intermediate, and advanced language proficiency levels. Topics will include an overview of the English tense system, the characteristics of the English sentence, and the segmental and supra-segmental features of the English sound system, including techniques for presentation and practice of individual grammar and pronunciation points within a context relevant to adults in a variety of settings. Students will identify inductive/deductive approaches to teaching grammar and pronunciation and will teach a grammar and a pronunciation lesson and provide feedback to their peers.

  • Hours: 35
  • Credits: 2
  • Pre-Requisites:
  • CoRequisites:

Level 2

Course Details

Field Placement II (Teaching English as a Second Language)
FPLT8310

Description:

During this observation/practicum, students will observe and teach in an adult English as an additional language classroom. For the 15 hours of observation, students will observe and report on the use of learning strategies, the relationship between socio-cultural context and lesson content, strategies for providing feedback, and other teaching and learning practices. During the 10 hours of teaching, students will plan, select resources, and present lessons appropriate for the class, and reflect on their own teaching practice.

  • Hours: 35
  • Credits: 2
  • Pre-Requisites: FPLT8300 OR TESL8230 AND TESL8200 AND TESL8210 AND TESL8220
  • CoRequisites:

Foundations for English Language Learning and Teaching II
TESL8245

Description:

In this course, students will trace the history of language teaching methods in relation to the current practice of teaching English as an additional language to adults. Students will learn how to plan program and unit outcomes for a variety of settings based on curriculum development principles and practices using such curriculum resources as The Canadian Language Benchmarks. Students will develop both formative and summative tools to assess language proficiency and achievement within a variety of curriculum settings, including a focus on portfolio based language assessment practices.

  • Hours: 45
  • Credits: 3
  • Pre-Requisites: FPLT8300 OR TESL8230 AND TESL8200 AND TESL8210 AND TESL8220
  • CoRequisites:

The Structure and Sound of English II
TESL8250

Description:

This course builds on the foundations of The Structure and Sound of English I. Students will study complex grammatical structures and pronunciation features of the English language and identify strategies for overcoming first language interference in learning English as an additional language. A complex framework for the effective teaching and assessment of grammar and pronunciation will be integrated into the lesson planning process.

  • Hours: 60
  • Credits: 4
  • Pre-Requisites: FPLT8300 OR TESL8230 AND TESL8200 AND TESL8210 AND TESL8220
  • CoRequisites:

Teaching the Four Language Skills
TESL8260

Description:

This course examines the theoretical and practical issues involved in effective reading, writing, listening, speaking and vocabulary use for adult language learners. Students will develop an integrated framework of practices for teaching the four language skills at the beginner, intermediate and advanced levels, including principles and techniques for feedback and assessment. Students will teach a reading/writing and a listening/speaking lesson and provide feedback to their peers.

  • Hours: 50
  • Credits: 3
  • Pre-Requisites: FPLT8300 OR TESL8230 AND TESL8200 AND TESL8210 AND TESL8220
  • CoRequisites:

Program outcomes

  1. Apply principles of second language acquisition/learning and aspects of the nature of language to the design of learning opportunities in varied contexts.
  2. Assess the language learning needs of adult learners in order to develop and facilitate appropriate language learning opportunities
  3. Create a respectful learning environment which enables a culturally diverse group of learning with diverse individual learning styles to meet their language learning needs and goals.
  4. Design learning activities which integrate linguistic, sociolinguistic, textual and pragmatic aspects of the English language in a context which is accessible and meaningful to learners.
  5. Adapt planning and instruction to program context variables in order to help learners achieve their goals within a variety of current program contexts.
  6. Develop plans for teaching and learning which are appropriate for learners in specific programs, drawing on a variety of curricular models and resources.
  7. Plan syllabi, lessons, activities, and assessments that support all learners in reaching their language learning goals.
  8. Choose from a wide range of teaching resources and technological tools to best meet learners’ needs and enhance learners’ engagement and motivation.
  9. Instruct adult language learners in a clear and engaging manner which fosters community and supports learning.
  10. Implement a variety of methods of assessment to monitor learner progress and to guide decision making in keeping with the assessment requirements of a variety of programs.
  11. Adapt current technologies to the needs of the learners and the type of delivery model in a variety of adult language learning settings.
  12. Develop a dynamic and evolving philosophy of learning and teaching based on reflection, collegial discussion, action research, and dynamic interaction with learners.