MA in Applied Linguistics – TESOL Lizzie Garcia de Paredes
TRENDS AND ISSUES IN TESOL M Ed., MA TESOL
University of Louisville
Current Trends and Issues in TESOL
Syllabus
Professor: Lizzie García de Paredes
Contact: lizzie@qlu.ac.pa
lgarciadep@hotmail.com
Schedule: Fridays: 5:00 – 10:00 pm
Saturdays: 9:00 am – 6:00 pm
Sunday: 9:00 am – 1:00 pm
Code:
Course Period: Pre-course tasks (online) January 30 to February 05, 2017
In-class: February 10, 11, 17, 18, 19
Course Description
A review of policies and practices that shape ELT and the role of the teacher as a leader
in this context. Topics include world Englishes, teacher identity, professional
development and personal growth, teachers’ personal, political, and religious positions,
diversity and inclusion, and the teaching of grammar and speaking.
Course Objectives
To r e f l e c t o n t h e r o l e o f t h e t e a c h e r b o t h i n s i d e a n d o u t s i d e t h e c l a s s r o o m a n d o n t h e
elements that influence the teaching of English globally. To reflect on the teacher’s
identity and how this identity defines teaching practices and philosophies.
Specific Objectives:
1. Analyze the role of the English teacher as a leader !
2. Identify elements in ELT where teachers can excel and make the difference
3. Explore ways to become involved as agents of change able to make informed and
validated recommendations.
Bibliography
Joint IATEFL / TESOL Web Conference on Teacher Identity – November 2016
TESOL Journal Issues 2014-2016
American English Teaching Forum Issues 2012-2016
Coleman, H. (2011). Dreams and realities: Developing countries and English language.
London: British Council.
Tribbl e, C. (2012). Managing change in English language teaching: Lessons from
experience. London: British Council Global English.
MA in Applied Linguistics – TESOL Lizzie Garcia de Paredes
TRENDS AND ISSUES IN TESOL M Ed., MA TESOL
Methods of Instruction
Interactive presentations
Group discussions/presentations
Reading assignments
Journal and Essay writing assignments
Role-plays
Student Materials
BYOD
You should bring your own device (laptop, tablet, cellphone) to class.
You should also bring your own earphones.
QR Code scanner
Please download a free QR code scanner to your tablet or cellphone
Course Policies
Attendance Policy
Students are responsible for attending at least 80% of the scheduled classes in order to
have the right to receive a grade. The professor has the right to make an exception to
the 80% attendance policy based on the student’s situation and only if the student has
requested the exception in writing.
Use of Electronic Devices
Cellphones should be off or used only for class-related matters during individual or group
work activities.
Academic Integrity
Academic dishonesty is prohibited at Quality Leadership University. It is a serious offense
because it diminishes the quality of scholarship, makes accurate evaluation of student
progress impossible, and defrauds those in society who must ultimately depend upon the
knowledge and integrity of the institution and its students and faculty. Academic
dishonesty includes, but is not limited to: cheating, falsification, plagiarism, multiple
submission, fabrication, and complicity in academic dishonesty.
Penalizations for engaging in academic dishonesty may include: an F on the assignment,
an F on the course, a permanent letter placed in the student’s file, suspension, and
expulsion. The extent of the penalization will be decided by the professor with due
support from the university’s academic authorities.
For more information regarding academic integrity, you may access the document
“Student’s Rights and Responsibilities” at www.qlu.ac.pa.
Disability Policy
Quality Leadership University is committed to providing access to programs and services
for qualified students with disabilities. If you are a student with a disability and require
accommodation to participate in and complete requirements for this class, contact the
Academic Vice President of QLU, Mariana León, for verification of eligibility and
determination of specific accommodations.” Please speak to me about any concerns you
may have. You may also access the complete Disability Policy at www.qlu.ac.pa.
Grade Scale for QLU Courses (except QLU Math courses) and/or Courses taught in
Academic Collaboration with University of Louisville
MA in Applied Linguistics – TESOL Lizzie Garcia de Paredes
TRENDS AND ISSUES IN TESOL M Ed., MA TESOL
Grade GRADE POINT PER UNIT
Your final grade in this course will be determined by the following criteria:
Evaluation
I. Participation
Self: 10
Professors: 20
II. Journal 25
III. Homework 20
IV. Portfolio 25
I. Participation:
As educators, we need to focus on the process to be able to understand the product. It
is important that student teachers become active, engaged participants in the learning
experiences facilitated in class. 20%
It is also crucial that student teachers reflect on their participation and take
responsibility for their learning. Rubrics and a chart have been provided for student
teachers to keep track of their participation and the participation of their group
members. 10%
Note: The first requirement for a participation grade is to be present. A zero will be
given to a teacher who is absent during the activity.
II. Journal:
Reflection is one of the most valuable abilities a teacher can cultivate. Student
teachers will be asked to reflect on about everything that goes on in class. Journal
entries should be insightful and reflect the student teacher’s ideas and positions on the
different topics discussed in class. 25%
III. Homework:
Assignments must be submitted to Schoology and deadlines must be met. QLU has a
zero tolerance policy for plagiarism. 20%
IV. Portfolio:
At the end of the course, student teachers will submit an e-book they have created
using Google Slides http://www.shakeuplearning.com/blog/how-to-create-an-ebook-with-google-slides/
This portfolio must contain:
1. Class syllabus 1 pt.
2. A picture or scanned copy of your autobiography (pre-course assignment) 1 pt.
3. All journal entries 1 pt.
91
-
100
-
A
-
81
-
90
-
B
-
71
-
80
-
C
-
61
-
70
-
D
-
0
-
60
-
F
-
MA in Applied Linguistics – TESOL Lizzie Garcia de Paredes
TRENDS AND ISSUES IN TESOL M Ed., MA TESOL
4. All writing assignments 1 pt.
5. Twitter Account: 5 pts.
Name of the account
A screen shot of some of the tweets of this account
Reason for choosing to follow the account
6. Online newsletter or magazine subscription: 5 pts.
Name and description of newsletter or magazine
Link to the magazine or newsletter URL
Link to the article that made you choose the newsletter or magazine.
Note: Don’t use a job search newsletter or a site dedicated only to sharing activities
7. Your comments about a particular activity, strategy, or technique used in class that
you think
you can apply in your own teaching setting 10 pts.
8. Link to or screen shots of your participation charts 1 pt.
Format for Writing Assignments
Pay special attention to spelling, punctuation, and grammar when writing your paper.
Use:
Font- Calibri
Size - 11, double-spaced with 1” margins
Cover and reference pages do not count as content.
Ten tativ e Class Sche du le
*Note: This syllabus is subject to change. All modifications will be announced in due
time.
Web Pages for Reference
1. Citing responsibly: http://www.law.gwu.edu/Students/Documents/Forms%20downloads/
CitingResponsibly_2012_2013.pdf
2. APA Style: http://www.apastyle.org/
3. Identifying credible websites:
a. https://uknowit.uwgb.edu/page.php?id=30276
Day 1. The English Teacher
a. Defining Teacher
b. Defining English
Day 2. The English teacher in the globalized
world
a. Te ac h er i de n tit y
b. Language issues
Day 3. The Classroom microcosm
a. Diversity and inclusion
b. Te ac h er b el i efs
Day 4. The English teacher in the globalized
world 2
a. Getting involved
b. Te ac h er a ss o cia t io n s
Day 5. Of teachers and teaching
a. The person, the professional
b. Teaching grammar
c. Teaching speaking
MA in Applied Linguistics – TESOL Lizzie Garcia de Paredes
TRENDS AND ISSUES IN TESOL M Ed., MA TESOL
b. https://www.edb.utexas.edu/petrosino/Legacy_Cycle/mf_jm/Challenge%201/
website%20reliable.pdf
4. Writing reflective essays:
a. http://condor.depaul.edu/writing/writers/Types_of_Writing/reflectiveessay.html
b. http://es.slideshare.net/b.nicolls/how-to-write-a-reflective-essay
5. Examples of online newsletters and magazines for educators:
a. https://tinyletter.com/technogogy/letters/educational-technology-newsletter-june-21st
b. http://larryferlazzo.edublogs.org/2016/11/01/just-updated-best-list-of-free-email-newsletters-to-keep-up-to-date-
on-ed-issues/
c. http://www.teacherplanet.com/
d. http://languagemagazine.com/?p=126283
6. Vocabulary/grammar/translation references:
a. http://itools.com/
b. http://www.linguee.es/