Welcome to Methods in TESOL Pedagogy (2). This course, the sequel to Methods 1, focuses on practical endeavors within (and beyond) the classroom. Our purpose is to build on the theoretical base and the various theories addressed in Methods 1 to provide the student with a well-stocked toolbox of teaching tools.

In this sequel to the first Methods course, we will endeavor to deepen students' knowledge of practical tools to use in the foreign language classroom. It is gently assumed that students bring with them a working knowledge of the various theoretical proclivities that underpin foreign language instruction; to this we will examine uses of modern technology, puzzles and games, and humor. Thereafter we will briefly explore such issues as feedback and washback, collaboration, learner expectations, group dynamics, and identity.

 Session #1—Threads in Syllabi; Sequencing (Sept 22)  

Good morning, and welcome to Methods in TESOL Pedagogy (2), which is the second of a two-course series. Our purpose today is to talk about the notion of a syllabus, how one can be constructed, and the context in which it exists. The underpinning component of this discussion is time, of which every curriculum/syllabus planner must remain cognizant.

Class Material for Session #1:

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Session #2—  The Use of Multimedia (Sept 29) 

We will begin today with a look at a long-term assignment, your annotated bibliography, which I would like to have at the end of this calendar year. This activity will result in your compiling a bibliography with your annotations. Here is a nice introduction from David Taylor of Savannah Technical College. One approach to this type of activity is to write a paragraph of, say, 150 words to both summarize and critique a reference; here we have a nice overview of this approach courtesy of the Cornell University Library. However, I would like you to annotate in any style which you find useful, be that a single sentence to remind yourself of how or where to use the reference or a more in-depth annotation as shown in the Cornell example.

Class Material & Homework for Session #2:

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Session #3— Puzzles and Games 

Let's begin with a thought from Lee Su Kim: There is a common perception that all learning should be serious and solemn in nature, and that if one is having fun and there is hiliarity and laughter, then it is not really learning. This is a misconception. It is possible to learn a language as well as enjoy oneself at the same time. One of the best ways of doing this is through games. (Kim, 1995, p. 35)

As we all (probably) know from firsthand experience, games provide focus, intensive and sustained engagement with material, chances for interaction, realistics contexts for language use, and so much more. I'll let you browse this website titled TEFLGames.com, which a fine list of resources.

Class Material & Homework:

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Session #4 — Humor 

Today we will consider the potential use of humor in teaching language. This is, quite frankly, an endeavor that I've found to be both interesting (for me, at least) and rather opaque for learners, but I've also long felt it has vast potential in foreign and second language education (see Schmitz, 2002). In interesting and lengthy look at this area can be found in the Rucynski (n.d.) document.

As an aside, please note that this is not a frivolous pursuit in the academic world, but rather one that has found a home in the journal titled Humor: International Journal of Humor Research.

Class Material & Homework:

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Session #5 — CLT Review 

At this point I would like to focus on CLT, which is the acronym for communicative language teaching. As the name suggests, this particular method focuses on the communication as not only the mode of teaching but also as the goal of teaching. As such, this includes much more than simply structures.

One particular formulation of note is that of competences. In an earlier time, linguistic competence comprised the primary focus of language learning, but Hymes noted that language in its glorious complexity required the much broader communicative competence that allows him/her to be be communicatively successful in the target language. In a slightly later construct, Canale and Swaine (1980) suggested that four competences underpin language learning:

Class Material:

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Session #6 — TBLT Review 

A logical extension of CLT is to task-based language teaching, which is the TBLT above. This refers to the use of language to accomplish specific objectives ("tasks"), thus making communication authentic.

Here is an interesting blog post on a website with an unusual name: TBLT by the Barefoot Teacher.

Class Material:

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Session #7 — Uses of Feedback and Washback 

The obvious ...

Here you'll find a ...

Class Material:

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Session #8 — Collaboration (December 8) 

The benefits of collaboration are myriad, and I note here that there are, of course, two types of collaboration: teacher-teacher collaboration and student-student collaboration.

Class Material:

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Session #9 — Autonomy 

As mentioned in class, I have ...

Class Material:

Session #10 — Learner Expectations 

As mentioned in class, I have ...

From ... well worth your time, folks.

Class Material:

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Session #11— Groups, Dynamics, & Identity 

In this class we'll be looking at three related issues relevant to the language classroom. The notion of groupwork has been widely incorporated into our teaching, and the benefits are well known.

Here we have an interesting TED Talk about inspiring students of the future by Joe Ruhl. As you'll see, a fair amount deals with collaboration (i.e., groupwork).

Class Material:

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Session #12— Innovations, Up and Coming 

I thought for a moment about titling this session Potpourri, but that always reminds me of scented leaves and such that were common when I was growing up. Nonetheless, in this session I would like to consider some of the recent developments in our field. Let's have a look at the post by Chia Suan Chong below.

The second area I would like to add today is experiential learning, which I raised briefly some weeks ago. You might recall my story about a scavenger hunt and a clue based on Captain Hook ... Here we have scavenger hunt webpages for kids (courtesy of Good Housekeeping and adults (from goosechase.com).

I note in passing that there are several good TED Talks on experiential learning.

Class Material:

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Session #13 — Final Presentations 

Today we will be enjoying the final presentation of each student's project.

Session #14) — Final Discussion & Comments 

The finale to our class, everyone. We will have an open discussion about our course and the various methods that we've covered.

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In this course, Good Students, we have a few rules. In more detail, those include

Of course, you'll be wondering about your grade, which will consist of the following parts: