Overview

    This is a course required for obtaining a K-12 ESL (English as a Second Language) add-on teacher license.*  The main participants of the course are: (1) undergraduate students at UNC-CH who plan to apply to the Master of Arts in Teaching (MAT) program in ESL, and (2) professionals who already hold a valid teaching license and wish to obtain an ESL teacher license.  In this course, we will explore issues of language and culture involved in teaching ESL in American schools.

* Other required courses for K-12 ESL add-on teacher license are:

Second Language Methods (EDUC 147, Section 7) (Prerequisite of Practicum)

Modern English Grammar (ENGL 36 or ENGL 136)

Introduction to General Linguistics (LING 30 or LING 100)

Explorations in Literacy (EDUC115, Section G)

Second Language Practicum (EDUC143: one credit hour, 15 hours of ESL class observations)

Teaching Practicum (EDUC 241: three credit hours,  30 direct contact hours of teaching )

Objectives of the Course

    The course aims at developing knowledge, skills, attitudes, and awareness that are necessary for ESL teachers to facilitate social and academic success of ESL students in American schools.  The objectives of this course are:

Knowledge

Understand the complexity of culture and multiculturalism.

Understand various kinds of challenges that ESL students face in American schools.

Understand aspects of culture that ESL students bring from their home environments.

Develop basic understanding of second language acquisition.

Understand types of programs and pedagogical issues in ESL/bilingual education.

Get to know local resources such as support organizations and people working with immigrants.

Skills

Develop skills in communicating well with non-native speakers of English.

Develop skills for self-reflection and collaboration with others.

Attitudes

Develop non-judgmental attitudes toward concepts and behaviors that are new.

Respect and affirm linguistic and cultural differences.

Develop interests in learning about the cultural and linguistic backgrounds of ESL students and their parents.

Question taken-for-granted assumptions.

Awareness

Become critically aware of personal, social, cultural, and political implications of teaching and learning ESL in America.

Protocol of the Class

    Sensitivity to racial, ethnic, cultural, and linguistic diversity is essential in teaching ESL. Teaching ESL should not aim only at transforming a foreign child into a monolingual and monocultural English-speaking American.  It should help the child grow up to be a person who can function across cultures and languages just like English-speaking monolingual students are encouraged to develop cultural and linguistic competencies in foreign language classrooms.

    In order to develop our sensitivity, we should start in our own classroom to respect and appreciate the differences that we all have.  Non-judgmental attitudes and empathy are essential for cultural workers.  When we encounter something novel, let's refrain from value judgments and try to understand it in its own cultural context.

    Also, this class in itself demonstrates diversity, because each of us has a different personality, talent and background.  Therefore, the class offers an excellent opportunity for us to develop our skills in working with others who many not share the same personal background.  Try to work with different partners when we work in groups.

    Teachers of ESL also need to provide comprehensible input in their classrooms to help ESL students develop their second language proficiency.  In this class, let's speak clearly and make sure that people in our class understand you.
 

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