TESOL Methodology MOOC Syllabus

Summer, 202 4

INSTRUCTOR INFORMATION
Yuliya Schmaltz, PhD Contact via Campus Network
Email

COURSE OVERVIEW
Description
This course is designed to provide you with current methodologies for teaching English learners (ELs) of
different ages in many learning contexts. You will discuss and practice a wide variety of strategies and
techniques for teaching English to speakers of other languages (TESOL). While exploring best practices for
teaching listening, speaking, reading, and writing, including grammar and vocabulary, you will learn how to
create an effective and communicative language classroom for all learners. In addition, you will examine
what best practices means in the context of teaching English in the 21st century, where English is an
international language, and the use of English incorporates modern technologies.

Learning Objectives and Learner Outcomes

By the end of the course, you will be able to
● Explain the significance of teaching English as an international language;
● Examine your current instructional strategies for ways to provide active, student-centered learning that helps
develop learners’ self-efficacy and supports lifelong learning;
● List learning style differences and the needs of diverse learners;
● Identify principles and strategies for teaching integrated language skills;
● Develop effective activities for listening, speaking, reading, and writing;
● Develop professionally in the field of TESOL by participating in a virtual community of practice and by
preparing materials to share in your local community of professionals.

Expectations and Grading

Participants are expected to:

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© 2024 by University of Maryland Baltimore County. TESOL Methodology MOOC Syllabus for the Online
Professional English Network (OPEN), sponsored by the U.S. Department of State with funding provided
by the U.S. government and administered by FHI 360. This work is licensed under the Creative Commons
Attribution 4.0 License, except where noted. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0/
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  If you have questions about completing assignments, you must contact your instructor through Canvas.
 If you have technical issues with the course, submit your question using the form on the course Home
page.
 If you cannot participate in the course due to extenuating circumstances such as a health problem, heavy
workload, or any other reason you must contact [email protected], AND your instructor,
AND your U.S. Embassy nominating point-of-contact as soon as the situation occurs. Do not wait until after
the situation is over.

Inactive Participants Forced Audit Policy

Participants who have been inactive as of the end of the fourth week of the course and who have not communicated
with the program will be placed in “Audit” status. In “Audit” status, you can still interact with the course, but you will
not receive instructor support or feedback, and you will not be eligible for a certificate.

Withdrawal Policy
If you feel that you cannot complete a course for any reason, at any time, you must notify FHI 360 and the U.S. Embassy
as soon as possible, explaining why you cannot complete the course. Withdrawal requests will be considered on a case
by case basis, and participants may still be eligible for participation in future courses if extenuating circumstances exist.

Participants whose withdrawal requests do not meet the criteria of extenuating circumstances may not be eligible to
participate in the program in the future. Future eligibility is determined by the nominating U.S. Embassy.

Plagiarism
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words
and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

OPEN instructors are required to report incidents of plagiarism to FHI 360. FHI 360 will notify U.S. Embassy nominators
when reports are received.

First Report: FHI 360 will contact the participant with resources about plagiarism and how to avoid it.
Second Report: FHI 360 will notify the nominating U.S. Embassy and will warn the participant that they will
automatically be withdrawn from the course if a third report is received.
Third Report: The participant will be removed from the course. The participant may not be eligible to
participate in the program in the future.

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COURSE SCHEDULE
Module Topic Learning Objectives Resources Activity and Assignments Time needed to complete
1 Teaching ● Analyze English in Readings and Study Guides: Course welcome and Overview 15 minutes
English your own cultural McKay, 2004, Western Culture Read the syllabus 10 minutes
Across context and the Teaching of English as
Cultures 1.1 Introduction to Module 1 5 minutes
● Explore the links an International Language
1.2 Optional discussion: Getting to Know Each Other
between English (Forum) (full text optional) 15 minutes (optional)
1.3 Warm-up: Attitudes about English as an International
4 hrs. 15 across cultures Language Survey 15 minutes
mins. ● Summarize the link 1.4 Lecture: English as an International Language (EIL) and
between culture and Levels of Culture
(+45 mins
English as an Wang, J. (2011). Culture 1.4.1 Optional Discussion: Materials Review for Teaching 60 minutes
optional)
international Differences in English Teaching. English in International Context
language English Language Teaching, Vol 1.5 Culture Spotlight: Equality of Opportunity and OERs
● Explain the different 4, No 2. (full text optional) 1.5.1 Activity: Famous Americans Talk About Equality of 30 minutes (optional)
levels of culture that Opportunity
can be included in 1.5.2 Quiz: Equality of Opportunity
teaching materials 1.6 English Attitudes Survey Review 30 minutes
1.7 Reflection: Cascading New Knowledge
● Identify activities that 30 minutes
link language and
culture
● Develop an activity 30 minutes
linking language and
15 minutes
culture for your
teaching situation 30 minutes
● Consider the
implications and
future role of the
non-native English
speaking teachers in
the English classroom

2 Learner- ● Reflect on the diverse Rance-Roney (2010) 2. 1 Introduction to Module 2 5 minutes

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 Centered needs of learners Reconceptualizing Interactional 2.2 Warm-up: Reflection on Learning Styles, Strategies, and 15 minutes
Instruction “Individual Learner
Metacognitive Learning
, Learning Differences.”
Strategies, ● Describe ways to 2.3 Lecture: Focus on the Learner, Learner Differences 45 minutes
engage learners with [Video]. Shaping the Way We
and
different learning teach English Module 11. 2.3.1 Optional Video: Individual Learner Differences 15 minutes (optional)
Critical
preferences https://www.youtube.com/wat
Thinking 2.3.2 Activity: Learner Profile 30 minutes
ch?
v=ETHQztHHqKM&list=PL47A0 2.4 Reading: Renaud, Tannenbaum, & Stantial, 2007 30 minutes
● Identify 4D9EECA3E792&index=12
4 hrs 50 metacognitive 2.4.1 Optional Video: Webinar: Student-Centered
mins learning strategies Renaud, Tannenbaum, Stantial Classroom Management
(2007) Student-Centered 60 minutes (optional)
(+ 1 hr 45 2.4.2 Quiz: Learner-Centered Classes
Teaching in Large Classes with
mins ● Explain implications Limited Resources (Forum) 2.5 Lecture: Strategies-Based Instruction, Metacognition, and
optional) for adapting/adding 15 minutes
https://americanenglish.state.g Critical Thinking in Second Language Teaching
strategies to ov/resources/english-teaching- 45 minutes
classroom instruction forum-2007-volume-45- 2.5.1 Reading: Üstünlüoglu, 2004
number-3#child-837 2.5.2 Activity: Learning Strategies and Critical Thinking
● Make a plan for Thomas, Student-Centered 30 minutes
2.6 Culture Spotlight: Critical Thinking Skills in American
incorporating Classroom Management:
30 minutes
learning styles and Addressing Classroom Issues Classroom
strategies into your with 5 Adaptable Forms 15 minutes
2.6.1 Optional Discussion: Communicative Language
own lesson plans [Webinar]
Teaching and Cultural Scenarios
https://americanenglish.state.g
ov/resources/american- 2.7 Reflection: Cascading New Knowledge Survey 30 minutes (optional)
english-webinars#child-2127
Üstünlüoglu, E. (2004).
Language Teaching Through 30 minutes
Critical Thinking and Self
Awareness (Forum)
https://americanenglish.state.g
ov/files/ae/resource_files/04-
42-3-b.pdf

3 Language ● Review language Language Teaching Principles 3.1 Introduction to Module 3 5 minutes
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 Teaching teaching methods (study guide) 3.2 Warm-up: How I Learned, How I Teach 15 minutes
Methods over time 3.3 Lecture: Overview of Language Teaching Methods and 45 minutes
for a New
● Assess the use of Approaches
Millenniu Rogers, T. (2003). Methodology
m, methods in the EFL in the New Millenium 3.3.1 Optional activity: Methodology Videos
Backward classroom 60 minutes (optional)
Design 3.4 Reading: Rogers, 2003
● Connect the use of 45 minutes
methods to their Butler, G., Heslup, S., and 3.4.1 Quiz: Methods and Approaches
4 hrs 45 15 minutes
teaching Kurth, L. (2015). A Ten-Step
mins 3.5 Lecture: Language Teaching Principles
● Integrate principles in Process for Developing 30 minutes
(+ 1 hr 45 current language Teaching Units. English 3.5.1 Activity: Applying Language Teaching Principles
mins of Teaching Forum, 53(3),2-12. 15 minutes
teaching methods 3.6 Culture Spotlight: Cross-Cultural Differences in Teaching
optional) and approaches. 25 minutes
Methods
3.7 LECTURE: BACKWARD DESIGN AND LESSON
PLANNING 45 minutes
3.7.1 OPTIONAL READING: BUTLER, HESLUP,
& KURTH, 2015 45 minutes (optional)
3.7.2 QUIZ: USING BACKWARD DESIGN 15 minutes
3.8 REFLECTION: CASCADING NEW KNOWLEDGE
SURVEY 30 minutes

4 Instruction ● Recognize the Metacognitive Awareness of 4.1 Introduction to Module 4 5 minutes

al difference between Reading Strategies Inventory
4.2 Warm-Up: Think and Write 15 minutes
Strategies intensive and checklist
for extensive reading and 4.3 Lecture: Strategies for Teaching Reading 30 minutes
Teaching the role of accuracy
Reading, and fluency 4.3.1 Lesson Activity Development: Reading Strategies 15 minutes
Baker (2008). Applying Reading
Writing & ● Modify instruction to Research to the Development 4.3.2 Readings: Baker, 2008; Coreia, 2006 45 minutes
Vocabular connect to prior of an Integrated Lesson Plan
y knowledge using top- (Forum) 4.4 Lecture: Strategies for Teaching Writing 30 minutes
down processing in https://americanenglish.state.g 4.4.1 Lesson Activity Development: Writing Strategies 15 minutes
order to encourage ov/files/ae/resource_files/08-

6
 5 hours higher-order thinking 46-1-d.pdf 4.5 Lecture: Strategies for Teaching Vocabulary 30 minutes
● Describe reading
(+ 30 mins 4.5.1 Lesson Activity Development: Vocabulary Strategies 15 minutes
strategies to help
optional)
make texts Correia, R. (2006). 4.6 Culture Spotlight: Digital Citizenship and Responsibilities 25 minutes
comprehensible as "Encouraging Critical Reading
well as motivating to 4.7 Optional Discussion: Reading, Writing and Digital Citizenship 30 minutes (optional)
in the EFL Classroom." (Forum)
learners 4.8 Lecture: Feedback 20 minutes
● Apply strategies for
teaching vocabulary 4.8.1 Quiz: Giving Feedback 15 minutes
● Explain the function 4.9 Reflection: Cascading New Knowledge Survey 30 minutes
of product vs. process
writing
● Discuss the central
role of feedback in
writing
● Apply concepts of
digital citizenship to
reading and writing

5 Instruction ● Describe the different McCaughey, K. (2015). Practical 5.1 Introduction to Module 5 5 minutes
al skills used in listening Tips for Increasing Listening
5.2 Warm up: Reflection on Accuracy vs. Fluency 15 minutes
Strategies and speaking Practice Time. English Teaching
for ● Identify ways to make Forum, 53(1),2-13. 5.3 Lecture: Focus on Listening
Teaching listening input
Listening comprehensible 5.3.1 Lesson Activity Development: Teaching Listening 30 minutes
& ● Describe how to use Vela Izquierdo, F. (2004). 5.3.2 Reading: McCaughey, 2015 15 minutes
Speaking comprehension Reciprocal Teaching: A useful
checking techniques tool for increasing student 5.4 Lecture: Focus on Speaking 50 minutes
● Explain ways to talking time. English Teaching 5.4.1 Lesson Activity Development: Teaching Speaking 30 minutes
5 hours develop oral Forum, 42(2), 20-25.
proficiency in the 5.4.2 Reading: Vela Izquierda, 2004 15 minutes
(+1 hr classroom
optional) ● Describe reasons for 5.5 Quiz: Teaching Listening and Speaking Skills 30 minutes

using interactive and 5.6 Lecture: Error Treatment 15 minutes

cooperative activities
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 to promote oral 5.6.1 Quiz: Error Treatment 15 minutes
communication
10 minutes
● Integrate the
teaching of 5.7 Culture Spotlight: Interaction in the EFL Classroom 15 minutes
vocabulary and
pronunciation into 5.8 Optional Discussion: Communicative Activity 60 minutes (optional)
listening and 5.9 Reflection: Cascading New Knowledge Survey 30 minutes
speaking activities
● Discuss ideas for 5.10 Course Wrap up 10 minutes
error correction of
students’ spoken
language.