Theoretical Foundations of
TESL/TEFL Methodology
INTR 611

Cheri Pierson, Instructor Spring 1997
Office: M 247 247; Ext. 7950 ; M 6:30 - 9:45

An effective English language teacher is able to draw upon a basic set of principles in order todesign courses, meet learner needs, solve classroom problems, and make decisions while teaching.this class is intended to help prospective ESL/EFL teachers createarationale for their teachingby exposing them to a broad range of theory and research in psycholinguistics, appliedlinguistics,learning, sociolinguistics and the various teaching methodologies which are rooted in these fields.

Course Goals

1. To understand how theory and research in linguistics, psycholinguistics,sociolinguistics, and cultural anthropology are related to ESL/EFL teaching practices.

2. To understand the various approaches and methods that have been applied to secondlanguage teaching, as well as the major problems and issues currently facing ESL/EFLteachers,

3. And, out of this knowledge base, to construct a personal rationale -- a set ofprinciples -- which will serve as a guide to teaching.

Required Texts:

Brown, H. Douglas. Principles of Language Learning and Teaching. 3rd ed. Englewood
Cliffs, NJ: Prentice Hall Regents, 1994.
*Brown, H. Douglas. Teaching by Principles: An Interactive Approach to Language
Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents, 1994.
*Celce-Murcia, Marianne, Ed. Teaching English as a Second or Foreign Language. 2nd
ed. Boston: Wadsworth, 1991.
Wolfson, Nessa. Perspectives: Sociolinguistics and TESOL. Cambridge: Newbury House,
1989.
*The required texts are available at the Wheaton College Bookstore and will also be on reserve
in the BGC library. The Celce-Murcia text and Brown’s Teaching by Principles are particularly
important to purchase, since they will be used in other courses in the TESL certificate program.

Course Requirements.

(a) Reflective papers. Two short papers (3 pages each) written in response to the readings andclass discussions will be due during the first half of the course. These papers do not requireresearch, but each should provide a thoughtful discussion of points raised in the readings.(20% offinal grade)
(b) Classroom observation report. You will observe an ESL classroom for the purpose of evaluating the dynamics of the class and of evaluating the application of theory to practice. Limit the written report of the observation to 3 pages. (10% of final grade).
(c) Midterm examination. This exam will cover the content of the readings and the lectures, witha special focus on terminology and key concepts. (15% of final grade)
(d) Term paper/presentation. This should focus on a topic of personal interest relevant to this course. Length of the paper should not exceed 20 pages, including references. Topics may include bilingual education, adult literacy education, English for Specific Purposes (ESP) and so forth. A proposal is due on October 28, and the paper itself is due on December 2 2. During the
second half of the semester, you will make a 15 minute presentation on the topic of your term paper. (40% of final grade)