UTeach - Liberal Arts

Meghan Ackley

Other faculty




UTL F320 • Teaching Eng As Second Lang II

88437 • Summer 2014
Meets MTWTHF 200pm-500pm CMA 5.190

Course Description: Teaching English to Speakers of Other Languages (TESOL) II Internship Abroad

Taken concurrently with TESOL 1, this course provides upper division students and graduates with early field experience in teaching and an introduction to the theory and practice that is necessary to design and deliver excellent instruction of English to speakers of other languages (ESOL) abroad. Students attend 45 hours of on-campus seminar instruction, 20 hours of guided observation and teaching practice at Austin ESOL programs. Program participants will create and teach 2 mini lessons to the students they observe. The ESOL classrooms are selected both for the diversity of the student body and for the quality of the classroom teacher who serves as a cooperating teacher. The cooperating teachers will work with internship participants to improve their teaching abilities in preparation for teaching abroad. The cooperating teacher will provide immediate feedback on the quality of the intern’s instruction. Upon completing the local coursework and fieldwork, students will travel to Korea or Mexico to intern in a language institute under the direction of a local mentor teacher. Participants will intern for 6 weeks.

Success in this course requires quality, timeliness, dependability, and professional behavior.

Certified teachers and UTeach undergraduates who have taken UTL101, UTL202 and UTL640 are not required to take TESOL I. 

Certified teachers who participate in this program will be prepared to take the TExES ESL Certification test to add an ESL endorsement to their existing Texas State Certification.

Required Text: 

Azar, B.S.; Hagen, S.; Understanding and Using English Grammar with Answer Key; 4th Ed.; 2009; Pearson/Longman

Course Objectives:

UTL F320 students will:

  • Assess whether they wish to pursue teaching ESL/ESOL as a profession.
  • Determine their own learning style and relate the findings to the students they are and the teachers they may become.
  • Develop an awareness of the assets of linguistically and culturally diverse student populations.
  • Understand the concept of interactive, integrated lessons.
  • Distinguish between learner-centered and teacher-centered instructional strategies.
  • Examine various methods of assessment.
  • Write performance objectives, lesson plans, and one assessment activity.
  • Follow lesson plan format to deliver two lessons that include activities appropriate to ESOL linguistic needs.
  • Become reflective practitioners, using reflection to improve over time.
  • Utilize technology to communicate, collaborate, and instruct.
  • Understand and begin to practice the basic components of good classroom management.
  • Observe and reflect upon 4 lessons of ESL. 
  • Understand the key stages of language acquisition.
  • Deepen understanding of English grammar and its instruction

Class Expectations:     

Regular attendance is important for success. After one absence from the class, any additional absences will result in a growth plan that will outline identified areas to be improved and contain specific directives that are clearly measurable and reasonably attainable.

  • Not fulfilling the growth plan’s performance objectives will result in dismissal from the program.
  • Participate actively and positively in class discussions and activities.    
  • Turn in assignments on time. Certain assignments have specific due dates listed in the detailed syllabus. It is important that assignments be completed on time.  (This is an issue of professionalism and should be treated seriously.)  Assignments will be taken late for 24 hours. After 24 hours, no late work will be accepted.
  • Lessons must be taught within a window of time; however, all lesson plans must be submitted a minimum of 48 hours in advance of the lesson to both your cooperating teacher and us.  Reflections must be submitted within 24 hours of observing the lesson.

Grading System:

  • Class (Attendance, Participation) 20%
  • Field Experience (Attendance, Lessons Communication, Cooperation & Observations) 20%
  • Assignments (ELL Interview, Observation Tasks, Grammar Take Home Test, Lesson Plan & Delivery) 40%
  • Fitness to Teach (Rubric) 20%

Curriculum Vitae

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