Ted Quock, Associate Professor, Dept. of British & American Studies, Keisen University.
1 credit for Methodology; 2 Credits for Practicum for Groups 1-16;
3 Credits for practicum for Group 17.
TESOL (IIIa) & Practicum (II) - not for Group 18
Pre-requisites: A&HT 4077
Pass/Fail only

Advisement note: Those Group 17 people who started in Spring/Summer 2003 can do these courses, but if possible try to do your practica later in the program.

COURSE DESCRIPTION

This course explores the concept of media as teaching materials, particularly media not specifically designed for language-teaching purposes, how various media can be exploited for use as either core or supplementary/complementary materials, and how the same media can be used across the spectrum of language learners. Much of the focus will be on audiovisual media, but attention will also be given to the Internet and other aspects of computer-assisted language learning (CALL) and printed media (including literature, newspapers & magazines, and pictures). We will also concentrate on specific content including movies, music and humor.

COURSE CONTENT

During the course, the following issues will probably arise at some point, some more frequently and/or prominently than others:

• definition of "media", language teaching/learning vs. language training/practice* implicit vs. explicit teaching; incidental teaching
• use of authentic materials, materials selection & development, materials creation vs. materials development, appropriateness of authentic materials in low-level classes, influence of materials/media on methods, teaching materials vs. teaching aids, non-traditional teaching media
• authentic communication in the classroom, role of mistakes and miscommunication in the classroom, teaching your students vs. teaching at your students, content-based teaching, justifying lesson content
• role of teaching objectives, teaching students vs. teaching at students, teaching media vs. teaching materials, nature and role of comprehension, relationship between productive & receptive skills
• feedback, fluency vs. accuracy, assessment of student performance on communicative activities, testing and the appearance thereof, potential problems with "tried-and-true" approaches, level of difficulty, mastery of target teaching points, subjective questions vs. objective questions, realistic expectations
• media literacy & taboo topics, the meaning of "difficult", fun in the classroom, the role of spontaneity

COURSE REQUIREMENTS

• Required reading packet (available from TC)
• Presentations and mini-presentations
• Microteaching
• Performance in class discussion and other classroom activities
• Observation by the instructor and peer observations
• Course journal

CRITERIA FOR GRADING

Grading will be based on:

• attendance
• active participation in all course requirements
• participation in microteaching as not only teacher/presenter but also audience/student
• receptivity to new concepts and approaches and demonstrated willingness to introduce them in the classroom

PRE-COURSE ASSIGNMENT

The following should be submitted before the first lesson;

• oral or written self-introduction (including teaching experience, English language background for NNS, and reasons for registering in this course)
• contact information (mailing address, e-mail address, fax number, home telephone number, mobile number [including best times to call])
• your spring teaching schedule, including detailed information about courses and students and (if possible) comments about positive/negative factors you anticipate to encounter this semester (student motivation, class sizes, facilities, autonomy, etc.)
• list of your favorite works in various media (movies/movie genres/movie stars, music/musical genres/singers or musicians/songs or other works of music, book/story, magazine, TV show, work of art, etc.)
• a schedule of your projected availability for peer observations (days, times and general locations you can visit)
• a statement of your philosophy about taboos (of any kind) in your classroom

BOOKS TO BUY

There are no textbooks to purchase for this course but all students should buy the reading packet available from the TC office.

BIO-DATA

Ted Quock (M.A. in Language Studies, San Francisco State University) has been teaching English in Japan since early 1979. He served as Program Director/Course Director of Simul Academy and Chief Writer for the Simul International Department of Research and Development for over 10 years, focusing on CNN-based curriculum planning and materials development and individual courses exploiting news media, video, music and other non-traditional media. Now an associate professor of British & American Studies at Keisen University, he teaches courses on Western Humor, English Through Music and Video and Mixed Media. He has written textbooks based on advanced level speaking skills and learning from CNN and CNBC TV news, and has a book in progress based on the comedy of the legendary Victor Borge.