Dexter Da Silva, Professor, Keisen University (Methodology/Practicum) and
Dr. Terry Royce, MA Program Director, Teachers College Columbia University (Practicum)
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 17 (those starting Spring 2003 may register)
Pre-requisites: A&HT 4077
Pass/Fail only

Advisement note: Those Group 17 people who started in Spring 2003 can do this course, but it is not advisable – please try to do your practica later in the program.

COURSE DESCRIPTION:

The methodology section will provide an overview of recent reading theory and research. It will introduce students to various aspects of the reading process, and to some of the important findings from research on both L1 and L2 reading. Classes will include group discussions, exploratory activities and individual presentations of journal articles, chosen by participants, related to topics on reading.

Some topics included in the methodology section are:

• bottom-up, top-down, interactive, and other models of reading
  
• different purposes for reading; relationship between L1 and L2 reading
• relationship between Research/Theory and Practice in L2 Reading
• intensive vs. extensive reading
• the role of reading in the L2 classroom
• student motivation towards reading and towards learning English
• vocabulary issues in reading development
• discourse organisation and text comprehension
• main idea comprehension and instruction

The practicum section (co-taught by the instructors) will focus students’ attention on their own teaching of L2 reading in light of issues addressed in the methodology section. By observing their own reading and that of their students, students and instructor will strive for a better understanding of what actually goes on in and out of the L2 reading classroom. Through this close self-observation, teachers will hopefully identify areas of their own teaching which they can adjust and develop.

The practicum will include:

• group discussions
• development/modification of reading tasks
• videotape presentations
• in-class micro teachings
  
• peer observations

COURSE REQUIREMENTS/ASSESSMENT

Methodology

• attendance at all class meetings
• completion of assigned readings
• small group discussions
• critical presentations of course-related journal articles
• Teaching / Reading Portfolio

Practicum

• attendance at all class meetings
• in-class micro teachings
• peer observations
• videotaped examples of your reading class for in-class discussion
• Teaching / Reading Portfolio

PRE-COURSE ASSIGNMENT (Methodology)

Read chapters 1 - 2 of the required text (Grabe & Stoller, 2002). Write your answers to the following questions:
1. Of the models of reading described on pages 31-36, which one makes most sense to you? Why? How does this relate to your teaching?
2. Do you agree with the Language Threshold Hypothesis? Why / why not?
3. Of the 14 differences between L1 and L2 reading discussed in Chapter 2, which one is the most important or relevant for you in your teaching situation? How?
Consider the main ideas and issues in these chapters in light of your own experiences as a reader and as a reading teacher. Prepare one discussion question on these chapters.

In addition, prepare a Self-Introduction to be handed in which includes:

• your name and group number
• subjects/skill areas you teach
• what you enjoy/don’t enjoy in teaching- why?
• the kinds of students you teach
• questions or problems you have about your present teaching situation, especially regarding reading
• what research area(s) you are interested, especially regarding a possible topic for your MA project

BOOKS TO BUY:

Grabe, W. & F.L. Stoller. 2002. Teaching and Researching Reading. London: Longman.

BOOKS ON RESERVE:

• Aebersold, J.A. & M.L. Field. 1997. From Reader to Reading Teacher. Cambridge: Cambridge University Press.
• Alderson, J.C. & A.H. Urquhart (eds.). 1984. Reading in a Foreign Language. New York: Longman.
• Barnett, M.A. 1989. More Than Meets the Eye: Foreign Language Reading. Englewood Cliffs, NJ: Prentice-Hall.
• Bell, J. S. 1995. The Relationship between L1 and L2 Literacy: Some Complicating Factors. TESOL Quarterly, 29: 687-704.
• Carrell, P.L., J. Devine, & D. E. Eskey. 1988. Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press.
• Carrell, P.L. 1990. Reading in a Foreign Language: Research and Pedagogy. JALT Journal . Vol. 12, No. 1: 53-74.
• Carrell, P.L. 1992. Awareness of Text Structure: Effects on Recall. Language Learning, 42: 1-20.
• Chen, H-C. & M. F. Graves. 1995. Effects of Previewing and Providing Background Knowledge on Taiwanese College Students’ Comprehension of American Short Stories. TESOL Quarterly, 29: 663-86.
• Day, R.R. & J. Bamford. 1998. Extensive Reading In The Second Language Classroom. Cambridge: Cambridge University Press.
• Elley, W. B. 1991. Acquiring Literacy in a Second Language: The Effect of Book-Based Programs. Language Learning, 41: 375-411.
• Hazenburg, S. & J.H. Hulstijn. 1996. Defining a Minimal Receptive Second-Language Vocabulary for Non-native University Students: An Empirical Investigation. Applied Linguistics, 17: 145-63.
• Hino, N. 1988. Yakudoku: Japan's Dominant Tradition in Foreign Language Learning. JALT Journal 10, Nos. 1 & 2: 45-55.
• Huckin, T., Haynes, M. & J. Coady (Eds.). 1993. Second Language Reading and Vocabulary Learning. Norwood, N.J.: Ablex.
• Izumi, K. 1995. Translation-aided Approach to Second Language Acquisition. JALT Journal 17: 225-237.
• Kern, R.G. 1994. The Role of Mental Translation in Second Language Reading. Studies in Second Language Acquisition 16: 441-460.
• Parry, K. 1991. Building a Vocabulary through Academic Reading. TESOL Quarterly, 25: 629-53.
• Schoonen, R., Hulstijn, J. & B. Bossers. 1998. Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study among Dutch Students in Grades 6, 8 and 10. Language Learning, 48: 71-106.
• Susser, B. & T. N. Robb, 1990. EFL Extensive Reading Instruction: Research and Procedure. JALT Journal Vol. 12, No. 2: 161-185.
• Urquhart, S. & C. Weir. 1998. Reading in a Second Language: Process, Product and Practice. London: Longman.

BIO-DATA:

Dexter Da Silva is currently a Ph.D. candidate at the University of Western Sydney, Australia. His research interests include motivation in TESOL, psycholinguistic processes in language learning, content-based language learning and teaching, and reading theory and its application to the TESOL context. He is Professor of Educational Psychology and English Education at Keisen University.

Dr. Terry Royce is Program Director at the Tokyo campus of the Teachers College Columbia University MA in TESOL Program and has been appointed by Teachers College (New York) to the Tokyo program. He has a BA in Economics and a Diploma in Education from Macquarie University, a Graduate Diploma in Multicultural Education from Armidale University, an MA in Applied Linguistics from Sydney University (Australia), and a Ph.D. in Linguistic Science from the University of Reading (UK). His research interests include the analysis of multimodality, discourse and cohesion analysis across disciplines (specifically scientific and economics discourse), the application of systemic-functional linguistics to discourse varieties and TESOL education, and the forensic linguistic analysis of police negotiators’ discourse.