UNIVERSIDAD DEL ESTE

SCHOOL OF EDUCATION

COURSE OUTLINE

COURSE: EDUC 413

TITLE : TEACHING ENGLISH AS A SECOND LANGUAGE AT

PRIMARY LEVEL (K-3)

PROFESSOR: José Morales Sousa, Ed.D.

Email: moralesj2@suagm.edu

Office Hrs/ Tuesdays/Thursdays

Locationn: 8:30 a.m.-10:00 a.m.
11:30 a.m.-1:00 p.m.
División Nocturna

LEVEL: UNDERGRADUATE

REQUIREMENTS: ENGL 115-116

CREDITS: THREE (3)

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I. Description

Study and analysis of the curricular guide and the standards for the education
of English as a second language in the primary level (K-3). Evaluation and praxis of
the methodologies, techniques and approaches for the linguistic education of the
English in this level. Emphasis in the grammar and oral practice. Reflection, skills
of critic-creative thought and construction of knowledge from the domain of the
lingüistics skills. Awareness, application and assessment of techniques,
methodologies and approaches in the education of English as a second language,
including planning of the learning process.

II. Rationale

Teaching English as a second language allows education professionals to

grow and educate in a field with no geographic, economic, political and social
boundaries. As the Department of Education states…”since culture is embedded in
learning a language, learning English can assist the learner in becoming more
culturally aware and… students can learn to appreciate and respect the cultures of
the English speaking world albeit through a second language (Curricular Framework
of the English Program, 2003).
Every teacher of all levels have to know the mission, vision, goals, areas of
study, organization, scope and sequence of the TESL framework of the Department
of Education of Puerto Rico. But, most important is to provide the special tools to
work with the teaching and learning process at the K-3 level. The knowledge of the
linguistics theories for the language acquisition support this aspect.
According to the Department of Education…”the emphasis in Kindergarten
and the First Grade is auditory comprehension, oral communication and cultural
diversity developed through children’s literature. The reading and writing process is
initiated during the second semester of the first grade as well as auditory
comprehension, oral communication and cultural diversity. The mentioned
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approaches continue to be applied in the second and third grade with emphasis on
the integration of the language arts using “balanced literacy approach”. This course
allows future teachers in developing the necessary competencies and skills of this
level.

III. Objectives

A. Study different theories about second language acquisition and the

application to PR.

B. Examine the English standards and the English Program K-3 of the

Department of Education of Puerto Rico (DEPR).

C Use the acquired theoretical and practical knowledge in the TESL to

select, evaluate and adapt teaching material for primary level

D. Apply ESL principle in the process of daily planning (oral, reading,

writing).

IV. GENERAL DISPOSITIONS

Throughout the course, students must comply with the following responsibilities:
1. Make sure that you are registered in this course.
2. You must register to Edmodo using the group code provided by the professor.
3. All cellular phones must be turned off while the class is in session.
4. You must provide the institutional e-mail address in case we need to
communicate with you at any time.
5. Attendance is mandatory since class participation will constitute part of your
evaluation.
6. You must comply with the set requirements of the course.
7. Try to avoid interrupting classes by coming in and out of the classroom
constantly.
8. Be on time to class.
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9. Unless there is a sign on the door stating that the professor is going to be
absent, you must wait twenty minutes.
10. Make-ups will be given at the discretion of the professor. You will be
responsible for the material covered during your absence to class.
11. Bring textbooks, dictionaries, and other assigned materials at all times unless
told otherwise.
12. Assignments given will be collected and/or checked the date due. Do not
leave any assignments/projects in the professor’s mailbox or under
someone’s care.
13. All papers must be typed as clearly and legible as possible. Papers have to
be written in double space to facilitate corrections and provide feedback.
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V. COURSE ITINERARY

Date Themes Activities/ Assignments

Materials to be discussed
January
20 Course Discussion of the following: Review DE’s
Introduction § Course Outline documents
§ Evaluation Criteria
§ Edmodo Registration
25/27 DE’s documents Open discussion based on the Assessment 1:
following documents: English Program
§ English Program Circular documents
Letters Read:
§ English Program Curriculum Language Learning
Framework Theories and
§ Puerto Rico Core Standards Approaches

February
1 Language Discussion & Application:
Learning Behavioral Approaches
1. Watson (Founder)
2. Parlov
3. Skinner

3 Language Discussion & Application:

Learning Nativist Approach (Cognitivist
theories)
1. E. Lennerberg-innately
determined
2. N. Chomsky-LAD
3. Universal Grammar

8 Language Discussion & Application: Assessment 2

Learning Functional Approach
1. Constructivism
2. Social Interaction
3. Cognition and Language

10 SLA Teaching Audiolingual Study TPR teaching

Methods method
15 Holiday:
Martin Luther
King
17 SLA Teaching TPR teaching method
Methods
22 SLA Teaching Silent way
Methods Community Language Learning
24 SLA Teaching Natural Approach Identify, explain, and
Methods Suggestopedia incorpórate a method
Communicative Language Teaching of your preference in
a lesson.
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29 Applying the Presentation (Assessment 3)

methods

March
2 Knowledge and Discussion & Application:
Cognition through § Universal Grammar
SLA research- § Autonomous Induction
based theories
7/9 SLA research- Discussion & Application:
based theories § Associative-Cognitive CREED
Framework
§ Skill Acquisition Theory
§ Input processing theory
§ Processability theory

14/16 SLA research- Discussion and application

based theories § Concept-Oriented Approach
§ Interaction Framework
§ Vygotskian Sociocultural
theory
• The nature of interlanguage
aligned to each theory:
Systematicity & Variability
• The role of first language
aligned to each theory
21/23 Holy Week’s
Recess
28/30 Assessment 4 Presentation and Demonstration of
research-based theories in the
classroom

April
4/6 Contibutions of the Things to consider during the
linguistic teaching-learning process.
environment
11/13 The role of L2 § Designing and planning
instruction in nine activities/mini-lessons
SLA theories implementing specific theories.
(Assessment 5) §
18/20 The role of L2 § Applying specific theories to
instruction in nine implement PR Core Standards
SLA theories § Application of SLA theories in
(Assessment 6) context

25/27 Assessment and § Principles of Language

Evaluation Assessment
Designing § Evaluation techniques and
Assessment assessment tools
tasks § Assessing Listening/Speaking
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May
2/4 Designing § Assessing Reading Assessment 7
Assessment
tasks
9/11 Assessment § Assessing Writing
tasks
16 Final Evaluation Portfolio Presentation

VI. Evaluation Criteria

Total
Name Description Weight
Score

Policies and
Exam 1 10.00 100.00
Regulations

Presentations/
Language Learning
Presentations & SLA Research- 20.00 100.00
based
theories/approaches

Demonstrative (2 x 100)
Mini-Lessons 20.00
Lessons 200.00

Lesson (2 x 100)
Lesson Planning 20.00
Planning 200.00

Class Class Participation 10.00 100.00

Portfolio Final Evaluation 20.00 100.00

VII. STUDENTS WITH EXCEPTIONAL NEEDS

According to the American with Disability Act (ADA Law), all students’ reasonable
accommodations will be coordinated in compliance with their particular needs.
Students who receive services from Vocational Rehabilitation should inform
the professor about their special needs during the first week of class. It is
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advisable to provide this information in order to plan reasonable accommodations

and provide any necessary equipment recommended by the Office of the Vice-
chancellor for Development and Retention.

VIII. PLAGIARISM

All and every assignment, including oral and written reports have to be an original
product of the student. The students should not assume any person’s ideas,
research, or work. Plagiarism will invalidate the students’ work and a grade of zero
will be assigned.

IX. Books used as References:

Brown, H. D. (2010). Language assessment: Principles and classroom practices.
White Plains, NY: Pearson Education.

Brown, H. D. (2008). Principles of language learning and teaching. White Plains, NY:
Pearson Longman.

Brown, H. D. (2010). Teaching by principles: An interactive approach to language

pedagogy. White Plains, NY: Pearson Education.

VanPatten, B. (2011). Theories in second language acquisition: An introduction.

Mahwah, N.J: Erlbaum.

X. Learning Resources

INDEC. (2003). Curriculum Framework. English Program. Department of Education.

INDEC. (2003). Proyecto de renovación curricular. DEPR: Publicaciones

Puertorriqueñas.

XI. WEB SITES

Departamento de Educación (2016). Cartas Circulares. Retrieved from

http://intraedu.dde.pr/Cartas%20Circulares/Forms/AllItems.aspx
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Departamento de Educación (2016). Ejemplos de Actividades del Portafolio PPEA.

Retrieved from http://de.gobierno.pr/conoce-al-de/261-aprovechamiento-
academico/2228-pruebas-puertorriquenas-evaluacion-alterna-ppea

Departamento de Educación (2016). Guía de Recursos para Maestros par alas

Pruebas Puertorriqueñas de Evaluación Alterna. Recuperado
http://de.gobierno.pr/files/2011-12_PPEA_Resources_Guide.pdf

Departamento de Educación. (2016). Programa de Inglés. Retrieved from

http://de.gobierno.pr/221-programas-academicos/1961-programa-de-ingles

Deutsch, N. (2013). Language Learning Theories. Retrieved from

https://www.youtube.com/watch?v=YPcBPNRTjmQ

Functional-Notional Approach Retrieved from

http://www2.vobs.at/ludescher/grammar/functional.htm

K-5 Learning (2014). Reading Comprehension Worksheets. Retrieved from

http://www.k5learning.com/free-preschool-kindergarten-worksheets/reading-
comprehension

OWS (2009). University of Texas, College of Education. Retrieved from

https://ows.edb.utexas.edu/site/sara%C3%ADs-e-porfolio/theories-language-
learning

Oxford Seminars (2015). Retrieved from www.oxfordseminars.com

The Access Center: Improving Outcomes for All Students K-8. (2005). Early Reading
Assessment: A Guiding Tool for Instruction. The Access Center:
Washington DC. Retrieved from http://www.readingrockets.org/article/early-
reading-assessment-guiding-tool-instruction