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SLT 103 CRN 34121 Language Teaching

Course Syllabus
Instructor: Caroline Torres
Office: Iliahi 220
Phone: 734-9327
Office Hours: MW 10:40-11:20 &
TW 1:15-3:00 or by appointment

Class Hours: Tuesday 3:15-4:30 pm &

Thursday 2:15-4:30 @ Jefferson Elementary School
Classroom: Tuesday,Iliahi 106;
Thursday, Jefferson Elementary School Library

SLT 103 Language Teaching introduces the post-method viewpoint of teaching in
the classroom. The course begins by identifying the students intuitions and insights
about language teaching. The students will examine ways that instruction can facilitate
and accelerate language learning. As the students address the issues of language
teaching, they will develop their own definitions of second language pedagogy.
Students will also be introduced to ethnographic case studies of language teachers and
learn how to do their own ethnographic study on one teachers classroom practices.
This course consists of lectures, group discussions, student participation,
readings, research, tutoring English Language Learners at Jefferson Elementary
School, internet enhancement, a major course project, and other class activities.
SLT 102 is a required course for the Certificate of Completion in SLT. It is
designed to introduce students to the post-method viewpoint of teaching. SLT 103
Language Teaching satisfies one Diversification Social Sciences (DS) requirement and
can also be used as an elective course in the A.A. degree curriculum.
Upon successful completion of SLT 103, the student should be able to:
Describe language teaching in the context of the language development cycle
Describe the various common language teaching frameworks
Describe how the various motivational and socio-cultural characteristics of
language learners can influence their teaching
Describe their own definitions of second language pedagogy
Complete an ethnographic study of a language teacher including:
o Observation
o Interview
o Artifact collection
o Secondary research
o Data analysis and reporting

Torres- SLT 103 (Language Teaching) Syllabus


This course supports the following college competency areas:
Computation and communication abilities
Values for living
Awareness of the dynamics in contemporary issues
Problem-solving and decision-making abilities
Career choices and life-long learning
Study in a selected program
This course also supports the following Associate in Arts degree SLOs:
Make effective decisions with intellectual integrity to solve problems and/or
achieve goals utilizing the skills of critical thinking, creative thinking, information
literacy, and quantitative/symbolic reasoning.
Ethically, compose, convey, and interpret varied perspectives with respect to an
intended audience using visual, oral, written, social, and other forms of
Evaluate one's own ethics and traditions in relation to those of other peoples and
embrace the diversity of human experience while actively engaging in local,
regional, and other forms of communication.
Explore and synthesize knowledge, attitudes, and skills from a variety of cultural
and academic perspectives to enhance our local and global communities.
This course also satisfies the following Associate in Science degree competencies:

Employ skills and understanding in language and mathematics essential to fulfill

program requirements.
Understand attitudes and values of various cultures and examine their potential
for improving the quality of life and meaningfulness in work.
Understand contemporary issues and problems and respond to the impact of
current conditions.
Demonstrate proficiency in conceptual, analytical, and critical modes of thinking.
Develop insights into human experience and apply them to personal,
occupational, and social relationships.
Recognize relevance of career choices to life-long learning.
Demonstrate competence in a selected program of study.

Torres- SLT 103 (Language Teaching) Syllabus

SLT 103 Language Teaching supports the following SLOs for A.S. degree for
Educational Paraprofessionals with an emphasis in SLT:

Use informed decision making to function effectively in the classroom, school,

local, and professional communities.
Use communication skills to work effectively with students, their families, school
administrators, teachers, staff, and other related personnel.
Use instructional and behavioral management strategies to facilitate a positive
learning environment for students.
Demonstrate professionalism and ethical practices in the classroom, school,
local, and professional communities.
Demonstrate knowledge and skills specific to the instruction and support of ELL
students in a variety of settings.
Demonstrate an ability to effectively facilitate the language development of
students based on individual language needs.

SLT 103 satisfies one Diversification Social Sciences (DS) requirement.

Pace Yourself: A Handbook for ESL Tutors
Ethnographic Fieldwork: A Beginners Guide, Blommaert & Jie
A Course for Teaching English Learners: Second Edition, Diaz-Rico
Bridge to the Classroom: ESL Cases for Teacher Exploration V2. Secondary School, Egbert

Additional supplemental materials supplied by instructor.

Teacher intuition
Language teaching and tutoring
Case Study Analysis
Ethnographic research

Torres- SLT 103 (Language Teaching) Syllabus

Exploring teaching
Language learning frameworks (opportunities framework, input hypothesis, etc.)
How to facilitate language learning (affective, scaffolding)
How to navigate barriers to language learning (psychological, personal, cultural)
How to engage with the learner (develop models of engagement)
Situating teaching within the larger theoretical framework
Which language teaching model is most appropriate for students and contexts?
How can language learning be best facilitated with diverse language learners?
How can instruction best navigate barriers with diverse language learners?
How can diverse language learners be engaged best?
What does research say about your intuitions about language teaching?
To choose appropriate language teaching models
To facilitate language learning through instruction
To develop pedagogy to help students overcome barriers to language learning
To develop pedagogy that engages language learners
To reflect on intuitions about language teaching
Case Study Analysis
Analyze case studies and construct field-based case studies
How can case studies be utilized to understand second language teaching?
To use case studies to understand language teaching and the classroom.
Ethnographic research
Participatory action research
How can we affect social transformation through research?
To conduct participatory action research

Torres- SLT 103 (Language Teaching) Syllabus

Course Policies:
Because this is a focused training course, students are expected to attend every class
session and come to class prepared for classroom activities. Students are also
expected to attend class observations and complete the service learning requirement as
scheduled outside of class times.
You should always treat yourself and others with respect. Come to class prepared and
ready to learn. Please make sure to turn off or silence all phones before entering the
class, and refrain from using them during class.
You are expected to always behave in a responsible, adult manner and to maintain the
colleges Student Code of Conduct listed in the Course Catalog. Disruptive behavior will
not be tolerated. This means: any speech or action that (1) is disrespectful, offensive,
and/or threatening; (2) interferes with the learning activities of other students; (3)
impedes the delivery of college services; and/or (4) has a negative impact in any
learning environment.
Academic Honesty
You are expected always to do your own work. Copying from the Internet / printed
material (plagiarism), or from someone elses work (copying), or using work from
another class (recycling) will result in a zero (0) grade for all people involved, and the
case may be reported to the appropriate school authorities.

Technology Requirements
Students must be able to access and use our online course site located at . Students will compile their course projects, access certain
course materials, and complete certain course assignments on Laulima.
Students must use their account or the Laulima mail tool for email
communication to guarantee a response from the instructor. Students should expect an
email reply within 24 hours. The instructor generally does not respond to email at night
or on the weekends. Your understanding is appreciated.

Torres- SLT 103 (Language Teaching) Syllabus


Field Service Requirement
Because students are training to become future second-language
educators, students will participate in mandatory field service while in this
Field service can be accomplished in a variety of ways, including
Verified and approved paid employment during the course semester as a
language tutor or teaching-assistant at Kapiolani Community College,
Verified and approved paid employment during the course semester as a
language tutor, teaching-assistant or instructor in an educational setting outside
of Kapiolani Community College, or
Completing Service Learning in an approved Service-Learning educationpathway site, such as:
o Palolo Pipeline (Palolo Learning Center, Palolo Head Start, Palolo
Elementary School, Jarrett Middle School, Kaimuki High School),
o Waialae Japanese School,
o ELL programs in public elementary, middle and high schools,
o Community schools for adults,
o Project SHINE,
o Foreign-language courses at KapCC (Filipino, French, Hawaiian,
Japanese, Korean, Mandarin, Spanish), and
o ESOL program courses at KapCC.
Notes on Service Learning option:
Students must complete a minimum of 30 hours of Service Learning in each
SLT Program course during the course semester.
If students are taking two SLT Program courses at the same time, then the
minimum hours are 50. Students should not exceed this 50-hours per semester.
Service Learning hours must be spread out evenly each week over the semester
for approximately 10 weeks, beginning by week 4 and ending by week 15.
o 10 hours: scheduled language tutoring (ESOL or foreign language) in the
KCC Library, approximately one hour per week for 10 weeks.
o 10 hours: manditory weekly ESL tutoring at Jefferson Elementary School
starting at 2:15 on Thursdays prior to class (beginning week 1).
o 10 hours: ESL or foreign language classroom site of the students
choosing (approved by instructor) aligned to possible future career path.

Torres- SLT 103 (Language Teaching) Syllabus

Service Learning hours for this course do not include the workshops and
orientations required by the Service Learning Office each semester.
Because of the focus of the SLT Program, field service must be completed in an
educational setting where language teaching and learning is the goal of
SLT Program students must complete a minimum of 100 hours of Service
Learning in SLT Program courses to receive the SLT Program certificate or
If students are taking other courses that allow Service Learning options, students
are allowed to use the same service learning hours only if the other course
requirements can be met by the SLT Program requirements primarily and
students do not exceed the 50-hour minimum per semester.

Connection to Course
In each SLT course, students will complete a major course research project,
including a final paper and poster presentation, which provides evidence that the
students have engaged with, understood, analyzed, made connections to, and applied
the course content. The field-service requirement provides a means through which SLT
program students will be able to complete their research projects. Through their field
service, SLT students will collect data by investigating issues, researching ideas,
applying skills, testing hypotheses, and reflecting on experiences, which they will use to
develop their course papers and posters. SLT students learn by discussing and doing:
the SLT classroom is the discussion space; the field-service site is the doing space.
Together, learning takes place.
SLT classroom + Field-service site = Learning
Students are supported during their field service through the Laulima course site.
Field-service materials are posted in the Resources section of the course site. And fieldservice reports are posted in the Discussion Board section of the course. In addition,
regular updates about students field-service projects will be discussed in class. During
the first week of the semester, the course instructor will provide more information about
the field service requirements, including paperwork from the Service-Learning office at
Kapiolani Community College. In addition, the instructor will be present at the Jefferson
Elementary School tutoring to provide just-in-time support and feedback to students.

Torres- SLT 103 (Language Teaching) Syllabus

Tutoring at Jefferson Elementary School

All SLT 103 students will participate in hands-on application of course content
through tutoring of English Language Learner students at Jefferson Elementary School
every Thursday from 2:15-3:15. SLT class will be held on site immediately after.
Jefferson Elementary School is located in Waikiki approximately a 20-minute walk, a15minute bus ride, or a 5-minute car ride from KCC.
The address is:
324 Kapahulu Avenue, Honolulu, HI 96815
Students who drive, must park in the parking lot on Wai Nani Way or find metered
parking on the street or in the nearby zoo parking lot. Parking lot gates are locked after
class and remaining cars will be towed.
All students must sign in each time they arrive on campus and will receive a
visitors badge that must be worn visibly at all times.
Students must arrive on time because the students will be waiting.
Jefferson Elementary is a tobacco free (including vapor devices) campus.
No photographs or recordings of students may be taken at any time.
Contact with students outside of tutoring time, including through social media is
strictly prohibited.
Volunteer Registration
All students must complete the DOE volunteer registration prior to their first day
on the school campus (Thursday, January 16).
Complete the DOE volunteer registration at:, print
out your confirmation page and bring it with you on Thursday, January 16th.
We will discuss professionalism and what is means to be a part of the teaching
profession over the course of the semester. Please remember when you attend
Jefferson Elementary School, you will be a representative of KCC and will be looked at
in the role of a teacher. For these reasons, you are required to be clean and dressed
neatly, with no ripped or revealing clothing and to use appropriate language at all times.

Torres- SLT 103 (Language Teaching) Syllabus

Field Service Timeline

Week 1- Field-service information is provided to students
Week 2- Students choose field service sites; students attend Service-Learning
orientation, students begin tutoring at Jefferson Elementary School
Week 3- Students complete any necessary field-service paperwork; students post
their Pre-field-service Reflections to the SLT course site on Laulima
Week 4- Students begin field service; Service-Learning registration due, if
applicable; students receive course project requirements
Week 5- Students begin posting their Field-service reports to the SLT course site on
Week 8- Students attend Service-Learning Reflection Workshop, if applicable
Week 10- Students post their Field-service Mid-term Reports to the SLT course site
on Laulima
Week 12- Students attend Service-Learning Reflection Workshop, if applicable
Week 14- Students complete their field-service; students finish writing their ServiceLearning Reflections, students upload their Reflections and Statements to
the Service-Learning site on Laulima; students upload their Field-service
Final Reports or Service-learning Reflections, whichever are applicable, to
the SLT course site on Laulima
Week 15- Students submit their Timesheets and Evaluations to the ServiceLearning office by the due date, if applicable.

Disability Statement:
If you are a student with a documented disability and have not voluntarily disclosed the
nature of your disability so that we may coordinate the accommodations you need, you
are invited to contact the Disability Support Services Office in `Ilima 107, ph.734-9552 ,
or email for assistance. For students whose primary disability is
Deaf or hard of hearing, contact the KCC Deaf Center in Manono 102, ph. 734-9210 (V)
or 447-1379 (videophone).
This and all other materials are available in alternate format upon request.
This class and my office are Safe Zones, which means that I will not tolerate
discrimination or inappropriate behavior for any reason, including culture, race,
religion, language, sexual orientation, gender, or disability.
All students should be treated fairly, equally, and with respect at all times.

Torres- SLT 103 (Language Teaching) Syllabus

Conduct an ethnographic research study of language teaching and apply information
from the course to real world application of supporting language learning.
The following will be used to determine a student's grade in the course:
Reflections and Assessments on course content
Personal Reflections (3)
Content Reflections (4)
Ethnography Reflections (4)
Service Learning Reflections (4)
Tutoring Modules (4)
Midterm Assessment (1)


Service Learning
Observations for Ethnographic Research Project (3)
Interviews for Ethnographic Research Project (3)
Artifact Collection for Ethnographic Research Project (3)
Tutoring Logs for Ethnographic Research Project (8)


Ethnography, including Research and Analysis

Drafts (4)
Final Project
Poster Presentation


Assignments must be turned in on time to align with the course content and provide the
best opportunity for learning. Late assignments will only receive half credit.
Letter grades will be assigned according to the scale described below:
90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
less than 60% = F
Please note that a grade of lower than B in the field of Education is considered
inadequate. After all, would you want a C teacher teaching your children?


Torres- SLT 103 (Language Teaching) Syllabus


Schedule is tentative and subject to change throughout the semester


Course Overview
Intuitions about teaching and learning language

2:15-4:30 at Jefferson Elementary School
Reflection Discussion
Course Project Overview
Tutoring Overview

HW: DOE Volunteer Form (print and bring 1/16)

HW: Reflection about Intuitions

HW: Tutor Module 1 Reading and Questions

Tutor Module 1 Discussion

Language & Service Learning (SL) Overview

Language Tutoring
Language Development Framework

HW: Reading- Service Learning

HW: Service Learning Orientation
Tutoring Module 2 Discussion
Ethnography Intro

HW: Tutoring Module 2

Language Tutoring

HW: Reading- Ethnography

HW: Reflection - Ethnography
Tutor Module 3 Discussion
Ethnographic Observation Intro

HW: Tutoring Module 3

HW: Reflection- Pre-Service Learning
HW: Begin Service Learning Next Week!
Language Tutoring
Observation Discussion and Activity

HW: Reading- Observation

HW: Reflection- Observation
Tutor Module 4 Discussion
Ethnographic Interview Intro

HW: Tutoring Module 4

HW: Tutoring Log 1 TL1
Interview Discussion and Activity
Ethnographic Artifacts Intro

HW: Reflection- Initial Service Learning

HW: Reading- Interview
HW: Reflection- Interview

HW: Reading- Artifacts

HW: Reflection- Artifacts

Artifacts Discussion
Content 1 Introduction

Content 1 Discussion and Activity

HW: Reading- Content 1

HW: Observation Log- OBL1
Content 1 Activity and Case Study

HW: Interview Log- IL1
Service Learning Discussion: TL1, 2 & 3,
OBL1, IL1, AL1 DUE bring to class!
Content 2 Introduction

HW: Reflection - Content 1

HW: Artifact Log 1 AL1
Content 2 Discussion and Activity

HW: Reading Content 2
Content 2 Activity and Case Study

Midterm Assessment
Movie Discussion
HW: Movie Reflection

HW: ReflectionContent 2
Review of Midterm
HW: Reflection- Midterm Service Learning
Service Learning Discussion: Midterm
Reflection, TL4, 5, & 6, OBL2, IL2, AL2 DUE
Bring to Class!!
Class still meets at 2:15 at Jefferson ES


Torres- SLT 103 (Language Teaching) Syllabus



KCC Spring Break No Class/ No Tutoring at Jefferson Elementary

Content 3 Introduction

Content Topic 3 Discussion and Activity

HW: Reading- Content Topic 3

Content Topic 3 Activity and Case Study

Content Topic 4 Introduction

HW: Reflection Content 3

Content Topic 4 Discussion and Activity

Content Topic 4 Activity

HW: Reading- Content Topic 4

HW: Issue Research
Service Learning Discussion: Final Service
Learning Reflection, TL7 & 8, OB3, IL3, AL3
DUE Bring to class!!
Ethnography Overview- Paper and Poster

HW: Reflection Content 4

HW: Reflection- Final Service Learning
Ethnography Draft 1 Exchange

HW: Ethnography Draft 1- Background

Ethnography Draft 2 Exchange
Ethnography- Analysis

HW: Ethno. Draft 2- Conceptual Framework

Ethnography Draft 3 Exchange
Ethnography- Connections

HW: References List

HW: Ethnography Draft 3- Issue
Ethnography Draft 4 Exchange
Ethnography- Introduction and Conclusion
Poster Development

HW: Ethnography Draft 4- Connections

HW: Service Learning Final Report Due

HW: Final Ethnography Project and Poster

Final Exam: Wednesday, 5/14 2:30-4:30
(for students who do not present at the banquet)

No Class
Last day of classes is Wednesday, 5/7

SLT Program Banquet:
4:00-8:00 pm

Important Dates:
Friday, 1/17: Last day to register, add, or withdraw with 100% tuition refund
Monday, 1/20: Martin Luther King Jr. Day Holiday no class
Monday, 2/3: Last day to withdraw with 50% tuition refund and without a W
Monday, 2/17: Presidents Day Holiday no class
Friday, 3/7: Staff Professional Development Day no class
Thursday, 3/20: Last day to withdraw from classes
Monday, 3/24-3/28: Spring Break no class
Friday, 4/18: Good Friday Holiday no class
Wednesday, 5/7: Last day of instruction
Wednesday, 5/14: Final Exam for students who dont present at the banquet
Thursday, 5/15: CORE and SLT Program Banquet and Final Presentations