TESOL 377

Course Information
Instructor: Professor Neil J Anderson
Email: neil.anderson@byuh.edu
Texts/Materials
Brown, H. D. (2015). Teaching by principles: An interactive approach to language pedagogy (4th
ed.).
TESOL 377 Course Description
Survey of language-teaching trends, approaches, and methods, with emphasis on the communicative
approach. Provides an overview of teaching techniques, activities, and materials.

Learning Opportunities
There are a total of 855 points possible in this course.
1. Attendance, participation, and completion of the Online Course Evaluation (300 points total, 35% of
total grade)
2. Think-Write-Learn Learning Opportunities (10 points each, 80 points total; 9% of total grade)
3. Pop Quizzes (10 points each, 80 points total; 9% of total grade)
4. APA Style Worksheet (15 points, 2% of total grade)
5. EIL Student Interview (25 points, 3% of total grade)
6. Elicited Imitation (15 points, 2% of total grade)
7. EIL Teacher Interview (25 points, 3% of total grade)
8. Reading Horizons Online Teacher Training Course (25 points, 3% of total grade)
9. Vocabulary in Language Teaching: Using COCA in the Classroom (15 points, 2% of total grade)
10. English Exchange practice teaching (25 points each, 50 points total; 6% of total grade)
11. Thematic Unit (75 points, 8% of total grade)
12. Mini-Lesson Presentations (50 points, 6% of total grade)
13. Final exam (100 points total, 12% of total grade)

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Classroom Procedures
This is a dynamic syllabus and schedule document. Although I do not expect to make many changes,
additional readings and/or Learning Opportunities may be added during the semester.
The BYU Hawaii Learning Framework focuses on preparation, engagement, and improvement in our
learning. Since its prophetic inception, the Brigham Young UniversityHawaii community has worked
to fulfill its mandateto produce peace-builders and leaders in a multicultural, Christ-centered
environment. With such diversity, located in the historic pu'uhonua (place of refuge) of Laie, BYU
Hawaii is a unique and sacred place of learning. As such, it is our kuleana (stewardship) as faculty, staff,
and students to cultivate a healthy learning environment, one that encourages excellence, promotes
respect and appreciation for cultural differences, and inspires a love for God and all people.
(https://about.byuh.edu/learning_framework). We will use the Learning Framework to guide all class
discussions and our learning.
Appoint among yourselves a teacher, and let not all be spokesmen (or spokeswomen) at once; but let
one speak at a time and let all listen unto his (or her) sayings, that when all have spoken that all may
be edified of all, and that every man (or woman) may have an equal privilege. (D&C 88:122) Although
I am the instructor of record, we will all have the opportunity to be a spokesperson. Everyone has
something to contribute to the successful outcomes of this class. I look forward to your contributions.
I encourage the use of laptops, tablets, and smart phones in class. If you are using one of these devises, I
assume that you are doing something directly related to this class and our discussion. You should not be
reading email, Facebook posts, or any Internet sites during class. Failure to follow this procedure will
result in lost participation points.
Students are responsible for their own learning.
Grades are earned not given.
All Learning Opportunities must be turned in on or before the date specified in the syllabus. All
Learning Opportunities must be submitted electronically through Canvas. Please do not email the
assignments to me. Please allow yourself adequate time after finishing a Learning Opportunity to upload
it into Canvas. Late work will not be accepted. Students who miss a particular class period are
responsible to get that days Learning Opportunities and notes from a classmate.
Your writing will be evaluated on content, critical thinking, organization, presentation, and mechanics.
As we begin each class session, I will assume that you have read the material and that we do not need to
cover the specifics from each chapter. If you have questions about the material, it is your responsibility
to ask. We will use our face-to-face class time discussing the implications of what we have read. I will
provide supplemental instruction on a few of the key points as we move through the course.
If you dont have time to do it right, when will you have time to do it over? (John Wooden [19102010], UCLA Basketball Coach). This quote articulates the rationale for why I do not allow extra credit
work. You are all very bright and capable students who can submit your learning opportunities on time
so that you are not creating a difficult situation for yourself to find time to do a task later.

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Major Learning Opportunities

Attendance, Participation, and Completion of Online Course Evaluation
At the beginning of each class, you will be given two question cards and three comment cards. You will
use the cards to record your participation for each class session. You will receive participation points
according to the following scale:
5 = Ask two questions and make three comments during class
4 = Ask one question and make three comments or ask two questions and make two comments
3 = Ask one question and make two comments or ask two questions and make one comments or ask
no questions and make three comments
2 = Ask one question and make one comment or ask two questions and make no comments or ask no
questions and make two comments
1 = Ask one question and make no comments or ask no questions and make one comment
0 = Did not participate during the class

Think Write Learn

TWL #1 BYUHawaii Mission, Vision, and Learning Framework
Due: Thursday, August 6 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Think about the Mission and Vision of BYUHawaii. Think about the BYUHawaii Learning
Framework. How do these documents influence your thinking about your experience as a student? Have
you carefully read these documents previous to this semester? What changes can you make in your
learning experience at BYUHawaii to become a better learner?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.
TWL #2 Language Teaching Methods and the Post-Methods Era
Due: Thursday, August 13 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Think about the methods described in Chapter 2 of our text. Think about the ideas from Chapter 3
on what is called the post-methods era. What role do you think these methods will have on your teaching
philosophy? Are there principles from these chapters that will help you be a better language teacher?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.

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Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.
TWL #3 Principles of Language Teaching and the Role of Motivation
Due: Thursday, August 20 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Think about the cognitive, socioaffective, and linguistic principles we have recently reviewed.
Think about the role that motivation plays in L2 teaching and learning. How do the principles of
language teaching and motivation interact with each other? How can you use this information to help
you facilitate learner motivation in the language classes you will teach?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.
TWL #4 Agency in Language Learning
Due: Thursday, August 27 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Think about the information from our reading on agency in language learning. Think about the
principle of agency that Heavenly Father has granted to us as His children. List three to five principles
that you learned from the reading and your thinking. How will this chapter and your thinking influence
you and your work as a second language teacher?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.

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TWL #5 Lesson Planning

Due: Tuesday, September 15 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Think about the format and guidelines of a lesson plan outlined by Brown and in our class
discussion. What are the implications of this chapter for you as a language teacher? How will this
chapter influence your lesson planning?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.
TWL #6 Classroom Management or Strategies-Based Instruction
Due: Thursday, September 24 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Choose either the chapter on Classroom Management or the chapter on Strategies-Based
Instruction. Identify three to five principles that you learned from the chapter that will have a longlasting impact on your teaching. Why do you think these principles will influence what you do as a
language teacher?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.
TWL #7 Teaching Speaking or Teaching Reading
Due: Tuesday, October 6 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: Choose either the chapter on Teaching Speaking or the chapter on Teaching Reading. Review the
principles identified by Brown for teaching the language skilland principles we discussed in class. What
do you learn from these principles that will impact your teaching of the skill? How have you seen these
principles in action in language classes that you have observed?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Make sure to include in your writing a separate paragraph that explicitly identifies what you have
learned from completing this Learning Opportunity.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.

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TWL #8 Reflections on the Entire Course and Your Future

Due: Tuesday, October 13 at 11:59 pm. Submit the Think-Write-Learn Learning Opportunity on
Canvas.
Think: As a developing TESOL professional, where do you see yourself in three years from now? Five
years? Ten years? How has this class helped to shape the future vision of yourself as a developing
TESOL professional?
Write a two-page (approximately 500 words) reflection that incorporates the ideas that you generate
during your thinking time. Use examples to support your claims. At the bottom of the Learning
Opportunity, record the total number of words in your writing.
Learn: Because this entire TWL Learning Opportunity is about your learning, you do not need to add
any additional information.
Evaluation Criteria: The evaluation criteria for all of the Think-Write-Learn Learning Opportunities can
be found in the Files folder on Canvas.

Pop Quizzes
Eight Pop Quizzes will be distributed throughout the semester. The quizzes will be based on the assigned
reading materials for the day.

American Psychological Association (APA) Style Worksheet

Due: Tuesday, August 18 at 11:59 pm
This Learning Opportunity provides a structured way to review the basic principles of APA. You will be
provided with a basic introduction to APA, sample formatted citations and references, along with an
activity sheet on which you will use an article to respond to questions. After completing the Learning
Opportunity, write a short (250 words) reflective piece and indicate what you learned. The Learning
Opportunity is worth 15 points (2% of the total grade).

EIL Student Interview

Due: Thursday, September 17 at 11:59 pm
This Learning Opportunity requires that you interview a current EIL student. Interview a student at the
intermediate level of proficiency (one who is currently taking EIL 310). The purpose of this Learning
Opportunity is for you to get information from a learner on his/her insights of what it is like to be a
current EIL student.
You should ask such questions as what skills he/she finds difficult and why, what teaching
methodologies/techniques are helpful and which are not, what strategies does he/she use to improve
learning?
Your report will be a three-page paper (approximately 750 words). As always include a section at the
end where you share your insights of what you have learned from completing this Learning Opportunity.
This Learning Opportunity is worth 25 points (3% of the total grade).
See the grading criteria for this Learning Opportunity on Canvas.
Submit the Learning Opportunity through Canvas.

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Elicited Imitation Test

Due on Tuesday, September 22 at 11:59 pm
This Learning Opportunity consists of completing an Elicited Imitation Test. This assessment technique
requires that the examinee listen of a sentence spoken by the tester and then repeat back the exact
sentence that was spoken.
We are completing this Learning Opportunity for two purposes. First, we want to make sure that you are
familiar with the assessment technique. It is strong assessment used in testing contexts with second
language speakers. Second, we want to provide you an opportunity to identify your current level of oral
language proficiency and to assist you in the development of a language growth plan so that you
continue increasing their language skills.
After completing the Learning Opportunity, write a short (250 words) reflective piece and indicate what
you learned. This Learning Opportunity is worth 15 points (2% of the total grade).

EIL Teacher Interview

Due: Tuesday, September 29 at 11:59 pm
This Learning Opportunity requires that you interview a current EIL teacher. The purpose of this
Learning Opportunity is for you to get information from a teacher on his/her insights of what it is like to
be an ESL teacher. You should ask such questions as why he/she decided to teach ESL, what does he/she
do for professional development to enhance his/her skills, what methodologies does he/she use in the
classroom?
Your report will be a three-page paper (approximately 750 words). As always include a section at the
end where you share your insights of what you have learned from this Learning Opportunity.
This Learning Opportunity is worth 25 points (3% of the total grade).
See the grading criteria for this Learning Opportunity on Canvas.
Submit the Learning Opportunity through Canvas.

Reading Horizons Online Teacher Training Certificate

Due: Thursday, October 1 at 11:59 pm
This Learning Opportunity provides a structured way to learn a systematic approach to teaching
essential bottom-up reading skills. You will receive an email invitation with the appropriate link to the
Reading Horizons Online Training Workshop. To receive the full 25 points for this Learning
Opportunity, you must score at least an 80% on the RH assessments. You can retake the assessments as
many times as you would like up to the deadline.
After completing the Learning Opportunity, write a short (250 words) reflective piece and indicate what
you learned. This Learning Opportunity is worth 25 points (3% of the total grade).

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Vocabulary in Language Teaching: Using COCA in the Classroom

Due: Thursday, October 8 at 11:59 pm
First, watch six short YouTube videos prepared by Erin Hernandez from the English Language Center.
You will find the videos at https://www.youtube.com/channel/UCy84tTzeJ0s8JLjf_wEiWUQ.
Then, complete the attached document that is designed for language learners to use after watching
videos #1 and #4.
After watching the videos and completing the worksheet, write a short (250 words) reflective piece and
indicate what you have learned from this Learning Opportunity. This Learning Opportunity is worth 15
points (2% of the total grade).

English Exchange Practice Teaching

Due: Lesson Plan48 hours prior to your practice teaching opportunity; Self-Evaluation24
hours following your practice teaching opportunity (Dates that we are responsible for: September
30, October 1, 7, 8, 14, 15)
This Learning Opportunity consists of co-teaching one English Exchange class. You will select a partner
to co-teach with you and select a date for the teaching opportunity. With your co-teacher, plan a lesson
with a focal language skill (listening, speaking, reading, or writing), articulate a statement of learning
outcomes, plan at least two activities to practice the skill, and implement an informal assessment to
determine whether you accomplished the stated learning outcome.
The Lesson Plan is due 48 hours prior to the practice teaching opportunity. I will give you feedback on
your plan.
Within 24 hours after teaching the lesson, submit a self-assessment that focuses on the following
questions: If you could rewind the clock 24 hours and reteach the lesson, what changes would you
make? What was the most positive part of the lesson? What was the least effective part of the lesson?
What did you learn from working with a co-teacher? What did your partner learn from teaching with
you?

Thematic Unit
Due on Thursday, October 15 at 11:59 pm.
This Learning Opportunity consists of preparing a thematic unit consisting of four well-written, detailed
lesson plans. The thematic unit should include a listening & speaking lesson plan, a reading lesson plan,
a writing lesson plan, and a grammar lesson plan. Formats for the lesson plan will be discussed in class
on September 10th and 15th.
The thematic unit should include the following: instructional objectives for the unit and a description of
the target student population. Each of the four lesson plans should include the following: unit teaching
objective(s), lesson teaching objective(s), vocabulary focus, warm-up, presentation, demonstration,

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practice, evaluation, re-practice, and out-of-class practice. The plan should also include all materials
needed to carry out the lesson.
This Learning Opportunity is worth 75 points (9% of the total grade).
After completing the Learning Opportunity, write a short (250 words) reflective piece and indicate what
you learned.
See the separate Thematic Unit Grading Criteria form used for evaluating this Learning Opportunity.

Mini-Lesson Presentation
Dates: Thursday, October 15; Tuesday, October 20; or Thursday, October 22
This Learning Opportunity provides the opportunity to choose an activity from your Thematic Unit and
present it to the class. This will be an opportunity to demonstrate your oral communication skills in
English, your ability to give instructions, and to execute an activity. You have 8-10 minutes to present
your activity. After your presentation, you will submit a reflection (250 words) on how well you thought
you did in carrying out the activity. Base your reflection on the same grading criteria that will be used to
evaluate your performance on the Mini-Lesson Presentation.
This Learning Opportunity is worth 50 points (6% of the total grade).
See the grading criteria for this Learning Opportunity on Canvas.

Final Exam
Thursday, October 29, 1:00-3:50 pm
The final exam is comprehensive and will be an oral interview with Professor Anderson. The purpose of
the final exam is to verify that you can talk intelligently about key issues we have addressed in class
during the semester. An exam study guide will be provided in mid-October. I strongly encourage you to
organize study groups to prepare for the exam.
The final exams consists of two parts. Part 1 requires that you submit a video clip of yourself describing
the focus of your developing teaching philosophy. Specifically identify how your philosophy connects to
the readings and discussions we have completed this semester. Take 5-6 minutes to respond to this
question.
Part 2 requires that you respond orally to three questions randomly selected from the Final Exam Study
Guide. Your responses should be 4-5 minutes in length.
The exam is worth 100 points (13% of the total grade).
The exam is scheduled for Thursday, October 29, 1:00-3:50 pm. You will have a scheduled
appointment to meet with Professor Anderson in his office for the exam.