TSL 6250

The activity descriptions provided in this summary of ESOL infused activities or assignments is intended to provide you with information about what pieces of evidence you may include in your TESOL-in-Progress notebook. It thus concentrates on the ESOL component of the activity or assignment, and may not reflect all portions of each class assignment or activity. Carefully read through the entire assignment description in your syllabus to ensure that you fulfill all assignment requirements for this course.

TSL 6250_1.0

ESOL Performance Standard(s) and Indicator(s)2.1
Activity ObjectiveTo give candidates an opportunity to use phonetics/phonology principles in the analysis of English language samples.
Activity DescriptionCandidates identify the initial sound of the following words in IPA: university, hour, trouble, psalm, merge, car, bear, kite, hence. Candidates then identify the final sound in the following words in IPA: through, ball, interesting, tomb, merit, cross, threw, body, express, pile. Candidates then translate 4 sentences from IPA into English.
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_2.0

ESOL Performance Standard(s) and Indicator(s)1.1, 2.1, 2.2
Activity ObjectiveApply knowledge of the subsystems of language to compare a language with English
Activity DescriptionCandidates will begin with an Introduction that describes where and by whom this language is spoken and provide a historical/cultural context for the rest of the paper. The language analysis will include a general description of the sound system, writing system, vocabulary and lexicon, grammatical rules that are different from English, and cultural issues that may be different from that of the U.S. It will also include resources about the culture and language, as well as examples of children¡¯s books that can be used for instruction in your classroom. Sample guiding questions include: ⇨Where is this language primarily spoken and by whom? ⇨What is the historical context for this language? ⇨How many speakers of this language are there in the world? the United States? ⇨Does this language have standard and non-standard forms? dialects based on region, class, religion? ⇨How many sounds (phonemes) are there in this language? (how many vowel sounds? how many consonant sounds?) ⇨Is this a tone language? (Unlike English, do most words change meaning based on tone?) ⇨How many sounds in this language are found in English? Which vowel sounds? Which consonant sounds? ⇨Are there sounds in this language that do not exist in English? Are there sounds in English that do not exist in this language? ⇨ Are there sounds in that language that would be considered two sounds in English? Are there sounds in English that would be considered two sounds in this language? ⇨Does your language have a written system? ⇨What kind of written system is used? Is it alphabetic, logographic, or syllabic? ⇨In which direction (left to right, right to left, top to bottom, etc.) is the language read? ⇨Is there direct sound-symbol correspondence, i.e., do symbols always produce the same sound? ⇨Is there an upper case and lower case form of the symbols? ⇨Is there a print/cursive distinction in this language? ⇨Are there particular rules for punctuation and/or capitalization? ⇨Based on YOUR understanding, how hard would it be for children literate in this language to transfer their literacy skills to English? ⇨What typology does this language follow (SVO, SOV, VSO, etc.)? What is the order for nouns and adjectives? ⇨Does the language have articles, and if so, where are they located in relation to the noun? ⇨How are questions formed in this language? Are there specific ¡°question¡± words? What is the order of the parts of speech in a question? ⇨Are verbs conjugated in this language? Do they have endings that indicate person, number and/or gender? ⇨Are there cultural issues that teachers should be aware of when working with students from this language group? ⇨ Is who does what to whom based on word order (as in English), or on case endings? ⇨Is there grammatical gender in this language (nouns and corresponding pronouns and adjectives that are masculine, feminine, neutral)? Is there a difference between feminine and masculine forms of verbs depending on who is speaking and/or being addressed? ⇨From YOUR knowledge, how similar to or different from English is the grammatical system of this language? ⇨What are some sources you could use to acquaint yourself with this language and its culture (provide a brief annotated description of at least one of each: books, magazines/ journals, websites)? ⇨What is a children¡¯s book (at least one) that you could use to share information about this culture with the rest of your class when you become a teacher (provide title, author and a brief description)
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_3.0

ESOL Performance Standard(s) and Indicator(s)2.2, 2.3
Activity ObjectiveTo give candidates an opportunity to identify and analyze various types of reading and writing processes employed in authentic literacy materials.
Activity DescriptionCandidates will review two books provided by the instructor. The review must include: • Book Content • Possible level/grade use of book • Organization (thematic, from easy points to progressively harder, conceptual, include examples of chapter titles) • Types of Exercises • User friendliness (for both student and teacher) • Use of color and pictures • Text: font size, direction clarity, vocabulary difficulty • Possible modification for classroom use and clear ¡®why¡¯. What were some of the best activities in the book? • Would you use this book in class or as reference and ¡®why¡¯. • Overall opinion of book: Includes advantages/ disadvantages of book, and clear explanation of overall reaction ¡®why¡¯ • For reading books- does it use a top-down or bottom-up approach and why? • For writing books- does it include a product or process approach and why?
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_4.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2
Activity ObjectiveTo give candidates an opportunity to identify and analyze various types of morphemes in authentic language samples.
Activity DescriptionCandidates identify the morphemes that constitute the following words: achievements, applied, undetectable, contributors, antidisestablishmentarianism. Candidates then tape record the natural speech of an English as a second language learners to answer 4 questions provided by the instructor. Candidates then analyze the morphological development of their language learners. Candidates will also present a transcribed speech sample with their analysis.
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_5.0

ESOL Performance Standard(s) and Indicator(s)2.1
Activity ObjectiveTo give candidates an opportunity to identify parts of speech in English sentences
Activity DescriptionCandidates identify the parts of speech in the following sentences: 1. They will finish the test on time. 2. Jim saw the awesome sight from the air. 3. They slowly carried the couch down the stairs. 4. She delivered the packages quickly. 5. The book was very difficult. Then, from a list of 15 web-based resources provided by the instructor, the candidate will select 2 websites and complete 2 activities per website. Candidates must save their work and copy/past it to the assignment.
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_6.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.2
Activity ObjectiveCandidates use phonetics/phonology principles in the analysis of non-native English language samples.
Activity DescriptionCandidates visit the following website and listen to Spanish speaker 3, 5, and 7. http://accent.gmu.edu/browse_language.php?function=find&language=spanish For each speaker, candidates make a list of sounds they have a problem with, including the words in which the errors occur (using IPA).
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO

TSL 6250_7.0

ESOL Performance Standard(s) and Indicator(s)2.1, 2.3
Activity ObjectiveExplore phrasal verbs in English
Activity DescriptionCandidates find at least 2 phrasal verbs associated with each common verb in English: take, get, make, put, bring, turn, drop, check. Then they write a dialogue of 10 sentences between 2 people that contains a phrasal verb in each sentence.
ESOL-specific Reading(s)Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University Press.
Generic Syllabus URLN/A
Detailed Assignment Description URLN/A
Electronic Portfolio AssessmentNO