Syllabus

ENGL 570 PRACTICUM IN TESOL

     Dr. Cristina Sánchez-Martín                                                                                  

         Email: csanch2@uw.edu 

        When and where: F 10:30 am -12:30 pm at MGH288 Links to an external site.

        Office hours: T & TR 2 pm - 4pm and by appointment (unless we decide otherwise, my office hours will take place in my Zoom room) Links to an external site.. 

 

“The classroom remains the most radical space of possibility in the academy”

― bell hooks, Teaching to Transgress: Education as the Practice of Freedom.

              

Course Information

Description 

As a credit/noncredit course, this class aims to support your reflection of the political, social, technical, personal, and practical layers involved in conscious, ethical, and responsible language teaching by bringing together multiple tools. These include regular classroom practice scaffolded by a cooperating teacher, observations of experienced teachers, journaling, observations of peers, reflective inquiry, discussion, self-evaluation, group support in regular seminars, videotaped microteaching, analytical lesson reports, and peer evaluation. While a solid theoretical foundation is a cornerstone of well-crafted teaching practice, some facets of teaching can emerge only through the experience of being a teacher in an actual classroom context and having the opportunity to reflect on these experiences in a supportive context. This is an opportunity for you to learn and further develop your own style and philosophy of language teaching—a place in which you refine your vision of yourself as a teacher.

Course Materials

Access to the class Google Drive Links to an external site., readings, Google Docs, and Canvas. 

Weekly Requirements

  1. Reflective teaching through the Teaching Journal: Links to an external site. The journal should be an ongoing, reflective account of your teaching and observations this quarter. Please label the different sections in your weekly journal entries that focus on your own teaching and the extra observations you will do. Because the support of peers and colleagues appears to be a significant and valuable source of support for beginning and preservice teachers (Rhodes, 2017), we will seek to create a dialogic context for your journaling. You will therefore be responding to (and will be responded to by) a classmate on a journal entry twice this quarter and will discuss the entry in class. I will collect these twice during the quarter. 

2. Observations: Links to an external site.You are to observe other classes each week, starting on week 2 (for a total of 8 observations). At least one of your observations should be at: 

    1. An English language programs or a K-12 ESL at public school, 
    2. FL/ World language classes at UW, 
    3. ESL classes at community colleges (I can put you in contact with a  couple of colleague Links to an external site.s who do excellent work in the CC context),
    4. non-profit organizations like Casa Latina Links to an external site., Literacy Source Links to an external site., El Centro de la Raza Links to an external site., and other nonprofit organizations of your interest. 
    5. a class taught by a fellow practicum student and give feedback to his/her teaching. 

This is an excellent opportunity for you to observe a variety of classes and borrow ideas from other teachers. Each time you observe a class, you will write your reflections in your journal, following the questions in the observation guidelines Links to an external site.. 

3. Seminar Participation: Attendance in every seminar session and active participation in class discussion are expected. Since this will be a small group, the absence of even one member will negatively affect the quality of discussion. Three or more absences during the quarter will result in a failing grade. An important reminder: In order to create a collaborative learning community in which all teacher candidates feel safe discussing their current challenges, all classroom discussion should remain strictly confidential. What happens in the practicum class stays in the practicum class ☺ During these sessions, we will ground our discussions in one reading (see the schedule below) and you will be asked to share some parts of your journal entries (you decide what you will want to share and talk about). 

Other Requirements throughout the Quarter

4. Video Teaching Demonstration: Links to an external site. You are responsible for one 25-minute teaching presentation with a 15-minute follow-up discussion with the Practicum members. Please videotape 25 minutes of your teaching and be prepared to show the video on the day of your presentation. We will view your teaching together with your classmates and you will receive feedback from the rest of the class in a supportive, positive, and uplifting manner. 

5. Praxis Talk: Links to an external site. Once during this quarter, you will bring to class your lesson plan for a lesson that you have taught and you will discuss how theory intersected with practice in the context of this lesson. 

6. Teaching Observation by Course Instructor: During this quarter, I will be observing your teaching in your class. At that time, you are expected to teach for an hour. I will provide written feedback. You should be able to tell me around week 5 at the latest when I should come and observe your lesson.

7. Teaching Philosophy Links to an external site. (2 double-spaced pages) or revised teaching philosophy (if you have written one before). This assignment is intended to support you as you begin to articulate your philosophy of teaching. In a brief statement, you will discuss key aspects of your beliefs about language teaching and provide a portrait of yourself as a language teacher. For further guidance developing your philosophy statement, please consult the TIPPs document on the class website: Philosophy of Teaching Statements - Let the Brainstorming Begin! Your Statement of Teaching Philosophy is a document that can be included in your portfolio and can support your employment application materials.

 

Assessment

This is a credit/ non-credit course, therefore, it will be assessed based on your work and the completion of the projects required for this course. 

We will also draw from collective, peer, and self-assessment practices to learn about one’s own progress and trajectory as a teacher-scholar all throughout the quarter. 

 

Course Schedule 

Note: it is unlikely that the schedule will change, but it might happen. If that is the case, I will let you know at least 1 week in advance. 

Week 1 (January 6)

  • Syllabus overview and class expectations/projects 
  • Introductions
  • Suzanne Bottelli from Casa Latina will visit us! 

Week 2 (January 13 )

  • Journal entry reflections

Week 3 ( January 20)

  • Barkhuizen, G. (2016). Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education. RELC Journal, 47(1), 25-42. 
  • Dialogic exchange of journal entries

Week 4 (January 27)

  • Motha, S., Jain, R., & Tecle, T. (2012). Translinguistic identity-as-pedagogy: Implications for language teacher education. International Journal of Innovation in English Language Teaching and Research, 1(1), 13.
  • Praxis talk (x2)

Week 5 (February 3)

  • Praxis talk (x2)

Week 6 (February 10)

  • Costa, P., & Norton, B. (2017). Introduction: Identity, Transdisciplinarity, and the Good Language Teacher. The Modern Language Journal (Boulder, Colo.), 101(S1), 3-14.
  • Video Demos (x 2)

Week 7 (February 17)

  • Jain, R. (2014). Global Englishes, translinguistic identities, and translingual practices in a community college ESL classroom: A practitioner researcher reports. Tesol Journal, 5(3), 490-522.
  • Video Demos (x 2)

Week 8 (February 24)

  • Dialogic exchange of journal entries 

Week 9 (March 3)

  • Second Language Teaching & Curriculum Center (TiPPS). (2002). Philosophy of Teaching Statements - Let the Brainstorming Begin!
  • The Chronicle of Higher Education. (2015). How to Write a Teaching Statement That Sings.
  • Preparing to write your teaching philosophy

Week 10 (March 10)

  • Teaching Philosophy and Entire Journal Due 
  • Share with the class 

Other  Resources

English Department statement of values

The UW English Department aims to help students become more incisive thinkers, effective communicators, and imaginative writers by acknowledging that language and its use is powerful and holds the potential to empower individuals and communities; to provide the means to engage in meaningful conversation and collaboration across differences and with those with whom we disagree; and to offer methods for exploring, understanding, problem solving, and responding to the many pressing collective issues we face in our world—skills that align with and support the University of Washington’s mission to educate “a diverse student body to become responsible global citizens and future leaders through a challenging learning environment informed by cutting-edge scholarship.”

As a department, we begin with the conviction that language and texts play crucial roles in the constitution of cultures and communities.  Our disciplinary commitments to the study of language, literature, and culture require of us a willingness to engage openly and critically with questions of power and difference. As such, in our teaching, service, and scholarship we frequently initiate and encourage conversations about topics such as race, immigration, gender, sexuality, and class.  These topics are fundamental to the inquiry we pursue.  We are proud of this fact, and we are committed to creating an environment in which our faculty and students can do so confidently and securely, knowing that they have the backing of the department.

Towards that aim, we value the inherent dignity and uniqueness of individuals and communities. We aspire to be a place where human rights are respected and where any of us can seek support. This includes people of all ethnicities, faiths, genders, national origins, political views, and citizenship status; nontheists; LGBQTIA+; those with disabilities; veterans; and anyone who has been targeted, abused, or disenfranchised.

Religious accommodations

Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/) Links to an external site.. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/) Links to an external site..

Access and accommodations 

 

Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu Links to an external site..

Odegaard Writing and Research Center (OWRC) 

 

The Odegaard Writing and Research Center (OWRC) is available to assist both graduate and undergraduate students with the process of writing, from understanding an assignment to brainstorming and identifying sources to outlining and drafting to making final revisions and tying up loose ends. OWRC offers free, one-to-one, 45-minute tutoring sessions for any writing or research project, as well as for personal projects such as applications or cover letters and resumes. For more information, or to schedule an appointment (more than 500 available per week!), see the website (https://depts.washington.edu/owrc) or visit in person on the first floor of Odegaard Undergraduate Library. Take time to browse their collection of online resources at:

http://depts.washington.edu/owrc/WritingResources.html

 

Q Center

The University of Washington Q Center builds and facilitates queer (gay, lesbian, bisexual, two-spirit, trans, intersex, questioning, same-gender-loving, allies) academic and social community through education, advocacy, and support services to achieve a socially-just campus in which all people are valued. For more information, visit http://depts.washington.edu/qcenter/ Links to an external site..



Leadership Without Borders 

 

In 2003, House Bill 1079 was signed into law in Washington State, allowing eligible undocumented students to pay in-state tuition. Resources, support, and services for undocumented students are available from the Leadership Without Borders (LWB) Center and the Kelly Ethnic Cultural Center. http://depts.washington.edu/ecc/lwb/ Links to an external site. 

 

UW SafeCampus

 

  • Preventing violence is everyone's responsibility. If you're concerned, tell someone.
  • Always call 911 if you or others may be in danger.
  • Call 206-685-SAFE (7233) to report non-urgent threats of violence and for referrals to UW counseling and/or safety resources. TTY or VP callers, please call through your preferred relay service.
  • Don't walk alone. Campus safety guards can walk with you on campus after dark. Call Husky NightWalk 206-685-WALK (9255). 
  • Stay connected in an emergency with UW Alert. Register your mobile number to receive instant notification of campus emergencies via text and voice messaging. Sign up online at www.washington.edu/alert
  • For more information visit the SafeCampus website at *www.washington.edu/safecampus*.

 

Guidelines for Communicating With Faculty

 

The unwritten mores of academia are often difficult to decipher. This article attempts to demystify some conventions surrounding communicating with faculty:

https://medium.com/@lportwoodstacer/how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087#.t87p5q5f7 Links to an external site. 



Title IX

Sex- and gender-based violence and harassment: Links to an external site. UW, through numerous policies Links to an external site., prohibits sex- and gender-based violence and harassment, and we expect students, faculty, and staff to act professionally and respectfully in all work, learning, and research environments. For support, resources, and reporting options related to sex- and gender-based violence or harassment, visit the UW Title IX webpage Links to an external site., specifically the Know Your Rights & Resources Links to an external site. guide.

If you disclose information to me about sex- or gender-based violence or harassment, I will connect you (or the person who experienced the conduct) with confidential and/or private resources who can best provide support and options. Please note that some senior leaders and other specified employees have been identified as “Officials Required to Report Links to an external site..” If an Official Required to Report learns of possible sex- or gender-based violence or harassment, they are required to call SafeCampus and report all the details they have in order to ensure that the person who experienced harm is offered support and reporting options.