COURSE DESCRIPTION
This 20-hour observation course built on LING 515 and included observations in two English
Language Teaching (ELT) classrooms. As observing participants we were guided in systematic, evidence-based analysis, interpretation, and reflection on classroom practice and related language learning opportunities.
COURSE LEARNING OBJECTIVES
It is intended that as students we will be able to:
1. diagram and engage in focused observations of a language learning context and events in that learning
environment;
2. provide clear descriptions of the context and culturally-embedded interactions observed as well as a
systematic analysis of patterns emerging from descriptions;
3. articulate pedagogically grounded insights pertaining to how diverse learners may experience related
language learning opportunities;
4. synthesize observation insights and provide evidence-based discussion of the meta-orientation
underlying teaching practices observed;
5. apply theoretical insights and literature references from other MA TESOL courses, especially LING 512,
to anchor and support the discussion of observations and related insights;
6. reflect on how insights emerging from the guided observations, interpretations, and related discussion
contribute to an understanding of effective pedagogic practice in language teaching at a broad level and
personal professional practice in particular.
This 20-hour observation course built on LING 515 and included observations in two English
Language Teaching (ELT) classrooms. As observing participants we were guided in systematic, evidence-based analysis, interpretation, and reflection on classroom practice and related language learning opportunities.
COURSE LEARNING OBJECTIVES
It is intended that as students we will be able to:
1. diagram and engage in focused observations of a language learning context and events in that learning
environment;
2. provide clear descriptions of the context and culturally-embedded interactions observed as well as a
systematic analysis of patterns emerging from descriptions;
3. articulate pedagogically grounded insights pertaining to how diverse learners may experience related
language learning opportunities;
4. synthesize observation insights and provide evidence-based discussion of the meta-orientation
underlying teaching practices observed;
5. apply theoretical insights and literature references from other MA TESOL courses, especially LING 512,
to anchor and support the discussion of observations and related insights;
6. reflect on how insights emerging from the guided observations, interpretations, and related discussion
contribute to an understanding of effective pedagogic practice in language teaching at a broad level and
personal professional practice in particular.