Brigham Young UniversityHawaii Campus

TESOL 240: Introduction to TESOL

Earl D. Wyman, Instructor
Tel. 5-3614; Email wymane@byuh.edu; Office MFB 109
Catalogue Description: Fundamental background in teaching English to speakers of
other languages, including learner variables, resources, methods and materials, and
professional issues. (Also recommended for Education students who desire to teach in the
Hawaii public schools.) (Prerequisites: Successful completion of English 101 and English
201.)
Schedule for Classes: This class is scheduled to meet MWF from 9:50 to 10:50 in GCB
182.
TESOL for True Beginners and Fainthearts. This textbook is not yet published, but
since the author is your instructor, special arrangements are made so you can have a copy
to work with. The contents of the text are available on Canvas. As a part of the Honor
System you are to use this electronic textbook for your own use. You may print it, but you
may not share or give this printed or electronic textbook to any other person. A
contribution to the Alice Pack Scholarship Fund is not required but is requested.
Instructor Objectives: The instructor of TESOL 240 expects that at the conclusion of
this class students will be able to demonstrate introductory familiarity with the following
aspects of the TESOL profession.
1. frequently used acronyms and terminology
2. organizations, publications, and websites
3. the fields of study which contribute to and influence TESOL
4. general sound language teaching/learning principles
5. generally held views about language teaching and learning
6. basic terminology of the English grammar, sound, vocabulary, and culture systems
7. primary challenges of these systems for L2 learners
8. the nature and challenges of listening, speaking, reading and writing for L2 students
9. the fundamentals of lesson planning, error-correction, testing and proficiency levels
10.some of the social, political, cultural, and psychological factors that influence TESOL
11.factors that affect the learning environment and build positive rapport
12.on-going professional development opportunities
Classroom Management Items
1.
2.
3.
4.

You are expected to attend classes regularly and on time.

Please do not eat, or drink, or chew gum in class, and do not text message.
Occasional sleeping is allowed if not accompanied by snoring or drooling.
A ringing cell phone is an announcement that the owner is bringing cookies the next
day.
5. Instructor permission must be obtained in order to use a lap-top computer during
class.
6. All assignments MUST have the following information using single spacing,
regular font and right justified in this exact order in the upper right hand corner.

INFORMATION
EXAMPLE
given name family name
J. Doe
assignment # ___
Assignment # 3
assignment description
Observation
Instructional Methods: The following teaching techniques may be used in the pursuit of
the program and course objectives: lectures, observation of EIL classes, videotapes, small
group discussion, private instruction, use of Canvas, or spontaneous activities, PowerPoint
presentations, discovery of learning preferences, abstract and critique writing, discovery of
professional development opportunities, games.
Outcomes and Completion Matrix for TESOL 240 (Outcome/Emphasis/How
Completed)
1. Understand the history of
Moderately 1. Chapter 2 on contributing disciplines
second language teaching
2. Chapter 9-12 on each of the four skills
methodology.
Significantl 1. Chapter 5 on grammar
2. Understand the major
y
2. Chapter 6 on vocabulary
systems of human language
3. Chapter 7 on phonology
(phonology, semantics,
morphology, syntax).
1. Chapter 2 on contributing disciplines
Significantl 2. Chapter 3 on basic assumptions
3. Understand the major
y
3. Chapter 4 on basic teaching principles
theories of second language
learning and how they inform
1. Chapter 1 on acronyms and
practice.
organizations
Significantl 2. Journals/websites/organizations
4. Demonstrate professionalism
y
assignments
and a familiarity with
3. Extra credit for TESOL Society
professional resources and
participation
organizations.
Moderately 1. Chapter 3 on basic assumptions
5. Have a personal philosophy
2. Chapter 4 on basic teaching principles
of second-language education.
3. Chapter 14 on error correction
Moderately

1. Frequent use of PowerPoint

2. Use of video and overhead projectors
3. Observation assignments

Moderately

1. Assignments graded for language use

2. Resubmission of assignments for
language
3. Extra credit for personal language
program

6. Be familiar with and apply

language learning technology.
7. Have a high level of English
language proficiency (oral and
written) and a commitment to
continual improvement.
8. Assess learners for placement
and instruction.
9. Demonstrate effective
tutoring techniques with ESL
learners (one-on-one).
10. Demonstrate a knowledge of

Significantl
y

1. Chapter 13 on testing and proficiency

levels

(none)

Significantl
y

the qualities and strategies of

effective language learners.
11. Demonstrate a knowledge of
the socio-cultural variables
which affect language learning
and use.
12. Demonstrate a knowledge of
the role of culture and crosscultural awareness in language
teaching.
13. Recognize appropriate
methods and statistical
procedures in second-language
research.

Significantl
y

Significantl
y

1. Chapter 3 on basic assumptions

2. Chapter 4 on basic teaching principles
3. Observation of EIL classes
1. Chapter 1-4 on basics
2. Chapters 5-8 on the 4 systems of
language
3. Chapters 9-12 on the 4 skills of
language
1. Chapter 8 on the culture system
2. Extra credit assignment on
Culturegrams

(none)

(none)

14. Demonstrate effective

teaching skills in a classroom
environment.