Chapter Presentationeesl614

Chapter Presentation : 

Chapter Presentation By Guillermina Duarte

Chapter 7: “No Textbook? No Problem! Reading and Writing with a Nonfiction Bestseller” : 

Chapter 7: “No Textbook? No Problem! Reading and Writing with a Nonfiction Bestseller” From Planning and Teaching Creatively Within a Required Curriculum for Adult Learners By Anne Burns and Helen de Silva Joyce, Editors

The Situation: : 

The Situation: Professor Sarah Dodson-Knight has to teach an advanced reading and composition class for an IEP in the U.S. She is given a syllabus and a textbooks that does not match the syllabus.

Class Demographics: : 

Class Demographics: 7-Week course 80 mins/day, 5 days/week. Students no older than 25. Learners of English. Undergraduate and preparing for further studies.

Problem: : 

Problem: 1) Textbook-Syllabus 2) Reading-Writing 3) Reading/Material-Students 4) Teacher-Material

The Plan: The new vs. The old : 

The Plan: The new vs. The old 1 common book for all Vocabulary practice through recycling and other techniques. Analysis In-class and outside of class practice Relativity Many, irrelevant, short excerpts New vocabulary with new topic Superficial understanding Disengaging and irrelevant material

Theoretical perspectives: Basis for action : 

Theoretical perspectives: Basis for action Integration of reading and writing: Johns (1993)- “reading and writing cannot be separated either in terms of research or practice” (p. 274). Carson (1993)- “Most writing …depends…on reading input” (p. 99).

Further theoretical backbone: : 

Further theoretical backbone: Aebersold and Fields’ (1997)- “The main reason for using any text is to improve the students’ language skills…[to] focus on language development rather than [on] literary forms” (p. 166). Leki (1993)- “adult ESL classrooms are only beginning to consider how to effectively integrate both reading and writing” (p. 10).

Plan in action: : 

Plan in action: The new book had to match certain criteria: 1)adequate topic 2)fit for time 3)correct leaner level 4)cost 5)text quality and… 6)topic and vocab. generator

New syllabus: Despite syllabus modification… : 

New syllabus: Despite syllabus modification… An authentic English text was used Core curriculum guidelines were followed IEP policy was met. Assessment were given as originally planned (All of this leading to meeting original goals).

Results: Students enjoyed… : 

Results: Students enjoyed… Working with each other in understanding meaning of reading and process of writing, leading to motivation. Reading, writing, and speaking improved. Interaction with the text (highlight, discuss, analyze, define terms). Various forms of interaction (CALL, lit. reading circle…

Shortcomings: : 

Shortcomings: The use of a single book for all writing assignments became redundant. Not enough time to practice all writing samples well-enough to master them. Not enough time to improve as desired.

Connection to all levels: : 

Connection to all levels: As stated on page 156…

Bibliography: : 

Bibliography: Burns, A., & de Silva Joyce, H. (2007). Planning and Teaching Creatively Within a Required Curriculum for Adult Learners. Teachers of English to Speakers of Other Languages, Inc.