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ESL 0025L - Academic Listening and Speaking

http://catalog.sierracollege.edu/course-outlines/esl-0025l/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Placement by ESL matriculation assessment process or completion of ESL 530O with grade of "C" or better Advisory: Completion of ESL 25C and ESL 25G with grades of "C" or better Hours: 54 lecture Description: Language acquisition of college-level listening, speaking, vocabulary, and research for advanced-level English language learners. Students engage in academic coursework with small-group discussion, presentations, lectures, videos, and podcasts, including an analysis of cultural perspectives and contributions and social experiences of under-represented ethnic or racial groups. (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Report, summarize, and evaluate academic course lectures, videos, and podcasts based in interpreted and inferred meaning, both direct and implied, while discerning fact from opinion, including the use of research-based evidence. Interpret and produce academic language representative of American cultural norms and social cues necessary for successful participation in small-group and class discussions for clear, empathetic understanding and effective communication. Analyze and implement the use of rhetorical patterns for developing ideas and opinions typical of western thinking that demonstrate sound reasoning, logical organization, and coherence devices. Course Content Outline Source material to come from academic content across the curriculum, historical events, and current social/environmental justice issues I - Critical interpretation of a variety of culturally diverse academic videos and podcasts that touch on the human condition A. Identification and Summary of the contributions of people from varying ethnic and cultural groups through formal and informal presentations, discussions, lectures, videos, and podcast materials B. Comparison of the contributions of varying groups affected by discrimination and other socio-cultural influence C. Analysis of the development of themes/ideas, including cultural references and perspectives D. Analysis of Western rhetorical structures, including logic, organization, and language in various socio-cultural and linguistic contexts E. Identification of specific details and evidence from linguistically and conceptually complex information to support analysis and critique II - Listening (academic lecture, videos, podcasts, debates) A. Main ideas, key supporting ideas, and examples (from irrelevant or less important material) B. Support reasoning & evidence C. Fact from opinion D. Multiple viewpoints E. Repetition used for emphasis F. Speaker’s tone and attitude, implying urgency, bias, humor, sarcasm G. Speaker’s purpose H. Conclusions and inference I. Discourse markers in academic speech and use them to help decode meaning (e.g., transitions, and signal words and phrases) III. Presentations & Debates (formal and informal) A. Idea development and organization B. Outline using organizational coherence (general to specific, chronological, argument, delayed thesis) C. Adding a hook (tell a story, add a surprising statistic) D. Use of visual support (images, graphics, PowerPoint) E. Register: Difference between conversational speaking and formal presentation F. Research-based evidence and support (quantitative and qualitative including surveys, interviews, and oral history) G. American academic expectations of original thought and wording in contrast to the expectations of students’ own cultures H. Evaluation of sources to determine appropriate and effective materials for incorporation into students’ own presentations and discussion board writing I. Synthesis and integration of sources: effectively integrate quotations and/or summary to provide balance and corroboration J. Note cards K. Eye contact, gestures, movement L. Fluency and Intelligibility 1. correct pronunciation (number of syllables, word and syllable stress) 2. intonation 3. appropriate speed 4. use of pauses 5. thought groups 6. repetition and stress of important ideas 7. not reading a script 8. use of reductions when possible IV. Notetaking A. Speaker's main ideas B. Chronological timelines C. Definitions D. Effective interaction with a material to deepen understanding of lecture or talk E. Identification of areas of further inquiry F. Further metacognitive activities G. Personal connections V. In-group Discussion A. Interruption B. Clarification C. Summarizing D. Turn taking E. Supporting an opinion F. Agree and disagree G. Giving and receiving critical feedback H. Offering opinions and suggestions VI. Vocabulary Expansion A. Formal versus informal (phrasal and Latinate verbs) B. Academic word list C. Figurative language D. Colloquial expressions E. Idioms F. Deepen cultural knowledge related to word choice, sentence patterns, and idiomatic expressions VII. Pronunciation A. Intonation B. Rhythm C. Use of pauses D. Thought groups E. Problematic phonemes F. Word and sentence stress G. Contractions H. Reductions I. Connected speech J. Difference between spoken and formal written grammar as expressed by reductions, assimilations, and linking VIII. American Socio-Academic Awareness A. Knowledge of American socio-academic expectations: syllabus, attendance, office hours, classroom behavior norms, smart phones, homework directions and completion, grading, grade privacy, academic honesty/plagiarism, behavior during exams, first language use, presentations, group discussions, peer-led projects, netiquette as it applies to electronic journal writing (weblogs) and discussion boards, language of metacognition of critical thinking for analysis, synthesis, problem solving, logic and reasoning, language of academic writing B. Knowledge of traditional student study practices: study and test-taking strategies, study habits, organizing class materials, time management, types of tests questions, reviewing strategies, understanding and following directions for online and in class assignments C. Common campus academic and career support services: Campus Event calendar for all events, ASSC clubs, library services, tutoring, skill workshops, the hub, testing center, financial aid, health services, counseling & educational planning, career center, degree, transfer and certificate exploration, career readiness, resume building, interview skills, career research, student engagement centers (Cross-cultural, PRIDE, Gender Resource, Undocu-center) and more Course Objectives Course Objectives Cultural, Social, and Environmental Justice Component Integrated within course lectures, podcasts, videos, discussion, and research: 1. Analyze and evaluate a variety of cultures, including the American culture, the cultures of their classmates, and the students’ own cultures. 2. Examine historical and cultural events and contexts from influential lecturers and presenters with diverse perspectives. 3. Analyze the contributions to knowledge, civilization, and society that have been made by members of various ethnic or cultural groups. 4. Evaluate the rhetorical patterns and logic systems inherent in American patterns of reasoning and those of the students’ cultures of origin. 5. Synthesize knowledge of students' own cultural backgrounds with students' knowledge of American culture and other cultures through formal and informal presentations, discussions, lectures, videos, and podcast materials. Methods of Evaluation Classroom Discussions Objective Examinations Projects Reading Assignments Example 1: Research a topic (e.g. Effect of agriculture in the local area as correlated with global warming) for group presentation using the internet and print sources. Take notes and work with other group members to organize information for presentation. Example 2: Review lecture notes on a mini-lecture on intercultural communication styles. Read case studies on miscommunication. Prepare to respond in small-group discussions with critique and potential solutions to at least 2 of these situations. Writing, Problem Solving or Performance 1. Develop responses to questions on listening materials that use explanations, reasoning, and examples. 2. Provide critical and constructive peer-reviewed feedback to classmates' presentations. 3. Formal, academic note-taking on lecture and other classroom listening events. 4. Create outlines and organizational materials for oral presentations. Other (Term projects, research papers, portfolios, etc.) 1. Extensive listening logs. 2. Formal presentations using academic modes of rhetoric: information, persuasion, argumentative (up to 5 minutes). 3. Short informational presentations (up to 2 minutes). Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.