Foothill CollegeApproved Course Outlines

Language Arts Division
ESLL 228DEVELOPING LANGUAGE SKILLS FOR INTERNATIONAL STUDENTSSummer 2013
10 hours lecture.10 Units

Total Quarter Learning Hours: 120 (Total of All Lecture, Lecture/Lab, and Lab hours X 12)
 
 Lecture Hours: 10 Lab Hours: Lecture/Lab:
 Note: If Lab hours are specified, see item 10. Lab Content below.

Repeatability -
Statement: Not Repeatable.

Status -
 Course Status: ActiveGrading: Letter Grade with P/NP option
 Degree Status: Non-ApplicableCredit Status: Basic Skills-3
 Degree or Certificate Requirement: Stand Alone Course
 GE Status: Non-GE

Articulation Office Information -
 Transferability: NoneValidation: 12/11/09

1. Description -
A high intermediate/low-advanced course in grammar, writing, reading, and speaking for international students who are about to enter a college academic program. Focus to improve students language skills.
Prerequisites: TOEFL score of 475 to 499; restricted to international students whose native language is not English.
Co-requisite: None
Advisory: Not open to students with credit in ESL 158.

2. Course Objectives -
The student will be able to:
  1. demonstrate comprehension of listening tasks, i.e., instructions, directions, telephone messages, conversations, and short talks on familiar topics, short lectures on a variety of academic topics, using a variety of strategies for each purpose.
  2. respond to listening tasks in writing and speaking.
  3. participate effectively in whole class and small group activities.
  4. correctly use the following structures in complete sentences in connected spoken English and in short pieces of writing about new information, conjectures, and logical relationships with special attention to the diverse cultures and perspectives represented by the students in the class
  5. Read unedited/authentic texts with good comprehension and appropriate speed, from newspapers, magazines, textbooks, other non-fiction works, and fiction
3. Special Facilities and/or Equipment -
None required.

4. Course Content (Body of knowledge) -
  1. Demonstrate comprehension of listening tasks, i.e., instructions, directions, telephone messages, conversations, and short talks on familiar topics, short lectures on a variety of academic topics, using a variety of strategies for each purpose.
    1. recognize language signaling the main idea or key information
    2. recognize language introducing a definition
    3. identify language signaling a transition between ideas
    4. recognize language signaling a definition
    5. identify language pointing to examples
    6. recognize language indicating important information
  2. Respond to listening tasks in writing and speaking
    1. take notes in informal outline and use notes to give an oral summary
    2. write down key words and ideas using
    3. use symbols to note words and ideas
    4. organize key ideas in visual form in note taking
    5. describe orally and in note taking graphics used in a lecture or presentation
    6. annotate and highlight key ideas in note taking
  3. Participate effectively in whole class and small group activities
    1. enter a discussion already in process about ideas in listening tasks
    2. contribute own ideas
    3. interrupt to ask for information and clarification
    4. agree and disagree
    5. present and support own opinions
    6. connect your ideas to others' ideas
    7. participate in keeping discussion focused on topic
  4. Correctly use the following structures in complete sentences in connected spoken English and in short pieces of writing about new information, conjectures, and logical relationships with special attention to the diverse cultures and perspectives represented by the students in the class
    1. present and present progressive
    2. past and past progressive
    3. future with will, be going to and present progressive
    4. present perfect and present perfect progressive
    5. present and past passive
    6. logical modals of probability (might, must, and should) in limited contexts
    7. modals reflecting past time (could have, may have, might have, should have, must have)
  5. Read unedited/authentic texts with good comprehension and appropriate speed, from newspapers, magazines, textbooks, other non-fiction works, and fiction
    1. recognize keywords critical to understanding the text
    2. use context clues to guess the meanings of words
    3. significantly expand both active and passive vocabulary
    4. understand abstract language
    5. distinguish between literal and figurative language
    6. can for format and organizational elements in order to predict content
    7. extract main ideas
    8. make inferences
    9. relate acquired information to personal experiences
    10. analyze, categorize, classify, paraphrase, synthesize, and evaluate ideas orally and in writing
5. Repeatability - Moved to header area.
 
6. Methods of Evaluation -
  1. Communicative, contextualized in-class assignments
  2. Homework
  3. Oral and written production of extended discourse
  4. Oral and written tests
7. Representative Text(s) -
Instructors must choose a textbook from the list below. If, however, a faculty member would prefer to use a textbook not on the list, he or she must contact a full-time faculty member who regularly teaches the course to explain how the adoption would serve to achieve the learning outcomes specified in the course outline of record.

Baker-Gonzalez, Joan and Eileen K. Blau.World of Reading 3. White Plains, NY. Pearson Education, Inc., 2009.
Barton, Northstar 3:Read + Write,Level 3. 3rd ed. White Plains, NY. Pearson Longman, 2009
Wegman, Brenda and Miki Prijic Knezevic. Mosaic One: A Reading Skills Book. San Francisco, CA. McGraw-Hill, 2001.
Smith, Reading for Today: Concepts, Lv. 4. 3rd ed. Cengage, 2011.

Sarosy, Peg and Kathy Sherak.Lecture Ready 2: Strategies for Academic Listening, Note-taking, Discussion. NY: Oxford University Press, 2006.
Hartmann, Pamela. Tapestry: Listening & Speaking 2. Boston: Heinle & Heinle, 2000

Fuchs, Marjorie, and Margaret Bonner. Focus on Grammar 4: A High-Intermediate Course for Reference and Practice., 4th ed. White Plains, NY: Longman, 2012.
Azar, Betty. Understanding and Using English Grammar. 4th ed. New York: Prentice Hall Regents, 2009.

Recommended:
Longman Dictionary of American English. 4th ed. Essex: Pearson Education Limited, 2008.

8. Disciplines -
English as a Second Language
 
9. Method of Instruction -
Lecture, Discussion, Cooperative learning exercises, Oral presentations, Demonstration.
 
10. Lab Content -
Not applicable.
 
11. Honors Description - No longer used. Integrated into main description section.
 
12. Types and/or Examples of Required Reading, Writing and Outside of Class Assignments -
  1. Readings from the text.
  2. Writing of journal entries, sentence and paragraph responses to readings.
  3. Writing summaries of listening tasks, i.e. academic lectures, and of readings.
13. Need/Justification -
This course is part of a sequence of courses that prepares students for the composition course requirement for the AA/AS degree and/or transfer to UC/CSU.


Course status: Active
Last updated: 2014-05-13 09:12:11


Foothill CollegeApproved Course Outlines