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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the T.E.S.O.L. Methods: Reading and Writing Development course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    T.E.S.O.L. Methods: Reading and Writing Development

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00014

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: FTELL

    Title: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice

    Author(s): Wayne E. Wright

    Edition: 3rd

    ISBN: 9781934000366


    This is an academically rigorous course meticulously designed for educators, linguists, curriculum designers, and policy makers dedicated to advancing literacy instruction for English Language Learners (ELLs). This course offers a profound exploration into a balanced literacy instruction framework, integrating the complementary skills of reading and writing as foundational pillars for English language development. By leveraging the latest empirical research and pedagogical theories, participants will be equipped to critically analyze and implement effective instructional strategies that foster reading and writing competencies among ELLs. This curriculum not only aligns instructional practices with state college-and-career-readiness standards and English language development standards from WIDA, ELPA21, and individual states but also emphasizes the importance of using assessments of ELLs' reading and writing strengths and needs to inform tailored instructional approaches. Through a comprehensive synthesis of theoretical insights and practical application, this course aims to cultivate educators capable of significantly enhancing the literacy development and, consequently, the academic success of ELLs.


    Upon completion of the course, students are expected to be able to:

    • Explicate a Balanced Literacy Instruction Paradigm: Demonstrate a sophisticated understanding of a balanced approach to literacy instruction that synergistically integrates reading and writing to support robust language development for ELLs.

    • Facilitate English Language Development Through Reading: Analyze and apply pedagogical strategies that utilize reading as a conduit for English language development, emphasizing vocabulary enhancement, comprehension skills, and linguistic proficiency.

    • Craft and Implement Effective Reading Programs: Critically engage with contemporary research to design and execute reading instruction programs that are responsive to the diverse linguistic and cognitive needs of ELLs.

    • Strategically Align Reading Instruction with Academic Standards: Navigate and adeptly apply state college-and-career-readiness standards alongside English language development standards to meticulously plan reading instruction that caters to the specificities of ELL populations.

    • Customize Reading Instruction Based on Learner Profiles: Employ diagnostic and formative assessments to discern ELLs’ reading strengths and areas for growth, using this data to inform the strategic selection of instructional methods that optimize reading development.

    • Utilize Assessment to Inform Reading Pedagogy: Master the application of assessment tools to evaluate the progress of ELLs in reading, leveraging outcomes to refine and enhance instructional practices for improved literacy outcomes.

    • Elucidate Principles of Effective Writing Instruction for ELLs: Distill principles from current research and theoretical models of second language writing to inform practices that elevate writing proficiency among ELLs.

    • Interrogate Theories of Second Language Writing: Delve into advanced theoretical constructs of second language writing, including its interdependencies with oral language and reading, to guide pedagogical decision-making.

    • Guide Writing Instruction through Standardized Benchmarks: Interpret and apply college-and-career-readiness standards and English language development standards to scaffold writing instruction that meets and exceeds the academic and linguistic benchmarks set for ELLs.

    • Assess and Augment Writing Skills in ELLs: Conduct nuanced assessments of ELLs' writing capabilities to identify instructional opportunities, employing this analysis to devise strategies that support writing excellence.

    This course is tailored for an elite cadre of TESOL professionals who aspire to transcend conventional literacy teaching methodologies, championing a research-driven, standards-aligned approach to the reading and writing instruction of English Language Learners. Participants will emerge from this intellectual engagement not only with a heightened pedagogical acumen but also with the practical skills necessary to transform literacy education practices, thereby ensuring that ELLs achieve their full academic and linguistic potential.

  • Interdisciplinary Approaches to Literacy: Unifying Reading and Writing in English Language Learning

    Reference(s): FTELL Ch8 and Ch9


    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.

    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.

    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week


    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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