Date of Graduation

Spring 5-15-2020

Document Type

Project/Capstone

Degree Name

Master of Arts in Teaching English to Speakers of Other Languages (TESOL)

College/School

School of Education

Department/Program

Teaching English as a Second Language

First Advisor

Dr. Yi Guan

Abstract

For various reasons, students are attending California community colleges to learn English. Classes taught are usually influenced by models that integrate aspects of reading, writing, speaking, and listening, and courses that center on grammar are rarely if ever taught. There has been a resurgence in interest in Form Focused Instruction and strong evidence that grammar instruction combined with Corrective Feedback can produce marked gains in a student’s implicit and explicit knowledge of grammatical forms. This Field Project proposes that by combining Form Focused Instruction with aspects of Communicative Language Teaching such as authentic materials, or realia, instructors can assist learners in mastering the form and function of a targeted grammatical form, in this case, past counterfactual conditional statements. Because realia can connect the classroom environment and the wider social context, the selection of realia cannot be arbitrarily selected. Instead, the realia, through its provenance can engage and empower students. In order to curate realia, this field project discusses the theoretical elements of Critical Language and Race Theory to draw on the American, particularly the Black experience in the United States. The accompanying handbook is designed as a model to assist instructors in selecting and presenting topics as both a foundation and a lens to teach selected grammar topics.

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