Remedial Instruction in English

Course requirement/s: Foundations in Education, Teaching Strategies

Year Level: Fourth year

Units: Three

Course description and objectives:

This three-unit course in Remedial Instruction in English deals with the contemporary English language teaching (ELT) strategies and methods in the context of English language learners (ELL) who find themselves struggling in matters of communicative competence in any or all the domains in communication. This course also attempts to give its learners a wide array of situations in the form of case studies and hands-on approach in terms of giving actual remediation as means of authentic learning through practice.

At the end of the semester, the students of this course are expected to fulfill the following objectives:

  • -understand the basic terminologies, principles, methods, and strategies mentioned and discussed in the course
  • -understand and apply the essential concepts of ELT in the context of remedial instruction
  • -provide meaningful tasks for students of this course to apply the theories and concepts of ELT
  • -appreciate the different strategies and methodologies for ESL and EFL teaching applied in different situations and contexts

Topic I Teaching Methodology:

  • -Language teaching approaches: an overview
  • -Communicative language teaching for the 21st century
  • -guidelines to classroom instruction
  • -ESP: tailoring courses to students’ needs – and to the outside world

Topic II Focus on the Learner

  • -Language learning styles and strategies
  • -Teaching adults

Topic III Language Skills: listening and speaking

  • -aural comprehension instruction: principles and practices
  • -skills and strategies for proficient listening
  • -teaching oral skills
  • -teaching pronunciation

Topic IV Language Skills: Reading and Writing

  • -teaching children literacy skills in a second language
  • -reading for academic purposes: guidelines for the ESL/EFL teacher
  • -functional tasks for mastering the mechanics of writing and going just beyond
  • -considerations for teaching an ESL/EFL course

Topic V Integrated Approaches

  • -content-based and immersion models for second and foreign language teaching
  • -experiential and negotiated language learning
  • -bilingual approaches to language learning

Topic VI Skills for Teachers

  • -when the teacher is a non-native speaker
  • -building awareness and practical skills to facilitate cross-cultural communication
  • -computers in language teaching
  • -planning lessons
  • -second language assessment

Topic VII Independent Learning: Selected Readings on Remedial Instruction

  • -

Topic VIII Independent Learning: Application of remedial instruction in English

  • -programs in curriculum, syllabus and lesson plan


1. Murcia, Marianne C. (2006) Teaching English as a Second or Foreign Language 3rd Ed.
2. Careca, Samuca (2007) English Language Planning.
3. Readings from EBSCO:

Bower, B. (2004). Words in the Brain. Science News, 00368423, Vol. 165, Issue 19
McElhinny, K. (). Building buff brains: Remedial instruction can close gap between good, poor readers
Keup, J. (2001). Using Technology in Remedial Education , ERIC

Green, M. (2001). Reaching Older Readers., NEA Today, 07347219, Vol. 19, Issue 5

Calcagno, J. and Levin, H. (2008). Remediation in the Community College: An Evaluator’s Perspective, Community College Review, 20080101, Vol. 35, Issue 3
Fogg, P. () A Dozen Teaching Tips for Diverse Classrooms, Chronicle of Higher Education
Wright, J. (2005). Learning Interventions for Struggling Students, Education Digest

Brocato, M., Furr, P., Henderson, M., Horton, S. (). Assessing Student Written Communications Skills: A Gateway Writing Proficiency Test for Aspiring Journalism Majors, College Student Journal, 20050901, Vol. 39, Issue 3

Maloney, W. (). Connecting the Texts of Their Lives to Academic Literacy: Creating Success for At-Risk First-Year College Students, Journal of Adolescent & Adult Literacy, 20030101, Vol. 46, Issue 8

Kozeracki, C. (). Issues in Developmental Education, Community College Review, 20020101, Vol. 29, Issue 4

Weiner, E. () Beyond Remediation: Ideological Literacies of Learning in Developmental Classrooms, Journal of Adolescent & Adult Literacy, 20020101, Vol. 46, Issue 2


Readings from EBSCO (search.epnet.com)

  1. Beyond remediation: Ideological literacies of learning in developmental classrooms http://docs.google.com/Doc?id=dfrt6zj9_126cmsfd7qp
  2. ERIC REVIEW: ISSUES IN DEVELOPMENTAL EDUCATION http://docs.google.com/Doc?id=dfrt6zj9_125hrxqp8ck
  3. Connecting the texts of their lives to academic literacy: Creating success for at-risk first-year college students http://docs.google.com/Doc?id=dfrt6zj9_124c8dkvjdv
  5. Learning Interventions for Struggling Students http://docs.google.com/Doc?id=dfrt6zj9_122755d2spt
  6. A Dozen Teaching Tips for Diverse Classrooms http://docs.google.com/Doc?id=dfrt6zj9_121dwjmd2f8
  7. Remediation in the Community College http://docs.google.com/Doc?id=dfrt6zj9_119fdj25tfs
  8. REACHING OLDER READERS http://docs.google.com/Doc?id=dfrt6zj9_120ct8r3bcp
  9. Building buff brains: Remedial instruction can close gap between good, poor readers
    Poor readers achieved brain activation levels seen in skilled readers after 100 hours of extra training
  10. Using Technology in Remedial Education http://docs.google.com/Doc?id=dfrt6zj9_116fjw55crk


3 thoughts on “EDE17

  1. Synthesis/Reflection for topic 1:

    There are many methods of teaching languages. Some are widely used in the classroom nowadays. Grammar translation provides vocabulary with direct translation to memorize. In this method the students will learn by translating from one language to another.Native language is used freely in the class. The second one is the direct method, this method aims to communicate in target language and students are not allowed to use their native language. Audio lingual method use the target language communicatively. The students will imitate their teacher and repeat and respond quickly. Humanistic approach deals in respecting others, their answers are being acknowledged. In CLT the teacher is in charge and control the learning but the students are the ones that do much speaking, it is a learner centered and emphasizes communication….THAT’S ALL I CAN SAY! :)

  2. english has been tagged as the most dynamic language of all. It continually develops as times goes by, as a future engish educator, I must be very updated in every development it follws, that is why you really have to be updated in every pedagogy so that you will be very much updated with the current trends. With this notion in mind, you must be very eqquipped with up to date teaching strategies.We as secong language learners must accept the fact that to become like native speakers we have to exert great effort in language learning. As of now with the present learning we had I have come to know that language learning as of now marks a great effort on the part of teachers.

  3. remedial instruction in english is very vital for the future language educators. one cannot give what they do not have. the english teachers in the next generation must be equipped with the knowledge, skills, and approaches in the teaching of language. instruction is also a key factor in language learning since it facilitates the learning process.

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