Teaching

Classes

This is a growing list of courses that I have taught. It’s not everything, but a good representation of what I’ve been doing the last few years+.

Sangmyung University Courses

At this point, all of these courses are run off of a Moodle installation, thus no links. However, some of the classes do have other public-facing online spaces, including Twitter accounts, blogs, and video sharing sites. If you are a current student, you can find our Moodle website at http://www.danielcraig.com/smuenglish.

Multimedia-Assisted Language Learning

  • Multimedia-Assisted Language Learning (MALL) is just the preferred name here in Korea. I’m more of a fan of CALL (computer-assisted language learning), myself. Anyway, this is an undergraduate CALL course that is a basic survey of available resources for teaching using computers and the Internet. Additionally, there is a parallel focus on creating, in addition to consuming, content. Some of the coverage includes the use of communication tools (SMS, Twitter, chat, videoconferencing, VoIP, wikis, blogs, Web pages, …), presentation tools (PowerPoint, Prezi, VoiceThread, presentation sharing sites, video sharing sites, etc.), social networks (general and language learning specific), Virtual/augmented reality (360 images/video, animated VR, virtual worlds, …), traditional media (TV, DVD, CD, …) and language learning software (installations, services, and CD/DVDs).

Writing: Beginning (Writing 1), Intermediate (Writing 2), and Advanced English Composition

  • These are straight foreword composition classes. Writing 1 focuses on paragraph-length writing. Here students explore academic genres of writing and try to discover their own voice through a series of iterative writing activities. Writing 2 is more practical in nature. Students engage in writing emails, short messages (SMS/Twitter), resumes, cover letters, and memos. Advanced writing focuses on longer forms of essay writing in a variety of genres.

English Writing Logic

  • This is a writing course that is focused on preparing English Education students to take the English teacher certification exam. The requirements have changed along with the test over the years. It began with a focus on extended paragraphs (200+ words) and multiple paragraphs to match the explicit requirements of the writing section of the exam. This changed to more traditional one or two paragraph answers. However, the current exam is now down to connected sentences and short paragraphs. The irony is that the exam went from having two written tests, one multiple choice section and one essay section, to having one written test that was mostly fill in the blank and short answer. More of a focus on writing, but less of a focus on longer form writing.

Classroom English

  • This is teaching methods course focusing on how to teach English using English. This is a practical English course in which students familiarize themselves with classroom language (objects, expressions, management…) and use that language to manage mock classrooms as well as implement it during a teaching practicum.

Teaching Listening

  • This is a teaching methods course that focuses on listening as a skill that can be taught. Listening is often something that is not really taught, but rather used. Skills training can improve listening, though, and teachers should be aware of how to do this. Techniques for both decoding and meaning-building listening instruction are discussed.

Listening

  • This is a course offered through the School of General Education (liberal arts) general English program. I was asked to develop this course after teaching the Teaching Listening course for a number of years. I decide to try to design it in a way that would reflect what I was teaching in the Teaching Listening course. During the two first semesters it was taught, I even had students in the Teaching Listening course developing materials for the listening course. That wasn’t sustainable given the schedule of that class, but I haven’t continued to use what I’ve learned in each course to modify the other.

Internet and Social English

  • This is a course that I recently proposed as part of the ACE project. This is a 3-hour course that will be team taught by an SMU faculty member (2 hours face-to-face, whole class) and a videoconferenced teacher (1 hour videoconferenced, one-on-one). The goal of the course it to promote social media literacy in terms of both consumption and production. During classes, students will engage in discussions on current issues. They will then find and evaluate social media content on those issues. Lastly, they will produce content for social media on those topics, both in public and private spaces.

 

Seoul National University

  • Public Health Administrators
    • This is a beginner-level English class for members of the Public Health Administrators program in the School of Public Health at SNU.
  • Academic English Writing
    • Focuses on larger pieces of writing. We quickly move through paragraphs and essays and focus more on research writing.
  • Conference Preparation
    • This is a unique course that attempts to tackle 3 important aspects of conference participation: abstract writing, presentation skills, and conversation. The course is primarily dedicated to presentation skills, with writing and conversation used as a ramp-up and ramp-down to the course.
  • English Pronunciation & Listening
    • This is a great dual-focus course that initially separates the pronunciation and listening components, but merges them as the course progresses. The dual focus is meant to reduce fatigue (pronunciation for 7 weeks gets tedious) and to emphasize the interaction of the two skill sets.
  • English Conversation – Level 4
    • This is a conversation course for intermediate/upper-intermediate learners. The course is aimed at increasing fluency through prolonged interactions with both English materials and speakers. The course is loosely organized through a functional syllabus, with nearly half of the course dedicate to discussion of student-derived topics.

 

Indiana University

  • Computer Assisted Language Learning (CALL) – Default course page
    Computer Assisted Language Learning (CALL) (summer II 2006)
    Computer Assisted Language Learning (CALL) (summer II 2005)

    • The CALL courses were focused on helping pre-service/in-service teachers to integrate technologies into their teaching methods. I see CALL as a part of basic methods, not as a mystical other. I have a personal belief in and focus on adapting existing technologies and resources for use in the language classroom. With the existence of so many resources, why do we need to re-invent the wheel. Therefore, this class focused on finding, evaluating, and repurposing resources for teachers’ classroom needs. There was then a secondary focus on developing their own resources and supplementary materials for those times when nothing else will do.
  • ESL/EFL Instruction and Assessment Approaches (fall 2005)
    ESL/EFL Instruction and Assessment Approaches (spring 2006 – ICP)ESL/EFL Instruction and Assessment Approaches (spring 2006 – ICCATs)

    • This course focused on basic TESL/SLA theory and assessment. The theory component included popular learning theories and instructional theories (primarily language instruction theory). The assessment component discussed both common and alternative assessments, which a focus on the latter. These courses were primarily for Indiana ESL teachers, so the projects and examples were geared most for them; however, the fall 2005 class was about 50% international students, so the content changed significantly to meet their needs.

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