Students

• 10–20 US community college or continuing education EL students (male and female) from various language backgrounds (ages 20 and up)
• Educational experience: Literate in L1 and English (high intermediate to advanced), with some competence in study and composition skills
• Purpose: To advance communicative and written English skills for educational, professional or enrichment purposes
• Will be functional with basic electronic technology (e-mail, Web, cellphone), having Internet access either through school or home (for research and class communication)

Nature of course and institution

• Undergraduate, open enrollment
• Type and purpose of course: elective to advance integrated skills
• Relation to current/previous courses: none directly
• Required tests: no; instead, evaluation of class projects, homework, participation, etc.

Stakeholders

• Parents: possibly
• School administrators and department head; teaching colleagues

Physical setting

• Urban (likely to be accessible via public transport)
• Classroom: Always same room, but shared with other classes, requiring setup and takedown of peripherals with each meeting. Large enough to accommodate chairs and desks or tables, with some room for movement and for presentation area at front. Possibly street noise. Probably artificial light.

Teaching Materials

• No required text (T develops own materials: worksheets, multimedia elements, interactive activities, etc.)
• Basic supplies: White board, easel, markers, erasers, paper clips, stapler…
• Available equipment: Computer, projector (or monitor), CD/DVD player, Internet access, speakers
• Access to: Printer and/or copier
• Digital camera

Time

• 6:30 to 9:30 once a week for thirteen weeks (39 hours)
• Promptness: Important, with core material beginning by 7:05

A Few Anticipated Challenges [aka problematizing]

• Will enrolled students in fact have the required language and cognitive skills for a deep exploration of this theme? If some don’t, how will I adapt the course to address any deficiencies, without oversimplifying for more advanced students (the eternal question)?
• How can I help Ss create the community and interest in one another that we’ll need to get the most out of the cultural aspects of the work?

• How do I keep the Ss intellectually engaged even during the transactional/explanatory phases?

• How can I maximize classroom time so that the homework load is reasonable and not overwhelming?

• How can I make tangible to Ss — without hitting them over the head with it — the connection between the theme and the underlying grammar they are learning?