Preliminary reading
1) You are asked to read the following texts 'in diagonal' (or 'graduate reading'). In other words, you are reading for gist. This means that you skim through the texts quickly, highlighting what you think is important or something you don't quite understand.
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2) Review what you have highlighted to write down what you think are the key points (3 to 5) and perhaps spend a bit more time on the points you haven't quite understood to try to figure them out.
Prepping for debate
3) There are some theories & concepts that are introduced in these texts that may not be familiar to you. They have been assigned to sub-groups of students in each class. You are responsible for doing a small bit of research on the topic - enough to be able to accurately inform your class about the underlying main ideas (explain in broad terms).
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4) As you have seen in Norris' text, the eternal debate of whether to teach grammar rages on. Think carefully about where you stand on this point and prepare arguments (supported by theory, evidence and examples) to debate your point.
Texts (available in our space):
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Norris, Francesca. (2016). The pathway to proficiency: The role of grammar in second language teaching and learning. Unpublished MA thesis. Texas: Baylor University. (Only Chpt 5: pp. 46-54 required reading)
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Heift, Trude & Nina Vyatkina (2017). Technologies for teaching and learning L2 grammar. In Chapelle, C.A., & Sauro, S. (2017). The handbook of technology and second language teaching and learning(pp. 26-44). Hoboken, NJ: Wiley-Blackwell.
Ma, Qing (2017). Technologies for teaching and learning L2 vocabulary. In Chapelle, C.A., & Sauro, S. (2017). The handbook of technology and second language teaching and learning(pp. 45-61). Hoboken, NJ: Wiley-Blackwell.