I feel your pain---major shift in place for 9/3:)

I feel your pain here.

Change in plans.

The midterm is now a quiz (tops 30 minutes).

From 6-7, you will able to plan your website presentations for Monday on 9/9  (while one group presents, the rest of us will be taking notes).

From 7-8:15, you will take time to start planning out your group presentations on 1 of the five chapters (4, 5, 6, 7, and 8) for 9/11.  You will pick out the chapters you wish to teach the rest of the class in class on 9/3 (so everyone has an equal chance to get the chapter they like).  This is teaching practice.  Reading from the book to the class will not earn a high score.  Guidelines will be shared on 9/3.  Remember that the only exposure students will get to the chapter is what you present so be thorough:)

I assume that this will lower blood pressure for all.

Denise

****Adjustments on due dates for one assignment****

*** The internet project will be moved to 9/9 (groups of 4 presenting a website to the class using the layout I will send out this week via email)*****.

On 9/11,  groups of 5 will teach one of the next five chapters to the class.  The chapters cover listening, speaking, reading, writing, and academic language.  YOU will be the instructor here (think of it as practice for your own lesson activity down the road),  You will be responsible for delivering all the content to your colleagues who will be taking notes.  I will send out more information later on this week so that you will have time to split up the chapters and think about activities you may want to include for us in your delivery.

Also, fieldwork assignments will be due then as well (but you had a few weeks for that one so there should not be a problem).

Denise

Agenda for 8/28

In small groups of 3 or 4, you will review the 2 videos assigned to your group.  Be ready to share out what you saw and whether or not you might use them in your classroom and why. 

Videos on 2nd Language Teaching Methodologies:

Audio Lingual Method

Direct Method

SIOP

Total Physical Response

Grammar Translation

Sheltered English Instruction

Natural Approach

Communicative language teaching

Silent Way

Suggestopedia

TESOL methods  (modeling an adaptation of Silent Way)

Complete chart on Second Language Acquisition theories along with advantages and disadvantages of each.   Work in groups of 4-5.  In class assignment. 

Revisit practice group lessons and tie 5 teaching methodologies to the lesson to make content and language accessible for ELLs.

From TEXT, answer questions on pages 78-79 and the 3 journal questions (remember that these are not essays).

CALLA report will be due on 9/3/13 (refer to email sent out earlier).

Denise

August 26th --- Agenda

First, let me provide you with the links to SNL and Teaching Channel video clips.  The clips offer  contrasting views of what should occur in a classroom.

Tonight, we will pick up with second language acquisition theories.  This is what we would have done last Wednesday, but we ran out of time.

I will provide an overview of the main theories which have led to many of the present day methodologies.  Discussion as to their effectiveness in the classroom will be addressed throughout.

I will also provide you with 4 videos on the major theories.  You will watch them in groups of 4 and then reflect on how they might surface in your classroom.  We will then move on to your creating your theorist chart in groups of 4.

Video clips (to be viewed in class):

Zone of proximal development    (1 minute 10 seconds)

Vygotsky's Got It!
(2 minutes 31 seconds---more info on ZPD)

Krashen     (15 minutes 25 seconds)

Noam  Chomsky universal grammar
(13 minutes 52 seconds)


In this class, students in teams of 4 will complete the CHART OF THEORISTS.

Clip for tonight:  IMMERSION.   In your groups of 4, describe school from the perspective of this ELL.  Discuss the administration's attitude about students such as this one.  If you were the teacher, what would you have done with this student and WHY?  What academic supports should be made available for him in the classroom?  Explain.

8/28, we move on to METHODOLOGIES based on some of those theories.

See you tomorrow evening and be sure to have your journal article reviews with you:)

Denise

PS  Subscribe to this blog so that you will receive every post the second I upload it.  Be sure to also subscribe to TEACHING SUCCESSES WITH ELLS as well for 640 resources t6 use in every content area and grade level.  Everything is free.

BILINGUAL glossaries for elementary and secondary subjects

This is from New York State's Office of Bilingual Education.  Science, Mathematics, Social studies, U.S. History/Government, and Global History.

BILINGUAL GLOSSARIES

Denise

Agenda for 8/21/2013

Thank you for a great first class on Monday.  Often times, the first class drags a bit since the vast majority of students don't yet have their textbooks:)

The webcast I showed you on Monday gives a brief overview of the contents of Chapter 1.  Now, once you have the book, skim the chapter.  Come prepared to share your thoughts on REFLECTIONS (page 20-21), PLANNING YOUR CLASSES (page 21).

Take online quiz on identifying learning styles on EDUTOPIA. Why is it important to be aware of learning styles--your own and those of your students?  Go to page 22 and respond to first 2 questions under IN YOUR JOURNAL.  Keep your notes (after small group discussions) because you will need to refer back to them in creating your own lessons down the road:)

Discuss TEACHER CHECKLIST with your table partners.  Keep notes.

NEW WORK


Chapter 2 tonight (after the first hour):

We will be looking at second language acquisition theories.

THINK-PAIR-SHARE on opening questions.

We will follow the history of present day theories and then move on to how those theories have evolved into ones that we use in the present day.

We will examine how such theories make classroom lectures, activities, learning accessible to ELLs as well as other academically struggling students.  (REMEMBER that works for ELLs works for ALL students).


Here are some video clips of current theories.  Take notes on how these theories might influence your instruction.

Video clips:

Zone of proximal development

Vygotsky's Got It!

Krashen 
 
Noam  Chomsky universal grammar

In this class, students in teams of 4 will complete the CHART OF THEORISTS.

JOURNAL ARTICLE REVIEW APA FORMAT IS DUE ON 8/26 (MONDAY).  If you are not sure what APA looks like, go to posting for first day of class.  Click on APA.

Rewrites of all assignments (except examinations) are allowed; however, you may only turn in one rewrite per assignment and you must attach your original assignment to it.  ALL rewrites are due on the last class meeting (9/23/2013--MONDAY).

SAMPLE TEACHING VIDEO (start looking at model teachers in the class and study how they deliver instruction and language skillfully).  Respond to reflection questions in writing, share with colleagues, and tie into your future classroom.  THIS IN AN IN CLASS ACTIVITY:)

August 19th Class Overview

To provide some background on why you are taking this class, we will watch this webcast as a class.

ELLs in Middle School and High School

You will then respond the following questions with a partner.  Type up responses and be sure to include names.

Discussion questions

1. Review student demographic information for your school or school district. Does your ELL population reflect the trends described by Dr. Short? Specifically, what percentage of students is ELL this school year as compared to five years ago? What is the primary language spoken by ELLs at home?
2. The term "English language learner" is a broad term. Describe the diverse population that falls into this category.
3. Dr. Short described four challenges facing middle and high school teachers in terms of educating ELL students. Describe the ways your school is addressing those challenges. In addition, describe other challenges that you face as a faculty in educating your ELL students. Then, brainstorm some solutions to those challenges.
4. Consider the objectives for one content area you teach, and consider the key language features for that content. In what ways are you already incorporating some aspects of the SIOP model? Share those strategies with your colleagues. What did you learn from watching the 6th grade social studies lesson that you could incorporate into your classroom?
5. Describe the similarities and differences between the SIOP plan for teaching reading processes and what you know about effective strategy instruction for middle and high school students.

Print out responses to be turned in for classwork credit.

We will  take a MULTIPLE INTELLIGENCES TEST , discuss how student results can support instruction,  and then create "yellow pages" in class (a tool to build a bank of experts in any classroom).

After that, we will study Chapter 1 of the text and provide time to find an academic journal article for your article review (due on 4/9/13).  It must be in APA format.  I have provided a link to APA which includes a sample paper link within it.  Remember with APA, you never use "I think."  Instead, it is 3rd person voice.


I need to also check your choice of article before you start writing on it.

Denise

Welcome to EDU 520:)

My name is Denise Stewart and I will be your instructor for this course.

In this course, we will be examining in detail how to meet the many language and academic needs of English language learners in California classrooms.  The changing demographics around the state show an increasing number of long-term English language learners present in most classrooms nowadays and they are struggling academically.  This is not to say that new arrivals are no longer present, but their numbers have dropped due to our weak economy.

So what will we be addressing in this course? 

1.  We will look at ways to make informational text accessible to ELLs.  Note that even though the students seem to be true ELLs, the strategies the teacher uses work with ANY student.

2.  We will look at approaches to move students from "bubble in the correct answer" to more in depth and therefore more creative ways to support these students in learning how to learn on their own.  No more "choose C."

3.  We will look at the new English language development standards.  These standards will eventually be merged with common core standards.

4.  We will review language development theories and the teaching methodologies that were based on them.

5.  We will look at the many ways classroom diversity can be validated.

6.  Two resources you will sign up for are:

ELL TEACHER PROS (my website dedicated to supporting teachers of ELLs).  Sign up as followers (over 60,000 followers around the world).

TEACHING SUCCESSES WITH ELLS (an ongoing blog of mine providing quality websites and how to use them in classrooms).  Sign up to follow or subscribe.

Please bring your computers with you to class regularly.  We will be using the internet often.






SYLLABUS

THE NATIONAL HISPANIC UNIVERSITY

COURSE SYLLABUS

COURSE NUMBER: EDU 520                                CREDIT UNITS: 3

                                                                                                           

COURSE TITLE: Second Language Learner       August - September 2013

INSTRUCTOR: Denise Stewart                               (510)882-6819 CELL (TEXT MSGS)

CLASS BLOG:

http://nhustewartaugust-septermber2013.blogspot.com/       DEPARTMENT: Teacher Education

                                   

COURSE DESCRIPTION:

This course focuses on theories and factors in first and second language acquisition and English language development, including cognitive, affective, socio-cultural, political, and pedagogical factors that affect first and second language development in a multicultural setting.  The course prepares teacher credential candidates to achieve knowledge about language learning issues required for teaching culturally and linguistically diverse learners in California. In addition, students will explore and develop instructional models, strategies, approaches, and assessment for ESL and content based second language teaching in diverse cultural and linguistic settings. Fieldwork observation is included.

Instructional Methods: Class exercises, videos, small-group sessions, large-group sessions, discussions, presentations, observations, and written assignments.

Technology

This course infuses technology competencies to prepare our candidates to use technologies, emphasizing their use in both teaching practice and student learning.

Authorization to Teach English Learners.

This credential program has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the credential program, as well as additional coursework. Students successfully completing this program receive a credential with authorization to teach English learners. (approved by CCTC in SB 2042 Program Standards, 2013.

TPES MET IN THIS COURSE

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction

TPE 3-Interpretation and Use of Assessments

TPE 4: Making Content Accessible

TPE 5: Student Engagement

TPE 6: Developmentally Appropriate Teaching Practices

TPE 7: Teaching English Learners

TPE 8: Learning About Students

TPE 9: Instructional Planning

TPE 11: Social Environment

TPE 12 Professional, Legal and Ethical Obligations

Save TPE assignment for portfolio

TEXTBOOKS:

Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching by Elaine Kolker Horwitz. Publisher: Allyn & Bacon, 2008. ISBN-13: 978-

COURSE OBJECTIVES:

·  Acquire and demonstrate techniques to effectively provide access to the core curriculum to all students by: (TPEs 4, 5, 6, 7, 8, 9, and 11)

1)  Incorporating students’ cultural and background knowledge and experiences;

2)  Using additive cultural approaches in selecting, adapting, and sequencing materials and technology for English Language Learners;

•  Acquire knowledge and facility with the standards and assessments.(TPEs 1, 3, 8  and 11)

·  Recognize the effects of cognitive, socio-cultural, political, and pedagogical factors that influence how the needs of second language students are met in the classroom (TPEs 4, 5, 6, 7, 8, 9, and 11)

·  Demonstrate promotion of proficiency levels of language acquisition with English learners, and the relationship between oral language development and literacy development (TPEs 4, 5, 6, 7, 8, 9, and 11) 

·  Discuss relevant state and federal laws pertaining to the education of English learners and the impact they have on students, teachers, and school systems. (TPEs 7 and 12)

·  Develop a repertoire of instructional strategies for both English Learners (EL) and specially designed academic instruction delivered in English (SDAIE). (TPEs 1, 7, 8, and 9Identify appropriate methods of instruction to enhance second-language acquisition, literacy development and content-area knowledge based on assessment data.(TPE 1, 3, 7, 8, and  9)

COURSE ASSIGNMENTS

TPE Assignment:  Keep your assignment for your portfolio.

• Lesson Planning: students are expected to adapt or write a lesson.  The lesson will include I
1. Introduction on how you will assess, motivate, and address the common core.
2. Lesson will address all 3 proficiency levels of EL students.
3. Lesson will include ELD/SDAIE and literacy building techniques for language students in your lesson. 
4. Scaffolding must be included for all levels including GATE and special needs.

• Explore and analyze formative and summative types of EL assessments for both language and core content.  Outline the information for each assessment and how it informs your teaching.

• Field Work: Interview a teacher that has various EL levels and languages in the classroom.  Discuss differentiation, scaffolding, and management of instruction for students.  How does the teacher incorporate Common Core standards and what resources are available to them?

·      Internet Work: Groups will be assigned a site to explore and prepare a presentation of the resources a teacher finds of the site.

1. http://literacynet.org/esl/
2. http://www.eslcafe.com/
3. http://a4esl.org/
4. http://members.aol.com/Jakajk/ESLLessons.html#ESLGAMES
5. http://www.cal.org/ncle/
6. http://www.ellteacherpros.com
7. http://www.teachingsuccesseswithells.blogspot.com

• Report on the importance of cultural and family backgrounds to student success and proficiency in English.  Provide evidence and support for your position in your report.

• Explore the developmental levels and typologies of English learners and language acquisition and scaffolding for each level.  Apply your knowledge and learning to an age appropriate reading or piece of literature.  How would you provide access to the reading for all EL proficiency levels?  Clearly outline your scaffolding and how it will provide access for each level.

Midterm and Final

COURSE REQUIREMENTS:

·    ATTENDANCE is required.  Absences are not acceptable unless cleared by the instructor.  Attendance will impact your final grade.

·    PLEASE ARRIVE ON TIME TO CLASS.  The grace period for late arrivals is 5 minutes.  For every late arrival (more than five minutes late), points will be deducted from your total grade.

·      PLEASE TURN OFF CELLULAR PHONES AND PAGERS.  Please be considerate of your classmates’ and professor’s work in class.

·      READ THE ASSIGNED READINGS prior to class.  This will allow us to have a richer and more fruitful class session.

·      USE NHU and/or SJSU library and/or INTERNET resources as needed.

·    PARTICIPATE in class discussions, exercises and group project assignments.  Find and bring course related articles, periodicals, books, videos, audiocassettes, etc., that will enhance and reinforce the learning experience for the class.

·    WRITE & PRESENT PROFESSIONALLY: University graduate level standard levels for oral presentations, written work and group work are expected.  Use APA style for citations in term papers and written reports.

·    Only 1 REWRITE of assignments allowed (except for examinations).  That rewrite is to be turned in WITH the original work on the last class meeting before the final (Monday August 5th).

COURSE GRADING CRITERIA:       Grading will as follows:

A    94-100                

A-   90-93

B+  87-89

B    84-86

B-  80-83

C+  77-79

C    74-76

C-   70-73

D+  67-69

D    64-66

D-   60-63

F     0-59

Assignments and due dates:

Graded Assignments, points, and due dates:
1.  Journal Article Review---------Monday August 26 (APA format)----/100 points
2.  Theorist Chart-------------------Wednesday August 21st----/50 points
4.  Methodology Chart------------Wednesday August 28, 2013----/50 points
5.  CALLA Report........................Wednesday September 3, 2013 (same date as midterm)----/50 points
6.  Internet work (website).........Wednesday September 11, 2013---/50 points
7.  Group chapter presentations (Chapters 4, 5, 6, 7, 8--by groups)----Wednesday September 11 2013
8.  Lesson Adaptation/Creation /Presentation.................Monday September 16, 2013 (presentations on September 18 and 23, 2013 )---/150 points (totaling in class creation, delivery, and final product)
9.  Fieldwork Assignment---------September 11, 2013---/75 points
10. Mid-Term------------------------Wednesday September 4, 2013----/100 points
11. Final Exam----------------------Wednesday September 25, 2013---/100 points

I will update this blog regularly throughout the course so you will have an electronic source to refer to as needed:)

Welcome!

Denise