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
- Introduction on how you will assess, motivate, and address the common core.
- Lesson will address all 3 proficiency levels of EL students.
- Lesson will include ELD/SDAIE and literacy building techniques for language students in your lesson.
- 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.
- 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
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