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TESL 471 1
“PreparingProfessionalsforChangingEducationalContexts”
TESL471SyllabusDepartmentofTeachingandLearning
CollegeofEducation,UniversityofNevadaLasVegas
I. Prefix&Number TESL471(1003)II. Title LanguageAcquisition,DevelopmentandLearningIII. Credits 3IV. Semester 2016SpringV. Instructor Dr.MargaritaHuerta
VI. Office/Phone/Email CEB153A/702-895-5158/margarita.huerta@unlv.edu
VII. ClassLocation/Day/Time CEB239,MW2:30-3:45
VIII. OfficeHours MW4:00–5:00andbyappointmentIX. Prerequisites EDU201orEDU203
X. CourseDescription
Contemporaryphilosophiesofsecondlanguageacquisition,withselectedtopicsrelatedtolanguageuseandideology.
XI.
StandardsAddressed
TeachersofEnglishtoSpeakersofOtherLanguages(TESOL)Standard1.a:DescribingLanguageStandard1.b:LanguageAcquisitionandDevelopmentStandard2:CultureasItAffectsEnglishLanguageLearningStandard3.a:PlanningforStandards-BasedESLandContentInstructionStandard4.a:IssuesofAssessmentforESLStandard4.b:LanguageProficiencyAssessmentStandard4.c:Classroom-BasedAssessmentforESLCouncilforExceptionalChildren(CEC)Standard#3:IndividualLearningDifferencesStandard#4:InstructionalStrategiesStandard#5:LearningEnvironmentsandSocialInteractionsStandard#7:InstructionalPlanningStandard#8:AssessmentStandard#9:ProfessionalandEthicalPracticeStandard#10:LeadershipandCollaborationCOE/INTASCStandardsAddressedinthisCourseStandard#2:LearningDifferencesStandard#3:LearningEnvironmentsStandard#4:ContentKnowledgeStandard#6:AssessmentStandard#7:PlanningforInstructionStandard#8:InstructionalStrategiesStandard#10:LeadershipandCollaboration
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XII.Objectives*Uponcompletionofthiscoursestudentswillbeabletomeetthefollowingobjectives:
• Objective1:ThelearnerwillbeabletodiscussandevaluatepastandcurrentpolicyandlawsrelatedtoELLeducation.
• Objective2:ThelearnerwillbeabletoidentifythedifferentprogramapproachesandmodelsofinstructionavailableforELLs.
• Objective3:ThelearnerwillbeabletoexplainandevaluatesecondlanguageacquisitiontheoriesforELLs.
• Objective4:Thelearnerwillbeabletoarticulateandapplythecomponentsoflanguage(phonology,morphology,syntax,semantics,&pragmatics)toELLs.
• Objective5:ThelearnerwillbeabletoplanlessonsusinginstructionalstrategiesforaccommodatingthelinguisticandacademicneedsofELLsandevaluatethelessons’effectiveness.
• Objective6:Thelearnerwillbeabletoidentifyelementsofculturalbiasininstructionalsettings/assessmentandtheirimpactonESLteachingandlearningforELLswithandwithoutdisabilities.
• Objective7:Thelearnerwillbeabletodevelopunbiased,authenticassessmentsforELLs,demonstratingunderstandingoftheinterdependentrelationshipbetweenteachingandassessment.
*SEEENDOFSYLLABUSFORDETAILSOFHOWOBJECTIVESANDSTANDARDSALIGN.XIII.RESULTS*
• IndividualWeeklyReflections• GroupPresentation• GroupMini-LessonPlans&Presentations• IndividualMidtermExam• IndividualFinalExam
*SEEENDOFSYLLABUSFORDETAILSOFHOWRESULTS,OBJECTIVES,&STANDARDSALIGN.XIV.COURSERESOURCES
• RequiredText:o Ariza,E.,Morales-Jones,C.,Yahya,N.andZainuddin,H.(2010).WhyTESOL?Theories&
IssuesinTeachingEnglishtoSpeakersofOtherLanguagesinK-12Classrooms(4thed.).KendallHuntPublishingCompany.
• RequiredReadings/Materials:o Requiredreadings,videos,andresourceswillbepostedonWebCampus.Seetheendof
thesyllabusunderAssignedReadings(i.e.,ReferencelistinAPAformat). XV.SUPPLEMENTALTEXTSAND/ORMATERIALS
• SomehelpfulInternetresources(alsopostedonWebCampus):o ColorínColorado:ABilingualSiteforEducatorsandfamiliesofEnglishLanguage
Learners-http://www.colorincolorado.org/o TeacherofEnglishtoSpeakersofOtherLanguages-http://www.tesol.org/o NationalClearinghouseforEnglishLanguageAcquisition-http://www.ncela.us/
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XVI.ASSIGNMENTSThecourserequirementsconsistofIndividualWeeklyReflections,aGroupPresentation,aGroupMini-LessonPlanPresentation,anIndividualMidtermExam,andanIndividualFinalExam.
IndividualWeeklyReflections(130points:13,eachworth10points)Completiongrade
AttheendofeachWednesday,completetheweeklyreflectiononWebCampusby11:59PM.Brieflyanswerthefollowingquestionseachweek:• WhatnewinformationhaveIlearnedthisweekaboutELLsand/orhowtoteachthem?(or
whatwassomethingsurprisingIlearnedthisweekaboutELLsand/orhowtoteachthem?)• WhatquestionsdoIstillhaveaboutELLsandhowtoteachthem?• WhataremynextstepstofurthermyprofessionallearningregardingELLs?
Note:Week8istheMidtermexam,andWeek13fallsonThanksgivingrecess,sonoweeklyreflectionsareduetheseweeks.
GroupPresentation(250points:PowerPoint=100;presentation=150)
Seerubricsatendofsyllabus1)YouwillchooseatopicfromthelistbelowtoprepareaprofessionalPowerPointandclasspresentation:
1. ELLprogramtypes(Ch.3)2. AprofileofEnglishlanguagelearners,includinglanguageandculture(Ch.4)3. PartsoflanguageandapplicationtotheELLclassroom-phonology,morphology,&
syntax(Chs.5–8)4. PartsoflanguageandapplicationtotheELLclassroom-semantics,pragmatics,&non-
verbalcommunication(Chs.9–11)5. Discourse&dialects(Chs.12&13)6. Firstandsecondlanguageacquisitionstagesandlanguagelearningerrors(Chs.15&20)7. Firstandsecondlanguageacquisitiontheoriesandmodels(Ch.17)8. ELLstrategies&styles(Chs.18&19)9. ELLsandAssessment(Chs.25&26)
2)YouwilldevelopthistopicinyourPowerPointandinyouroralpresentationbyproviding:
(1) Anoverviewofthetopic(summaryofchapter+mostimportantpointsexpanded–seebelow)
(2) Whythistopicisimportantforteacherstoknowandhowitcanbepracticallyapplied(3) Anengagingclassactivitytoguidelearningandanassessmenttogagelearning
3)ImportantNotesabouttheGroupPresentation:
• Veryimportant:YourPowerPointandpresentationmustexpand(meaning,addon,bringinextrainformation)fromthematerialpresentedintheclasstextbookandprovidedreadings.Thismeansyoushouldbranchoutandlookforlibrarybooks,peer-reviewedjournalarticles,crediblewebsites(.edu;.gov;.org),relevantYouTubevideos,etc.toenhanceyourknowledgeandpresentationofthematerial.Youshouldhaveatleastthreereferencesoutsideofthecoursetextandmaterials.
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• ThePowerPointshouldincludeAPA6theditioncitationsfromthecoursetextAND
othercrediblesourcesyoufindatthelibraryoronline.
• Ifyouwantyourclassmatestoreadorviewmaterialyoufoundbeforeyourpresentation,sendallthematerialatleastTWODAYSINADVANCEtotheinstructorviaemail.
• Thepresentationshouldbe50minuteslong.Suggestedideastobreakupyourtime:
Lectureonmaterial:20min.ClassActivity:20min.Assessment:10min.OR
Lectureonmaterial:30min.ClassActivity/FormativeAssessment:20min.
• Duringthepresentation,thinkabouthowtocreativelyteachtheclassaboutyourtopic.Engagetheclassinyourlecturethroughactivities,discussion,orother.Becreative!Youmustalsoincludesomeformofassessmenttoensuretheclasslearnedthematerialyouintendedforthemtolearn.
• YourgroupPowerPointmustbeuploadedbythebeginningofyourpresentationday
onthedesignatedWebCampuslocation.DesignateONEgroupmembertodothisandmakesurethePowerPointhasallgroupmembers’namesonit.
• NoteonAPAFormatting
APAstandsfor"AmericanPsychologicalAssociation"andiswhatisusedinsocialsciences,includingeducation,forcitingsources.SomeofyoumaybefamiliarwithMLA("ModernLanguageAssociation")inthehumanities.APAisthesameideabutforsocialscience.WhilethereisahandbookonAPAformat,itisabitpricyandIdon'texpectyoutobuythehandbook.YoucanusethefollowingfreewebsitefromPurdueuniversityasaguideforAPACitations:https://owl.english.purdue.edu/owl/resource/560/02/
GroupMini-LessonPlanPresentation(250points:lessonplanupload=50;presentation=150
points;reflection=50points)Seepresentationrubricatendofsyllabus;lessonplanupload&reflectionarecompletiongrades.
1)First,findanexistinglessonplanfromeitheraclassroomcurriculumorcredibleonlinesource(.edu,.gov.,.org)andmodifyittomeetELLs’needs,basedonwhatwehavelearnedinclass:
1. LessonfocusedonelicitingandbuildingELLs’backgroundknowledge2. LessonfocusedonthepartsoflanguageapplicableandengagingtoELLstudents3. LessonfocusedonaspecificELLstrategyorstyle(CALL,SIOP,or5-E)4. LessonfocusedonauthenticassessmentforELLs
VeryImportant:ALLlessonplansshouldincludesomeformofassessment!LessonplansshouldbewrittenintooneofthetemplatesprovidedonWebCampus.Youcanchoosethetemplateyoulikebest,butyoumustchooseoneofthetemplatesprovided.
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2)YourgroupminilessonplanmustbeuploadedbythebeginningofyourpresentationdayonthedesignatedWebCampuslocation.DesignateONEgroupmembertodothisandmakesurethelessonplanhasallgroupmembers’namesonit.3)Youwillturninahardcopyofyourlessonplanatthebeginningofclasstoyourinstructor.YouwillthenpresentyourlessonplantotheclassasiftheclasswereallELLs.Becreativeandmakesureyouengageyouraudience.Thepresentationshouldbe50minuteslong.4)Afterthelessonpresentation,eachpersoninthegroupwillINDIVIDUALLYwriteabriefreflectionansweringthesequestionsanduploaditontoWebCampusbytheendofthedayofyourpresentation:
§ Whatwasonestrengthofourlesson?§ Whatisonethingwecouldhaveimprovedon?§ Basedontheassessment,whatwouldthenextstepsinourinstructionbe?
Therestoftheclasswill:
• BringoneprintoutoftheLessonPlanEvaluationTemplateprovidedonWebCampus.Thetemplateasksyoutoanswerthefollowingquestions:
o WhataboutthislessonwouldespeciallybehelpfulforELLs’learning?Bespecificandmakeconnectionstowhatwehavelearnedinthecoursesofar.
o WhatconcernedyoumostaboutthislessonintermofwhetheritwouldbehelpfulforELLs’learning?Bespecificandmakeconnectionstowhatwehavelearnedinthecoursesofar.
o Whatisatleastoneconstructivesuggestionforimprovingthelesson?Addsuggestionsbasedonwhatwehavelearnedinthecoursesofar.
• Turninonecopywithyournameonaclass-providedstickynotetoyourinstructor.Thenextclassmeeting,theseevaluationswillbeprovidedtothepresentersasfeedback.
• Thisexercisewillcountaspartofyourattendanceandcollaborativeengagement(see“GradingPolicy”below).
IndividualMidterm(160points)YouwillhaveanexamtheweekofOctober15th.Theexamwillbeacombinationofmultiplechoiceandtrue/falseitems.Itwillcovercoursereadings,classdiscussions,andanyadditionalmaterialsprovidedduringthecourseofthesemester.TheexamwillbepostedonWebCampusonOctober15thforoneweek.Onceinitiated,theexamhasatimelimitof2hours.TheduedatefortheexamisOctober22ndat11:59PM.Yoursemesternotesandthetextbookcanbeusedforreference,butthisisanindividualassignmentandshouldbecompletedaccordingly.
IndividualFinalExam(210points)TheFinalExamwillbecomprehensiveandwillinclude25multiplechoiceandtrue/falseitems.TheexamwillbepostedonWebCampusonDecember7thforoneweek.Onceinitiated,theexamhasatimelimitof2hours.TheduedatefortheexamisDecember14that11:59PM.Yoursemesternotesandthetextbookcanbeusedforreference,butthisisanindividualassignmentandshouldbecompletedaccordingly.
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XVII.PERFORMANCEASSESSMENTSCourseAssignments Points IndividualWeeklyReflections 130 GroupPresentation 250GroupMiniLessonPlanPresentation 250IndividualMidterm 160IndividualFinalExam 210XVIII.SPECIALNOTESAcademicMisconduct—Academicintegrityisalegitimateconcernforeverymemberofthecampuscommunity;allshareinupholdingthefundamentalvaluesofhonesty,trust,respect,fairness,responsibilityandprofessionalism.BychoosingtojointheUNLVcommunity,studentsaccepttheexpectationsoftheStudentAcademicMisconductPolicyandareencouragedwhenfacedwithchoicestoalwaystaketheethicalpath.StudentsenrollinginUNLVassumetheobligationtoconductthemselvesinamannercompatiblewithUNLV’sfunctionasaneducationalinstitution.Anexampleofacademicmisconductisplagiarism.Plagiarismisusingthewordsorideasofanother,fromtheInternetoranysource,withoutpropercitationofthesources.SeetheStudentAcademicMisconductPolicy(approvedDecember9,2005)locatedat:https://www.unlv.edu/studentconduct/student-conduct.Copyright—TheUniversityrequiresallmembersoftheUniversityCommunitytofamiliarizethemselveswithandtofollowcopyrightandfairuserequirements.Youareindividuallyandsolelyresponsibleforviolationsofcopyrightandfairuselaws.Theuniversitywillneitherprotectnordefendyounorassumeanyresponsibilityforemployeeorstudentviolationsoffairuselaws.Violationsofcopyrightlawscouldsubjectyoutofederalandstatecivilpenaltiesandcriminalliability,aswellasdisciplinaryactionunderUniversitypolicies.Additionalinformationcanbefoundat:http://www.unlv.edu/provost/copyright.DisabilityResourceCenter(DRC)—TheUNLVDisabilityResourceCenter(SSC-A143,http://drc.unlv.edu/,702-895-0866)providesresourcesforstudentswithdisabilities.Ifyoufeelthatyouhaveadisability,pleasemakeanappointmentwithaDisabilitiesSpecialistattheDRCtodiscusswhatoptionsmaybeavailabletoyou.IfyouareregisteredwiththeUNLVDisabilityResourceCenter,bringyourAcademicAccommodationPlanfromtheDRCtotheinstructorduringofficehourssothatyoumayworktogethertodevelopstrategiesforimplementingtheaccommodationstomeetbothyourneedsandtherequirementsofthecourse.Anyinformationyouprovideisprivateandwillbetreatedassuch.Tomaintaintheconfidentialityofyourrequest,pleasedonotapproachtheinstructorinfrontofotherstodiscussyouraccommodationneeds.ReligiousHolidaysPolicy—Anystudentmissingclassquizzes,examinations,oranyotherclassorlabworkbecauseofobservanceofreligiousholidaysshallbegivenanopportunityduringthatsemestertomakeupmissedwork.Themake-upwillapplytothereligiousholidayabsenceonly.Itshallbetheresponsibilityofthestudenttonotifytheinstructorwithinthefirst14calendardaysofthecourseforfallandspringcourses(exceptingmodularcourses),orwithinthefirst7calendardaysofthecourseforsummerandmodularcourses,ofhisorherintentiontoparticipateinreligiousholidayswhichdonotfallonstateholidaysorperiodsofclassrecess.Foradditionalinformation,pleasevisit:http://catalog.unlv.edu/content.php?catoid=6&navoid=531.
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TransparencyinLearningandTeaching—TheUniversityencouragesapplicationofthetransparencymethodofconstructingassignmentsforstudentsuccess.Pleaseseethesetwolinksforfurtherinformation:https://www.unlv.edu/provost/teachingandlearninghttps://www.unlv.edu/provost/transparencyIncompleteGrades—ThegradeofI—Incomplete—canbegrantedwhenastudenthassatisfactorilycompletedthree-fourthsofcourseworkforthatsemester/sessionbutforreason(s)beyondthestudent’scontrol,andacceptabletotheinstructor,cannotcompletethelastpartofthecourse,andtheinstructorbelievesthatthestudentcanfinishthecoursewithoutrepeatingit.Theincompleteworkmustbemadeupbeforetheendofthefollowingregularsemesterforundergraduatecourses.Graduatestudentsreceiving“I”gradesin500-,600-,or700-levelcourseshaveuptoonecalendaryeartocompletethework,atthediscretionoftheinstructor.Ifcourserequirementsarenotcompletedwithinthetimeindicated,agradeofFwillberecordedandtheGPAwillbeadjustedaccordingly.StudentswhoarefulfillinganIncompletedonotregisterforthecoursebutmakeindividualarrangementswiththeinstructorwhoassignedtheIgrade.TutoringandCoaching—TheAcademicSuccessCenter(ASC)providestutoring,academicsuccesscoachingandotheracademicassistanceforallUNLVundergraduatestudents.Forinformationregardingtutoringsubjects,tutoringtimes,andotherASCprogramsandservices,visithttp://www.unlv.edu/ascorcall702-895-3177.TheASCbuildingislocatedacrossfromtheStudentServicesComplex(SSC).AcademicsuccesscoachingislocatedonthesecondflooroftheSSC(ASCCoachingSpot).Drop-intutoringislocatedonthesecondflooroftheLiedLibraryandCollegeofEngineeringTEBsecondfloor.
UNLVWritingCenter—One-on-oneorsmallgroupassistancewithwritingisavailablefreeofchargetoUNLVstudentsattheWritingCenter,locatedinCDC-3-301.Althoughwalk-inconsultationsaresometimesavailable,studentswithappointmentswillreceivepriorityassistance.Appointmentsmaybemadeinpersonorbycalling702-895-3908.Thestudent’sRebelIDCard,acopyoftheassignment(ifpossible),andtwocopiesofanywritingtobereviewedarerequestedfortheconsultation.Moreinformationcanbefoundat:http://writingcenter.unlv.edu/.
Rebelmail—Bypolicy,facultyandstaffshoulde-mailstudents’Rebelmailaccountsonly.RebelmailisUNLV’sofficiale-mailsystemforstudents.Itisoneoftheprimarywaysstudentsreceiveofficialuniversitycommunicationsuchasinformationaboutdeadlines,majorcampusevents,andannouncements.AllUNLVstudentsreceiveaRebelmailaccountaftertheyhavebeenadmittedtotheuniversity.Students’e-mailprefixesarelistedonclassrosters.Thesuffixisalways@unlv.nevada.edu.EmailingwithinWebCampusisacceptable.FinalExaminations—TheUniversityrequiresthatfinalexamsgivenattheendofacourseoccuratthetimeandonthedayspecifiedinthefinalexamschedule.Seethescheduleat:http://www.unlv.edu/registrar/calendars.
Communication–Thepreferredmethodofcommunicationisbyemail.IwillonlyuseyourRebelmailaccountsforcommunication.Iwillrespondtoemailswithin24hoursduringweekdays(i.e.Mon-Fri)andwithin48hoursduringtheweekend(Sat-Sun).Shouldyouneedtoseemeinperson,pleasecheckmyofficehoursorcontactmetoscheduleappointmentsoutsideofmypostedofficehours.
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SincemostofyourassignmentswillbedueonWebCampus,pleasedonotprocrastinateonpostingyourwork.Ifyouwaituntilthelastminutetocompleteyourassignmentsandyouhavetechnicaldifficulties,youriskbeingpenalizedforlatesubmission.Soallowyourselfampletimetodealwithpossibletechnologyissues.IfyouhavetechnologyissuesrelatedtoWebCampuspleasecallourITHelpdeskrightaway@702-895-0777astheyarewellequippedtohandleyourrequestsandopen24hourstoassistyou.
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XIX.GRADINGPOLICY
PointsEarned Grade
940-1,000 A900-939 A-870-899 B+840-869 B800-839 B-770-799 C+740-769 C700-739 C-670-699 D+640-669 D600-639 D-0-599 F
Attendance&CollaborativeEngagementLearningandcollaborativeengagementarecumulative.Forexample:Understandingconceptsdiscussedinthethirdclassiscontingentuponhavingattendedandengagedwithothersduringthefirstandsecondclasssessions.Therefore,attendanceandcollaborativeengagementineveryclassarecrucial.Ifaclasssessionismissedduetoillness,emergency,orprofessionalactivity,youarepersonallyresponsibleforacquiringalltheinformationmissedfromotherclassmates.Itisstronglyrecommendedthatyouconsultwithmorethanoneclassmatesinceindividualinterpretationsoftheinformationmayvary.Attendanceisrequiredandaffectsthefinalgrade.Forthepurposeofthisclass,collaborativeengagementisdefinedaspresence,participation,andengagementinclassdiscussionsandactivities.Lackofparticipationmaybeconsideredasabsencefromclass.Yourattendancepattern(absences,latearrivals,earlydepartures,andlackofengagementsuchasbeingonyourcellphoneoronsocialmediaoremailnotdirectlyrelatedtowhatwearedoinginclassatthemoment)willinfluenceyourfinalgradeasfollows:Yourclassmatesandmyselfdeserveyourrespectwhensharinginformationandpresenting.Youequallydeserverespectwhenyouaresharinginformationandarepresenting.Ifyouhaveacellphone(textorcall),socialmedia,email,etc.personalEMERGENCY,TAKEITOUTSIDEOFTHECLASSROOMIMMEDIATELY,beforeIaskyoutoleaveforbeingontechnologynotrelatedtoclass.IfIhavetoaskyoutoleave,thiswillcountasalater/earlydeparture.AttendanceRequirements: Result Uptotwo(class)absences Nopenalty.3absences FinalgradedropsfromAtoA-orA-toB+orB+toB,etc.4absences FinalgradedropsfromAtoB+orB+toB-orB-toC,etc.5absences FinalgradedropsfromAtoBorA-toB-orB+toC+,etc.7ormoreabsences Automaticcoursefail.Note:3latearrivalsand/orearlydepartures(includingbeingaskedtoleaveclassbecauseofnon-classrelatedtechnologyuse)equal1absence.
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LateAssignmentSubmissionsSubmittingassignmentsontimeisrequiredandaffectstheassignmentgrade.Latesubmissionswillinfluencetheassignmentgradeasfollows:LateAssignmentPenalties: Deduction1session(classday)late 5pointsoff2sessionslate 10pointsoff(forsmallerassignments
worth10points,thismeansyougetzeropoints)
3ormoresessionslate Notaccepted;zeropointsearnedNoassignmentswillbeacceptedafterthelastdayofclass.NoteonAssignments,Submissions,and“pre”FeedbackonDraftsAssignmentscanonlybesubmittedonce.Iwillnotlookatdraftsofassignmentsunlessithappensduringaface-to-facereadingappointmentyoumustmakewithme(e.g.,duringofficehours).Forthereadingappointment,youmusthaveaprintedversionofyourworkthatyoubringtoclassinordertoreceive“pre”feedbackfromme.NoteonGradeAppealsIfyoubelieveyoushouldhaveachangeinanindividualgrade,youmustsubmitanappealinprinted,hardcopywriting(notemail)withsubstantialandcorrectlyreasonedevidenceandcorrectAPAcitationsandreferences.PrintedappealsmustbegiventotheinstructorAFTERclassorleftintheinstructor’smailboxoncampus.Evenaftersubmittinganappeal,theinstructorisundernoobligationtochangeyourgrade.Ifapplicable:Ifyoubelieveyoushouldhaveachangeinagroupgrade,youmaytalktoyourinstructorface-to-faceduringofficehours.Again,theinstructorisundernoobligationtochangeyourgrade.
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XX.CLASSSCHEDULE*-Superimportant.Printthisout.
Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
1 Aug.29,Mon.
CourseIntroduction
• Syllabus
Aug.31,Wed.
WhyTESOL?DiversityinAmerica
• Chapter1• Nevada’sEnglish
languagelearnerpopulation:Areviewofenrollment,outcomes,andopportunities(Horsford,Mokhtar,&Sampson,2013)
• Week1-IndividualWeeklyReflectiondueby11:59PMonWebCampus
2 Sept.5,Mon. LaborDayRecess–NOCLASS
Sept.7,Wed.
LegalRightsofELLsintheU.S.
&EngagingStudents
inLearning/Eliciting&Building
BackgroundKnowledge
• Chapter2• Beginningwithwhat
studentsknow(Campbell&Campbell,2009)
• AlaskaDreamsVideo
• Week2-IndividualWeeklyReflectiondueby11:59PMonWebCampus
3
Sept.12,Mon.
DescriptionofESL/ENLPrograms
&AssessingLearning
• Chapter3• Usinginformal
assessmentsforELLs(ColorínColorado)
• GroupPresentation:ELLprogramtypes
o GroupPowerPointduebybeginningofclassonWebCampus
Sept.14,Wed.
TheEnglishLanguageLearner
&DifferentiatedInstruction
• Chapter4• Differentiatedinstruction
anditsimpactondiverselearners(Freeman,2015)
• DifferentiatedinstructionforEnglishlanguagelearners:StrategiesforthesecondaryEnglishteacher(Baecher,2011)
• Week3-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• GroupPresentation:AprofileofEnglishlanguagelearners(languageandculture)
o GroupPowerPointduebybeginningofclassonWebCampus
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Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
4
Sept.19,Mon. Application
• LessonplansfocusedonelicitingandbuildingELLs’backgroundknowledge
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.
Sept.21,Wed. Application
• Week4-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• LessonplansfocusedonelicitingandbuildingELLs’backgroundknowledge
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.5
Sept.26,Mon.
HumanLanguage,Phonology,
Morphology,&Syntax
&
TeachingVocabulary
• Chapters5–8• Breakingdownwordsto
buildmeaning:Morphology,vocabulary&readingcomprehensionintheurbanclassroom(Kieffer&Lesaux,2007)
• GroupPresentation:PartsoflanguageandapplicationtotheELLclassroom(phonology,morphology,&syntax)
o GroupPowerPointduebybeginningofclassonWebCampus
Sept.28,Wed.
Semantics,Pragmatics,&Non-
verbalCommunication
• Chapters9–11• Communicatingcross-
culturally:Whatteachersshouldknow(Pratt-Johnson,2005)
• Week5-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• GroupPresentation:PartsoflanguageandapplicationtotheELLclassroom(semantics,pragmatics,&non-verbalcommunication)
o GroupPowerPointduebybeginningofclassonWebCampus
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Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
6
Oct.3,Mon.
Discourse&DialectalVariations
• Chapter12&13• ExtendingEnglish
languagelearners’classroominteractionsusingtheresponseprotocol(Mohr&Mohr,2007)
• GroupPresentation:Discourse&Dialects
o GroupPowerPointduebybeginningofclassonWebCampus
Oct.5,Wed.
DevelopmentoftheEnglishLanguage
&First/SecondLanguageAcquisition
• Chapter14,15,&20• HowdidEnglishevolve?
(Gardoqui,TedED)Originals)
• GroupPresentation:Firstandsecondlanguageacquisitionstagesandlanguagelearningerrors
o GroupPowerPointduebybeginningofclassonWebCampus
7
Oct.10,Mon Application
• Week6-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• LessonplansfocusedonthepartsoflanguageapplicableandengagingtoELLstudents
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.
Oct.12,Wed. Application
• Week7-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• LessonplansfocusedonthepartsoflanguageapplicableandengagingtoELLstudents
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.8 Oct.
17(Mon.)&Oct.19(Wed.)
MidtermExamNOCLASSExamwillbeavailableonWebCampusonOct.15thandmustbecompletedbyOct.22,11:59PM.Oncetheexamstarts,youhave2hourstofinishit.
9 Oct.24,Mon.
Non-LinguisticFactors/L2Acquisition
• Chapter16• Mythsand
misconceptionsaboutsecondlanguage
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Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
learning:Whateveryteacherneedstounlearn(McLaughlin,1992)
• Skim:Commonassumptionsvs.theevidence:EnglishlanguagelearnersintheUnitedStates:AReferenceGuide(Gil&Bardack,2010)
Oct.26,
Wed.First/SecondLanguageAcquisitionTheories
• Chapter17• StephenKrashenon
LanguageAcquisition(YouTubeVideo)
• Week9-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• GroupPresentation:Firstandsecondlanguageacquisitiontheoriesandmodels
o GroupPowerPointduebybeginningofclassonWebCampus
10 Oct.31,Mon.
MeetingELLNeeds&StrategiesandStyles
• Chapters18,19• Integratedcontentand
languageinstruction(Sherris,2008)
• Skim:WIDA(https://www.wida.us/)
• GroupPresentation:ELLstrategies&styles
o GroupPowerPointduebybeginningofclassonWebCampus
Nov.2,Wed.
TeachingApproaches:CALLA&SIOP
• Chapter21• Thecognitiveacademic
languagelearningapproach:AModelforlinguisticallydiverseclassrooms(Chamot&O’Malley,1996)
• ShelteredInstruction:BestpracticesforELLsinthemainstream(Hansen-Thomas,2008)
• SKIM:SIOPWebsite:http://www.cal.org/siop/
• Week10–IndividualWeeklyReflectiondueby11:59PMonWebCampus
11 Nov.7,Mon.
Application • Week11-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• LessonplansfocusedonaspecificELLstrategyorstyle
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Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
(CALLAorSIOP)o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass. Nov.9,
Wed.Application • LessonplansfocusedonaspecificELLstrategyorstyle
(CALLorSIOP)o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.12 Nov.14,
Mon.TeachingApproach:The5-EModelBlendedwithSIOP
• Whichcomesfirst–Languageorcontent?LearningsciencecontentthroughSIOPandthe5Elearningcycle(Nargund-Joshi&Bautista,2016)
Nov.16,Wed.
Application • Week12-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• LessonplansfocusedonaspecificELLstrategyorstyle(5-E)o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.13 Nov.21,
Mon.Application • LessonplansfocusedonaspecificELLstrategyorstyle(5-E)
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass. Nov.23,
Wed.ThanksgivingRecess–NOCLASS
14 Nov.28,Mon.
Assessment/EvaluationofELLs
• Chapters22,23,24• AssessingEnglish-
languagelearnersinmainstreamclassrooms(Lenskietal.,2006)
Nov.30,Wed.
StandardizedTestsAlternativeAssessmentsforELLs
• Chapters25,26• AssessingELLsinESLor
mainstreamclassrooms:Quickfixesforbusy
• Week14-IndividualWeeklyReflectiondueby11:59PMonWebCampus
• GroupPresentation:ELLs&
TESL 471 16
Week Date LessonTopic AssignedReadingsandResources
AssignmentDue
teachers(Fregeau&Leier,2008)
Assessmento GroupPowerPoint
duebybeginningofclassonWebCampus
15 Nov.28,Mon.
Application • LessonPlansfocusedonauthenticassessmentforELLso LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass. Nov.30,
Wed.Application • Week15-IndividualWeeklyReflectiondueby11:59PMon
WebCampus• LessonPlansfocusedonauthenticassessmentforELLs
o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby
11:59PM• Restofclass:Printout,bring,andturninLessonPlan
EvaluationTemplateinclass.16 Dec.5
(Mon)&Dec.8(Wed)
StudyWeek Reviewinclass
17 Dec.12,Mon.
FinalExamNOCLASSExamwillbeavailableonWebCampusonDec.7thandmustbecompletedbyDec.14th,11:59PM.Oncetheexamstarts,youhave2hourstofinishit.
*Thisisatentativecourseoutline,subjecttorevision/adjustmentasandifrequired.
TESL 471 17
Names:
GroupPresentationRubric TotalLessonfocusedontopicchosen.
0pointsNo–presentersdidnotfullyunderstandthetopic
25pointsSomewhat–presentersfullyunderstoodthetopic
45pointsYes–presentersfullyunderstoodthetopicandelaboratedonit
_______/45
Lessonexpandeduponmaterialinthebook.
0pointsNo-nooutsidereferenceORsourcesarenotcredible
25pointsSomewhat–lessthan3,credibleoutsidereferences
45pointsYes–3ormorecredible,outsidereferences
_______/45
Someformofassessmentincludedtomakesurestudentsunderstood.
0pointsNo
15pointsSomewhat–assessmentdidnotincludedifferentiationforstudentsatdifferentlevels
30pointsYes–assessmentincludeddifferentiationforstudentsatdifferentlevels
_______/30
Timeliness 0pointsOverbymorethan5minutes
8pointsOverby3minutes
15pointsWithinthetimelimit
_______/15
Engaging 0pointsNo,studentsnotengaged
8pointsYes,studentssomewhatengaged
15pointsYes,studentsengaged
_______/15
TotalPoints:________/150Comments:
TESL 471 18
Names:
GroupPowerPointRubric
TotalContent–ThePowerPointincludescrediblereferencesoutsideofthoseprovidedinclass;thusexpandingonthematerialfromthetextbook.
0pointsNo–nooutsidereferenceOR1ormoresourcesarenotcredible
15pointsSomewhat-3orless,credibleoutsidereferences
20pointsYes-3ormorecredible,outsidereferences
_____/20
VisualPresentation–PowerPointlooksprofessional.
0pointsNo
15pointsSomewhat
20pointsYes
_____/20
Organization–PowerPointisorganizedandflows.
0pointsNo
15pointsSomewhat
20pointsYes
_____/20
Conventions&APA–Spelling,punctuation,capitalization,andgrammar/usage,arecorrect.
0pointsMorethan10conventionalerrors
15points5-10conventionalerrors
20points4orlessconventionalerrors
_____/20
Timeliness–PowerPointwasuploadedinthecorrectlocationonWebCampusontime.
0pointsNotturnedinontime(evenifincorrectlocation)
15pointsTurnedinontimebutintheincorrectlocation
20pointsTurnedinontimeandinthecorrectlocation
_____/20
TotalPoints:______/100Comments:
TESL 471 19
Names:
GroupMini-LessonPlanPresentationRubric TotalLessonfocusedontopicchosen.
0pointsNo–presentersdidnotfullyunderstandthetopic
25pointsSomewhat–presentersfullyunderstoodthetopic
45pointsYes–presentersfullyunderstoodthetopicandelaboratedonit
_______/45
LessonthoughtfullyconsideredELLsandtheirlearning.
0pointsNo
25pointsSomewhat–activitiesdidnotincludedifferentiationforstudentsatdifferentEnglishlevels
45pointsYes–activitiesincludeddifferentiationforstudentsatdifferentEnglishlevels
_______/45
Someformofassessmentincludedtomakesurestudentsunderstood.
0pointsNo
15pointsSomewhat-assessmentdidnotincludedifferentiationforstudentsatdifferentEnglishlevels
30pointsYes-assessmentincludeddifferentiationforstudentsatdifferentEnglishlevels
_______/30
Timeliness 0pointsOverbymorethan5minutes
8pointsOverby3minutes
15pointsWithinthetimelimit
_______/15
Engaging 0pointsNo,studentsnotengaged
8pointsYes,studentssomewhatengaged
15pointsYes,studentsengaged
_______/15
TotalPoints:________/150Comments:
TESL 471 20
AssignedReadings
Baecher,L.(2011).DifferentiatedinstructionforEnglishlanguagelearners:StrategiesforthesecondaryEnglishteacher.WisconsinEnglishJournal,53(2),64–73.
Campbell,L.,&Campbell,B.(2009).BeginningwithwhatStudentsKnow.InMindfullearning:101provenstrategiesforstudentandteachersuccess(pp.7-21).ThousandOaks,CA:CorwinPress.
Chamot,A.U.,&O’Malley,J.M.(1996).Thecognitiveacademiclanguagelearningapproach:AModelforlinguisticallydiverseclassrooms.TheElementarySchoolJournal,96(3),p.259–273.
Freeman,I.M.(2015).Differentiatedinstructionanditsimpactondiverselearners.JournalofEducationandHumanDevelopment,4(4),147–154.DOI:10.15640/jehd.v4n4a17
Fregeau,L.A.,&Leier,R.D.(2008).AssessingELLSinESLormainstreamclassrooms:Quickfixesforbusyteachers.TheInternetTESLJournal.Retrievedfrom:http://iteslj.org/Techniques/Fregeau-AssessingELLs.html
Gardoqui,K.HowdidEnglishevolve?TED-EdOriginals.Retrievedfrom:http://ed.ted.com/lessons/how-did-english-evolve-kate-gardoqui#review
Gil,L.&Bardack,S.(2010).Commonassumptionsvs.theevidence:EnglishlanguagelearnersintheUnitedStates:AReferenceGuide.EnglishLanguageLearnerCenter,AmericanInstitutesforResearch.
Hansen-Thomas,H.(2008).ShelteredInstruction:BestpracticesforELLsinthemainstream.KappaDealtaPiRecord,165–169.
Horsford,S.D.,Mokhtar,C.,&Sampson,C.(2013).Nevada’sEnglishlanguagelearnerpopulation:Areviewofenrollment,outcomes,andopportunities.TheLincyInstitute,UniversityofNevada,LasVegas.Retrievedfromhttp://www.unlv.edu/sites/default/files/24/Lincy-EducationSector-ELL-FullReport.pdf
Kieffer,M.J.,&Lesaux,N.K.(2007).Breakingdownwordstobuildmeaning:Morphology,vocabulary&readingcomprehensionintheurbanclassroom.TheReadingTeacher,61(2),134–144.DOI:10.1598/RT.61.2.3
Lenski,S.D.,Ehlers-Zaval,F.,Daniel,M.C.,&Sun-Irmiger,X.(2006).AssessingEnglish-languagelearnersinmainstreamclassrooms.InternationalReadingAssociation,60(1),24-34.Doi:10.1598/RT.60.1.3
McLaughlin,B.(1992).Mythsandmisconceptionsaboutsecondlanguagelearning:whateveryteacherneedstounlearn.CenterforResearchonEducation,Diversity&Excellence.NCRCDSLLEducationalPracticeReports,PaperEPR05.
Mohr,K.A.J.,&Mohr,E.S.(2007).ExtendingEnglishlanguagelearners’classroominteractionsusingtheresponseprotocol.TheReadingTeacher,60(5)440–450.doi:10.1598/RT.60.5.4
Nargund-Joshi,V.,&Bautista,N.(2016).Whichcomesfirst–Languageorcontent?LearningsciencecontentthroughSIOPandthe5Elearningcycle.TheScienceTeacher,83(4),24–30.
Pratt-Johnson,Y.(2005).Communicatingcross-culturally:Whatteachersshouldknow.TheInternetTESLJournal,12(2).Retrievedfrom:http:iteslj.org
Sherris,A.(2008).Integratedcontentandlanguageinstruction.CALDigest.Washington,DC:CenterforAppliedLinguistics.
SIOPWebsite:http://www.cal.org/siop/StephenKrashenonlanguageacquisition.YouTube.Retrievedfrom:
https://www.youtube.com/watch?v=jaCdNTurH1kUsinginformalassessmentsforELLs.ColorínColorado.Retrievedfrom:
http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners.
TESL 471 21
ObjectivesAlignedtoStandards
Objective1:ThelearnerwillbeabletodiscussandevaluatepastandcurrentpolicyandlawsrelatedtoELLeducation.TESOLStandard5.a:ESLResearchandHistory
5.a.2 DemonstrateknowledgeoftheevolutionoflawsandpolicyintheESLprofession.
Objective2:ThelearnerwillbeabletoidentifyandevaluatethedifferentprogramapproachesandmodelsofinstructionavailableforELLs.TESOLStandard5.a.1:ESLResearchandHistory
5.a.1 Demonstrateknowledgeoflanguageteachingmethodsintheirhistoricalcontexts.
Objective3:ThelearnerwillbeabletoexplainandevaluatesecondlanguageacquisitiontheoriesforELLs.TESOLStandard1.b:LanguageAcquisitionandDevelopment
1.b.1 DemonstrateunderstandingofcurrentandhistoricaltheoriesandresearchinlanguageacquisitionasappliedtoELLs.
1.b.2 CandidatesunderstandtheoriesandresearchthatexplainhowL1literacydevelopmentdiffersfromL2literacydevelopment.
INTASCStandard2:LearningDifferencesINTASCStandard7:PlanningforInstruction
EssentialKnowledge
2(i):Theteacherknowsaboutsecondlanguageacquisitionprocessesandknowshowtoincorporateinstructionalstrategiesandresourcestosupportlanguageacquisition.7(i):Theteacherunderstandslearningtheory,humandevelopment,culturaldiversity,andindividualdifferencesandhowtheseimpactongoingplanning.
Objective4:Thelearnerwillbeabletoarticulateandapplythecomponentsoflanguage(phonology,morphology,syntax,semantics,&pragmatics)toELLswithandwithoutdisabilities.TESOLStandard1.a:LanguageasaSystemTESOLStandard1.b:LanguageAcquisitionandDevelopment
TESL 471 22
1.a.1 Demonstrateknowledgeofthecomponentsoflanguageandlanguageasanintegrativesystem.
1.a.2
Applyknowledgeofphonology(thesoundsystem),morphology(thestructureofwords),syntax(phraseandsentencestructure),semantics(word-sentencemeaning),andpragmatics(theeffectsofcontextonlanguage)tohelpELLsdeveloporal,reading,andwritingskills(includingmechanics)inEnglish.
1.a.3 DemonstrateknowledgeofrhetoricalanddiscoursestructuresasappliedtoESOLlearning.1.a.4 DemonstrateproficiencyinEnglishandserveasagoodlanguagemodelforELLs.
1.b.3 RecognizetheimportanceofELLs’L1sandlanguagevarietiesandbuildontheseskillsasafoundationforlearningEnglish.
INTASCStandard2:LearningDifferencesINTASCStandard3:LearningEnvironmentsINTASCStandard8:InstructionalStrategies
Performance
3(f):Theteachercommunicatesverballyandnonverballyinwaysthatdemonstraterespectforandresponsivenesstotheculturalbackgroundsanddifferingperspectiveslearnersbringtothelearningenvironment.8(a):Theteacherusesappropriatestrategiesandresourcestoadaptinstructiontotheneedsofindividualsandgroupsoflearners.8(h):Theteacherusesavarietyofinstructionalstrategiestosupportandexpandlearners’communicationthroughspeaking,listening,reading,writing,andothermodes.
EssentialKnowledge
2(i):Theteacherknowsaboutsecondlanguageacquisitionprocessesandknowshowtoincorporateinstructionalstrategiesandresourcestosupportlanguageacquisition.3(l):Theteacherunderstandshowlearnerdiversitycanaffectcommunicationandknowshowtocommunicateeffectivelyindifferingenvironments.8(n):Theteacherknowshowtousewidevarietyofresources,includinghumanandtechnological,toengagestudentsinlearning.
CriticalDispositions
8(q):Theteachervaluesthevarietyofwayspeoplecommunicateandencourageslearnerstodevelopandusemultipleformsofcommunication.
Objective5:ThelearnerwillbeabletoplanlessonsusinginstructionalstrategiesforaccommodatingthelinguisticandacademicneedsofELLs,withandwithoutdisabilities,andevaluatethelessons’effectiveness.TESOLStandard3.a:PlanningforStandards-BasedESLandContentInstruction
3.a.1 Planstandards-basedESLandcontentinstruction.
3.a.3 Plandifferentiatedlearningexperiencesbasedonassessmentofstudents’EnglishandL1proficiency,learningstyles,andpriorformaleducationalexperiences,andknowledge.
3.a.4 Provideforparticularneedsofstudentswithinterruptedformaleducation(SIFE).
TESL 471 23
3.a.5 Planforinstructionthatembedsassessment,includesscaffolding,andprovidesre-teachingwhennecessaryforstudentstosuccessfullymeetlearningobjectives.
INTASCStandard2:LearningDifferencesINTASCStandard3:LearningEnvironmentsINTASCStandard4:InstructionalStrategiesINTASCStandard6:AssessmentsINTASCStandard7:PlanningInstructionINTASCStandard8:InstructionalStrategies
Performance
4(a):Theteachereffectivelyusesmultiplerepresentationsandexplanationsthatcapturekeyideasinthediscipline,guidelearnersthroughlearningprogressions,andpromoteeachlearner’sachievementofcontentstandards.4(h):Theteachercreatesopportunitiesforstudentstolearn,practice,andmasteracademiclanguageintheircontent.6(b):Theteacherdesignsassessmentsthatmatchlearningobjectiveswithassessmentmethodsandminimizessourcesofbiasthatcandistortassessmentresults.7(a):Theteacherindividuallyandcollaborativelyselectsandcreateslearningexperiencesthatareappropriateforcurriculumgoalsandcontentstandards,andarerelevanttolearners.7(b):Theteacherplanshowtoachieveeachstudent’slearninggoals,choosingappropriatestrategiesandaccommodations,resources,andmaterialstodifferentiateinstructionforindividualsandgroupsoflearners.7(c):Theteacherdevelopsappropriatesequencingoflearningexperiencesandprovidesmultiplewaystodemonstrateknowledgeandskill.8(a):Theteacherusesappropriatestrategiesandresourcestoadaptinstructiontotheneedsofindividualsandgroupsoflearners.8(e):Theteacherprovidesmultiplemodelsandrepresentationsofconceptsandskillswithopportunitiesforlearnerstodemonstratetheirknowledgethroughavarietyofproductsandperformances.8(f):Theteacherengagesalllearnersindevelopinghigherorderquestioningskillsandmetacognitiveprocesses.8(h):Theteacherusesavarietyofinstructionalstrategiestosupportandexpandlearners’communicationthroughspeaking,listening,reading,writing,andothermodes.
EssentialKnowledge
2(i):Theteacherknowsaboutsecondlanguageacquisitionprocessesandknowshowtoincorporateinstructionalstrategiesandresourcestosupportlanguageacquisition.3(l):Theteacherunderstandshowlearnerdiversitycanaffectcommunicationandknowshowtocommunicateeffectivelyindifferingenvironments.
TESL 471 24
4(l):Theteacherknowsandusestheacademiclanguageofthedisciplineandknowshowtomakeitaccessibletolearners.7(g):Theteacherunderstandscontentandcontentstandardsandhowtheseareorganizedinthecurriculum.7(i):Theteacherunderstandslearningtheory,humandevelopment,culturaldiversity,andindividualdifferencesandhowtheseimpactongoingplanning.7(j):Theteacherunderstandsthestrengthsandneedsofindividuallearnersandhowtoplaninstructionthatisresponsivetothesestrengthsandneeds.7(m):Theteacherknowswhenandhowtoaccessresourcesandcollaboratewithotherstosupportstudentlearning(e.g.,specialeducators,relatedserviceproviders,languagelearnerspecialists,librarians,mediaspecialists,communityorganizations).
CriticalDispositions
6(r):Theteachertakesresponsibilityforaligninginstructionandassessmentwithlearninggoals.6(u):Theteacheriscommittedtomakingaccommodationsinassessmentsandtestingconditions,especiallyforlearnerswithdisabilitiesandlanguagelearningneeds.7(q):Theteacherbelievesthatplansmustalwaysbeopentoadjustmentandrevisionbasedonlearnerneedsandchangingcircumstances.8(p):Theteacheriscommittedtodeepeningawarenessandunderstandingthestrengthsandneedsofdiverselearnerswhenplanningandadjustinginstruction.
CECStandard4:InstructionalStrategiesCECStandard5:LearningEnvironmentsandSocialInteractionsCECStandard7:InstructionalPlanning
ICC4S1 Usestrategiestofacilitateintegrationintovarioussettings
ICC5K3 Effectivemanagementofteachingandlearning
ICC7S6 Sequence,implement,andevaluateindividualizedlearningobjectives
ICC7S10 Preparelessonplans
ICC7S11 Prepareandorganizematerialstoimplementdailylessonplans
Objective6:Thelearnerwillbeabletoidentifyelementsofculturalbiasininstructionalsettings/assessmentandtheirimpactonESLteachingandlearningforELLswithandwithoutdisabilities.TESOLStandard2:CultureasItsAffectsEnglishLanguageLearning
2.a Understandandapplyknowledgeaboutculturalvaluesandbeliefsinthecontextofteaching
TESL 471 25
andlearning.
2.b Understandandapplyknowledgeabouttheeffectsofracism,stereotyping,anddiscriminationtoteachingandlearning.
2.c UnderstandandapplyknowledgeaboutculturalconflictsandhomeeventsthatcanhaveanimpactonELLs’learning.
2.d UnderstandandapplyknowledgeaboutcommunicationbetweenhomeandschooltoenhanceESLteachingandbuildpartnershipswithESOLfamilies.
2.e Understandandapplyconceptsabouttheinterrelationshipbetweenlanguageandculture.
2.f Usearangeofresources,includingtheInternet,tolearnaboutworldculturesandspecificallytheculturesofstudentsintheirclassroomsandapplythatlearningtoinstruction
2.gUnderstandandapplyconceptsofculturalcompetency,particularlyknowledgeabouthowanindividual’sculturalidentityaffectstheirlearningandacademicprogressandhowlevelsofculturalidentitywillvarywidelyamongstudents.
INTASCStandard4:LearningDifferencesINTASCStandard7:PlanningforInstructionINTASCStandard10:LeadershipandCollaboration
EssentialKnowledge
4(m):Theteacherknowshowtointegrateculturallyrelevantcontenttobuildonlearners’backgroundknowledge.7(i):Theteacherunderstandslearningtheory,humandevelopment,culturaldiversity,andindividualdifferencesandhowtheseimpactongoingplanning.10(m):Theteacherunderstandsschoolsasorganizationswithinahistorical,cultural,political,andsocialcontextandknowshowtoworkwithothersacrossthesystemtosupportlearners.10(o):Theteacherknowshowtocontributetoacommonculturethatsupportshighexpectationsforstudentlearning.
CriticalDispositions
4(o):Theteacherrealizesthatcontentknowledgeisnotafixedbodyoffactsbutiscomplex,culturallysituated,andeverevolving.S/hekeepsabreastofnewideasandunderstandingsinthefield.4(q):Theteacherrecognizesthepotentialofbiasinhis/herrepresentationofthedisciplineandseekstoappropriatelyaddressproblemsofbias.
CECStandard3:IndividualLearningDifferencesCECStandard9:ProfessionalandEthicalPractice
ICC3K4 Culturalperspectivesinfluencingtherelationshipsamongfamilies,schools,andcommunitiesasrelatedtoinstruction
ICC9K1 Personalculturalbiasesanddifferencesthataffectone’steaching
Objective7:Thelearnerwillbeabletodevelopunbiased,authenticinstructionaltasksandtestsforELLs,withandwithoutdisabilitiesthatdemonstrateunderstandingoftheinterdependentrelationshipbetweenteachingandassessment.
TESL 471 26
TESOLStandard4.a:IssuesofAssessmentforEnglishLanguageLearnersTESOLStandard4.b:LanguageProficiencyAssessmentTESOLStandard4.c:Classroom-basedAssessmentforESL4.a.2 KnowledgeableaboutandabletouseavarietyofassessmentproceduresforELLs
4.a.3 Demonstrateanunderstandingofkeyindicatorsofgoodassessmentinstruments
4.a.4 Demonstrateunderstandingoftheadvantagesandlimitationsofassessments,includingaccommodationsforELLs
4.a.5 DistinguishamongELLs’languagedifferences,giftedness,andspecialeducationneeds
4.b.2 Understandtheappropriateuseofnorm-referencedassessmentwithELLs
4.b.3 AssessELLs’languageskillsandcommunicativecompetenceusingmultiplesourcesofinformation
4.c.1 Useperformance-basedassessmenttoolsandtasksthatmeasureELLs’progress
4.c.2 Understandandusecriterion-referencedassessmentsappropriatelywithELLs
4.c.3 Usevariousinstrumentsandtechniquestoassesscontent-arealearning(e.g.,math,science,socialstudies)forELLsatvaryinglevelsoflanguageandliteracydevelopment
4.c.4 PrepareELLstouseself-andpeer-assessmenttechniqueswhenappropriate
INTASCStandard2:LearningDifferencesINTASCStandard4:ContentKnowledgeINTASCStandard6:AssessmentINTASCStandard7:PlanningforInstruction
Performance
6(a):Theteacherbalancestheuseofformativeandsummativeassessmentasappropriatetosupport,verify,anddocumentlearning.6(b):Theteacherdesignsassessmentsthatmatchlearningobjectiveswithassessmentmethodsandminimizessourcesofbiasthatcandistortassessmentresults.6(e):Theteacherengageslearnersinmultiplewaysofdemonstratingknowledgeandskillaspartoftheassessmentprocess.6(g):Theteachereffectivelyusesmultipleandappropriatetypesofassessmentdatatoidentifyeachstudents’learningneedsandtodevelopdifferentiatedlearningexperiences.6(h):Theteacherpreparesalllearnersforthedemandsofparticularassessmentformatsandmakesappropriateaccommodationsinassessmentsortestingconditions,especiallyforlearnerswithdisabilitiesandlanguagelearningneeds.7(d):Theteacherplansforinstructionbasedonformativeandsummativeassessmentdata,priorlearnerknowledge,andlearnerinterest.
TESL 471 27
EssentialKnowledge
2(i):Theteacherknowsaboutsecondlanguageacquisitionprocessesandknowshowtoincorporateinstructionalstrategiesandresourcestosupportlanguageacquisition.6(j):Theteacherunderstandsthedifferencesbetweenformativeandsummativeapplicationsofassessmentandknowshowandwhentouseeach.6(k):Theteacherunderstandstherangeoftypesandmultiplepurposesofassessmentandhowtodesign,adapt,orselectappropriateassessmentstoaddressspecificlearninggoalsandindividualdifferences,andtominimizesourcesofbias.6(p):Theteacherunderstandshowtopreparelearnersforassessmentsandhowtomakeaccommodationsinassessmentsandtestingconditions,especiallyforlearnerswithdisabilitiesandlanguagelearningneeds.7(l):Theteacherknowswhenandhowtoadjustplansbasedonassessmentinformationandlearnerresponses.
CriticalDispositions
4(q):Theteacherrecognizesthepotentialofbiasinhis/herrepresentationofthedisciplineandseekstoappropriatelyaddressproblemsofbias.6(r):Theteachertakesresponsibilityforaligninginstructionandassessmentwithlearninggoals.6(t):Theteacheriscommittedtousingmultipletypesofassessmentprocessestosupport,verify,anddocumentlearning.6(u):Theteacheriscommittedtomakingaccommodationsinassessmentsandtestingconditions,especiallyforlearningwithdisabilitiesandlanguagelearningneeds.
CECStandard4:InstructionalStrategiesCECStandard7:InstructionalPlanningCECStandard8:Assessment
ICC4S2 Teachindividualstouseself-assessment,problemsolving,andothercognitivestrategiestomeettheirneeds
ICC7S5 Usetaskanalysis
ICC8S4 Developormodifyindividualizedassessmentstrategies
ICC8S5 Interpretinformationfromformalandinformalassessments
TESL 471 28
ResultsAlignedtoObjectivesandStandards
CourseObjectivesRelatedTESOLStandards
INTASCStandardsAddressed
CECStandardsAddressed
Measurement/Evaluation
Objective1:ThelearnerwillbeabletodiscussandevaluatepastandcurrentpolicyandlawsrelatedtoELLeducation.
5.a.2
Reflections,classdiscussion,midterm,final
Objective2:ThelearnerwillbeabletoidentifyandevaluatethedifferentprogramapproachesandmodelsofinstructionavailableforELLs.
5.a.1
Reflections,classdiscussion,presentation,midterm,final
Objective3:ThelearnerwillbeabletoexplainandevaluatesecondlanguageacquisitiontheoriesforELLs.
1.b.1,1.b.2
2(i),7(i)
Reflections,classdiscussion,presentation,midterm,final
Objective4:Thelearnerwillbeabletoarticulateandapplythecomponentsoflanguage(phonology,morphology,syntax,semantics,&pragmatics)toELLs.
1.a.1,1.a.2,1.a.3,1.a.4,1.b.3
2(i),3(f),3(l),8(a);8(h),8(n),8(q)
Reflections,classdiscussion,presentation,lessonplans,midterm,final
Objective5:ThelearnerwillbeabletoplanlessonsusinginstructionalstrategiesforaccommodatingthelinguisticandacademicneedsofELLsandevaluatethelessons’effectiveness.
3.a.1,3.a.3,3.a.4,3.a.5
2(i),3(l),4(a),4(h),4(l),6(b),6(r),6(u),7(a),7(b),7(c),7(g),7(i),7(j),7(m),7(q),8(a),8(e),8(f),8(h),8(p)
ICC4S1,ICC5K3,ICC7S67,ICC7S10,ICC7S11
Reflections,classdiscussion,presentation,lessonplans
Objective6:Thelearnerwillbeabletoidentifyelementsofculturalbiasininstructionalsettings/assessmentandtheirimpactonESLteachingandlearningforELLswithandwithoutdisabilities.
2.a.,2.b,2.c,2.d,2.e,2.f,2.g
4(m),4(o),4(q),7(i),10(m),10(o) ICC3K4,
ICC9K1
Reflections,classdiscussion,presentation,lessonplans
TESL 471 29
Objective7:Thelearnerwillbeabletodevelopunbiased,authenticassessmentsforELLs,demonstratingunderstandingoftheinterdependentrelationshipbetweenteachingandassessment.
4.a.2,4.a.3,4.a.4,4.a.5,4.b.2,4.b.3,4.c.1,4.c.2,4.c.3,4.c.4
2(i),4(q),6(a),6(b),6(e),6(g),6(h),6(j),6(k),6(p),6(r),6(t),6(u),7(d),7(l)
ICC4S2,ICC7S5,ICC8S4,ICC8S5
Reflections,classdiscussion,presentation,lessonplans
top related