syllabus tesl 471 1003 b huerta - unlvcoe.orgunlvcoe.org/syllabi/sites/default/files/tesl 471 1003...

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.

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

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)

• GroupPresentation:AprofileofEnglishlanguagelearners(languageandculture)

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AssignmentDue

Sept.19,Mon. Application

• LessonplansfocusedonelicitingandbuildingELLs’backgroundknowledge

o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby

11:59PM• Restofclass:Printout,bring,andturninLessonPlan

EvaluationTemplateinclass.

Sept.21,Wed. Application

• LessonplansfocusedonelicitingandbuildingELLs’backgroundknowledge

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)

Sept.28,Wed.

Semantics,Pragmatics,&Non-

verbalCommunication

• Chapters9–11• Communicatingcross-

culturally:Whatteachersshouldknow(Pratt-Johnson,2005)

• GroupPresentation:PartsoflanguageandapplicationtotheELLclassroom(semantics,pragmatics,&non-verbalcommunication)

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AssignmentDue

Oct.3,Mon.

Discourse&DialectalVariations

• Chapter12&13• ExtendingEnglish

languagelearners’classroominteractionsusingtheresponseprotocol(Mohr&Mohr,2007)

• GroupPresentation:Discourse&Dialects

Oct.5,Wed.

DevelopmentoftheEnglishLanguage

&First/SecondLanguageAcquisition

• Chapter14,15,&20• HowdidEnglishevolve?

(Gardoqui,TedED)Originals)

• GroupPresentation:Firstandsecondlanguageacquisitionstagesandlanguagelearningerrors

Oct.10,Mon Application

• LessonplansfocusedonthepartsoflanguageapplicableandengagingtoELLstudents

EvaluationTemplateinclass.

Oct.12,Wed. Application

• LessonplansfocusedonthepartsoflanguageapplicableandengagingtoELLstudents

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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AssignmentDue

learning:Whateveryteacherneedstounlearn(McLaughlin,1992)

• Skim:Commonassumptionsvs.theevidence:EnglishlanguagelearnersintheUnitedStates:AReferenceGuide(Gil&Bardack,2010)

Oct.26,

Wed.First/SecondLanguageAcquisitionTheories

• Chapter17• StephenKrashenon

LanguageAcquisition(YouTubeVideo)

• GroupPresentation:Firstandsecondlanguageacquisitiontheoriesandmodels

10 Oct.31,Mon.

MeetingELLNeeds&StrategiesandStyles

• Chapters18,19• Integratedcontentand

languageinstruction(Sherris,2008)

• Skim:WIDA(https://www.wida.us/)

• GroupPresentation:ELLstrategies&styles

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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AssignmentDue

(CALLAorSIOP)o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby

EvaluationTemplateinclass. Nov.9,

Wed.Application • LessonplansfocusedonaspecificELLstrategyorstyle

(CALLorSIOP)o LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby

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

EvaluationTemplateinclass.13 Nov.21,

Mon.Application • LessonplansfocusedonaspecificELLstrategyorstyle(5-E)

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

• GroupPresentation:ELLs&

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AssignmentDue

teachers(Fregeau&Leier,2008)

Assessmento GroupPowerPoint

duebybeginningofclassonWebCampus

15 Nov.28,Mon.

Application • LessonPlansfocusedonauthenticassessmentforELLso LessonplansuploadedonWebCampusbeforeclasso LessonreflectionuploadedonWebCampusby

Wed.Application • Week15-IndividualWeeklyReflectiondueby11:59PMon

WebCampus• LessonPlansfocusedonauthenticassessmentforELLs

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.

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).

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.

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.

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.

Reflections,classdiscussion,midterm,final

Objective2:ThelearnerwillbeabletoidentifyandevaluatethedifferentprogramapproachesandmodelsofinstructionavailableforELLs.

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

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

syllabus tesl 471 1003 b huerta - unlvcoe.orgunlvcoe.org/syllabi/sites/default/files/tesl 471 1003...

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