CALIFORNIA STATE UNIVERSITY, FULLERTONCollege of Education

Department of Secondary EducationEDSC 542F: ADVANCED METHODS FOR TEACHING WORLD LANGUAGES (3 units)

SUMMER 2016

Location: OnlineDay and Time: Asynchronous **Instructor: Tonja Byrom, M. Ed.Office: CP 600-7E-mail: tbyrom@fullerton.eduPhone: (657) 278-3127Office hours: Wednesday 9:30 am-12:30 pm. Additional office hours are available by appointment.Technical support: (657) 278-7777

Table 1: Education Unit Conceptual Framework

EDUCATION UNIT CONCEPTUAL FRAMEWORK

MissionThe College of Education is committed to the preparation and professional development of innovative and transformative educators who advance just, equitable, and inclusive education. As a professional community of scholar-practitioners, we promote creativity, collaboration, and critical thinking as fundamental to student achievement and success in a diverse and interconnected world.

Program Outcomes and IndicatorsAfter successful completion of a program of study, our credential recipients and program graduates are:

1. Knowledgeable and Competent Specialists whoa) demonstrate a strong foundation of knowledgeb) implement effective practice c) use current technologies for teaching and learning

2. Reflective and Responsive Practitioners whoa) advance just, equitable, and inclusive educationb) make informed decisions c) participate in collaborative endeavors d) think critically and creatively

3. Committed and Caring Professionals whoa) demonstrate leadership potentialb) maintain professional and ethical standardsc) engage in continuous improvement

2PROFESSIONAL DISPOSITIONS EXPECTED OF CANDIDATES Faculty model and encourage all candidates to reflect dispositions that represent the values and attitudes expected of professionals in the field of education. These dispositions are based on the Education Unit’s conceptual framework and encompass several behavioral indicators within the three program outcomes. As candidates move through their programs it is expected they demonstrate these dispositions.  Please review the full list of dispositions found at the accreditation and assessment documents section of the COE website.

ISTE /INTERNATIONAL COUNCIL FOR EXCEPTIONAL CHILDREN STANDARDSOur programs are informed by ISTE and/or International Council for Exceptional Children Standards. More information on these standards can be found at http://www.iste.org/ and http://www.cec.sped.org/.

DEPARTMENT OF SECONDARY EDUCATION MISSIONThe mission of the Department of Secondary Education is to develop quality secondary school teachers. We are committed to providing a program that reflects the complex contexts of the secondary classroom and models a professional community where learning is interactive and dynamic. Our philosophy is to prepare educational leaders through a course of study which bases practice upon knowledge of current research in curriculum and instruction. We develop students as life-long learners, reflective practitioners, and change agents who positively influence decision-making in schools and communities to improve the education of adolescents.

RESPONSE TIME I will respond to messages within 48 hours except weekends. You will likely receive a response more quickly, as I am online regularly throughout the day. For general questions or concerns, please contact the EDSC Coordinator at (657) 278-7769.

COURSE DESCRIPTIONEDSC 542: Advanced Methods for Teaching World Languages (3). Prerequisites: California teaching credential and demonstrated subject matter competency in the target language either through passage of the CSET in the target language or completion of an approved Subject Matter Preparation Program (SMPP). Expanded methods in world languages pedagogy focusing on K-12 curriculum and practical application of research-based practices in language education. Meets California state requirements for single subject methods coursework to add authorization.

CANDIDATE LEARNING GOALSThis section presents the learning goals related to the competencies candidates will develop by the end of the course. During interrelated activities in program coursework and fieldwork, all candidates for a Single Subject Credential in a World Language learn specific teaching strategies that are effective in supporting them to teach the national- and state-adopted academic content standards in their content area. Upon completion of this course, all candidates will be able to demonstrate the following competencies:

1. Design and implement differentiated instruction based on the levels of language proficiency and theindividual needs and strengths of the range of language learners in the classroom (TPEs 4, 6, 8, 9);2. Provide integrated, proficiency- and communication-based instruction and assessment with acommitment to teaching and learning using the four language skills of listening, speaking, reading, and writing, including the use of assessment results to inform and plan instruction that advances the learning of all language students (TPEs 1-11);3. Implement effective language development strategies to engage students and promote numerousopportunities for developing oral language across the curriculum (TPEs 1-11);4. Design instruction that improves students’ reading comprehension, including students’ ability to

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3access grade-level texts of increasing depth and complexity and activate background knowledge, make connections, synthesize information, and evaluate texts (TPEs 1, 2, 4, 5, 6, 10);5. Provide writing instruction on conventions, domains, research, and applications that address alllevels of proficiency (TPEs 1, 2, 4, 5, 6, 10);6. Design instruction that improves students’ ability to critique texts and media for point of view, bias,power, validity, truthfulness, persuasive techniques, and appeal to both friendly and critical audiences (TPEs 1, 2, 4, 5, 6, 10);7. Emphasize critical thinking and evidence of student learning to inform their best practices inteaching; and,8. Effectively use technology to support and enhance their instruction as well as instruct students onhow to utilize it as a tool for conducting research (TPEs 2, 5, 9, 10, 11, 13).

In addition to the above, candidates in English Language Development (ELD), upon completion of this course, will also be able to demonstrate the following:

1. Teach students about the norms and values of US cultures, the culture of schooling and how to accessschool and community resources (TPEs 1, 4, 5, 7, 8);2. Design instruction that provides academic language development instruction emphasizing discourse that leads to the production of complex texts (TPEs 1, 2, 4, 5, 7, 8, 10, 11); and,3. Design instruction that provides systematic vocabulary development that emphasizes high utility words used across curricular areas (TPEs 1, 2, 4, 5, 7, 8, 10, 11).

REQUIRED TEXTS1. Clementi, D., & Terrill, L. (2010). The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design (4th ed.). Boston: Heinle-Cengage Learning. ISBN: 09896532202. Adair-Hauck, B., Glisan, E. W., & Troyan, F. J. (2013). Implementing integrated performance assessment. Alexandria: American Council on the Teaching of Foreign Languages. ISBN: 978-0-9705798-6-7

ADDITIONAL REQUIRED MATERIALS ALL Candidates:

1. National Governors Association Center for Best Practices (NGA Center for Best Practices) & Council of Chief State School Officers (CCSSO) (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.: NGA Center for Best Practices & CCSSO. Available at: http://www.corestandards.org/ELA-Literacy/ 2. National Standards in Foreign Language Education Project (NSFLEP). (2015). World-Readiness standards for learning languages (W-RSLL)(4th ed.). Alexandria: NSFLEP. Available at: http://www.actfl.org/publications/all/world-readiness-standards-learning-languages#sthash.DZMo1vzs.dpuf 3. Chaplin, M., Gaglio, T., Guillen, O., & Rossen-Niess, S. (2013). Scaffolds for Supporting English Learners within the Common Core State Standards (2nd ed.). Costa Mesa: Orange County Department of Education. Click on the link to purchase in English, Spanish, or Chinese for $4.99:http://www.ocde.us/SSI/Documents/Scaffold%20Booklet%20Order%20Form%202%5B1%5D.PDF

Languages Other Than English (LOTE) Candidates:1. California Department of Education (2003). Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve. Sacramento: CDE Press. Available at: http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.pdf. ISBN: 0-8011-1570-1

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42. California Department of Education (2010). World Language Content Standards for California Public Schools: Kindergarten through Grade Twelve. Sacramento: CDE Press. Available at: http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.pdf. ISBN: 978-0-8011-1706-03. Partnership for 21st Century Skills (P21)(2011). 21st Century Skills Map for World Languages. Washington D.C.: P21. Available at: https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

English Language Development (ELD) Candidates:1. California Department of Education ELA/ELD Framework. Available at: https://www.mydigitalchalkboard.org/cognoti/content/file/resources/documents/ad/ad15f21e/ad15f21e0520f06d3124160c405f7082b5a849fd/FrameworkFINALJuly2015.pdf 2. California Department of Education (2012). California ELD Content Standards. Sacramento: CDE Press. Available at: http://www.cde.ca.gov/sp/el/er/eldstandards.asp 3. Partnership for 21st Century Skills (2011). 21st Century Skills Map for English. Washington D.C.: P21. Available at: http://www.p21.org/storage/documents/21st_century_skills_english_map.pdf

ATTENDANCEAttendance in this course is mandatory. However, your attendance and participation will be based on timely interactions with course materials and peers via discussion forums and other online participatory methods.

GRADING POLICY AND COMPONENTS FOR THIS COURSE This course is letter grade only - A, B, C, D, F.  A grade of “B” or better is required to receive credit. Theplus (+) minus (-) grading system will NOT be used.

Grading ScaleA B C D F

90-100% 80-89% 70-79% 60-69% 0-59%

Grading Components

Assignments Percent of Total Grade

Discussion Forums and Blog Entries 20%

Teacher Website 30%

Quizzes and Evaluations 20%

Unit Plan and Components 30%

EXTRA CREDIT OPTIONSNo extra credit is available.

ASSIGNMENTS (Descriptions follow.)All assignments must be submitted through TITANium by Sunday at 11:59 pm (PST) of the week they are assigned. The required assignments for the course are the following:

1. Declaration of Credential Area2. Discussion Forums and Blog Entries;3. Teacher Website; 4. Formative Assessments (FA);

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55. CI Checklist Tool; and, 6. Unit Plan and components.

LATE ASSIGNMENTS Grades for late assignments and required forms will be reduced by 10% each day after the assignment due date unless approval for late work is given in advance.

ASSIGNMENT DESCRIPTIONS DECLARATION OF CREDENTIAL AREA (LANGUAGE OF FOCUS)All students must declare their language-specific credential area. This is because the frameworks and standards upon which students will focus are different depending on whether they are adding a credential in English Language Development (ELD) or a Language Other Than English (LOTE). If adding a credential in a LOTE, please also specify which language (i.e. Spanish, Chines, French, etc.). Students can declare their area of study by completing this template (also included as an attachment in TITANium). Once students identify their language focus, students need to be sure they are cognizant that assigned reading options they select are those specific to either ELD or LOTE (when applicable). In any module where students are expected to focus on material specific to their credential area language, it will be clearly posted which resources are for which credential.

DISCUSSION FORUMS AND BLOG ENTRIESCandidates are required to read information related to Second Language Acquisition (SLA) research, world language pedagogy, assessment, language proficiency, and national- and state-adopted content standards. These readings include textbook chapters as well as the reading of subject-specific frameworks and content standards. Candidates are expected to complete all required readings prior to class and participate in discussions of the reading and hands-on application of the reading content in class and coursework.

Candidates are also required to submit responses to specific prompts related to course readings and discussion topics. Responses should be concise, yet be coherent enough to completely address the prompt(s). Responses must be submitted through either the discussion thread or blog assignment link in TITANium and will be graded using the Discussion Scoring Guide.

TEACHER WEBSITECandidates will create a Teacher Website; a space on the web where you can share work and ideas, pictures and links, videos and media -- and anything else you can think of. Within a few minutes, you can create a website that is live on the web, and you can make edits and additions just as quickly. Thus, websites are a great way for teachers to communicate with students and families. Some teacher sites are hosted by the district or school servers, but many are created with commercial applications.

The creation of your World Languages Teacher Site will begin in Module 1 and be completed in Module 8. You'll be adding blogs and instructional materials to your site throughout the course. In the end, you'll have your own teacher website that provides links to great student resources and includes access to your thematic unit plan.

COMPREHENSIBLE INPUT (CI) CHECKLIST TOOLCandidates will complete multiple observations of teachers (via technology embedded in the course site). Many of these observations will be guided by the CI Checklist created by Donato and Smith. These observations are

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6designed to help deconstruct core, or high-leverage, practices in language education. Deconstruction of these practices is critical to effective teacher education in language learning.

UNIT PLANCandidates will create a world language unit plan using backwards design to plan standards-, proficiency-, and communication-based thematic lessons; this unit plan will serve as the candidates’ first attempt at planning a thematic, culturally-based unit in world languages. The final unit plan is not due until the last week of class and includes all documents (i.e. presentations, handouts, assessments, rubrics, etc.) for the unit. It must lead with culture and include instruction, practice, and assessment in the four major language skills (reading, writing, speaking, and listening) and all three modes of communication (interpersonal, interpretive, and presentational). Candidates are required to use the course template and all materials will be created within the teacher website.

TECHNICAL REQUIREMENTS COURSE WEBSITE (CSUF TITANium)Online course information is available on CSUF TITANium. Go to http://www.fullerton.edu/ and sign in to your student portal. Click on TITANium to access the course. Students are expected to read the announcements in TITANium each week during the duration of the course. Contact the Help Desk (657) 278-7777 for Technical Difficulties.

COURSE COMMUNICATIONAll course announcements are sent through TITANium which only uses CSUF email accounts. Additionally, any email communication from your instructor will be sent to your CSUF email account only. Therefore, you MUST check your CSUF email on a regular basis (several times a week) for the duration of the course.

WEB COURSE REQUIREMENTSThis course requires students to use the internet to meet course requirements. Students who enroll in a WEB course MUST:

1. Abide by the Single Subject Credential Program technology competency policy;2. Have frequent and dependable internet access with a high speed modem; 3. Utilize the latest version of a reliable web browser (preferably Firefox or Safari; Chrome does not always work well with TITANium); 4. Utilize a computer that has anti-virus software installed; 5. Utilize Microsoft® Office 2010 (Word, PowerPoint, Excel, Publisher), Adobe Acrobat, and a variety of Web 2.0 tools;6. Type and electronically submit all assignments through TITANium; and,7. Be WEB savvy (know how to search, troubleshoot, bookmark, use web collaboration and social networking sites, etc.).

NETIQUETTEEach student is expected to conduct himself/herself in a professional manner during the class - taking full advantage of the learning opportunities available. This includes completing all online discussions (for classes arranged to be online) and assignments, adhering to proper netiquette, and so on. Netiquette refers to a set of behaviors that are appropriate for online activity - especially with email and threaded discussions. The core rules of netiquette can be found at http://www.albion.com/netiquette/corerules.html. Please read through these netiquette rules to ensure that you are familiar with what will be the expected online behavior for this course.

UNIVERSITY INFORMATION CSUF WRITING CENTER

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7The Writing Center offers all registered CSUF students the opportunity to receive writing assistance. In half hour long tutorials, the students who come to the Writing Center will work with a tutor to create and/or improve specific assignments and, more importantly, to improve their overall writing skills. Students can expect to engage in conversation about their assigned topics, the point or thesis of their writing, ways to organize and develop ideas, or how to improve sentence structure and mechanics so as to convey the intended meaning of the essay.  The Writing Center is located in on the first floor of the Pollak Library North, on the campus of California State University, Fullerton, (657) 278-3650. (http://english.fullerton.edu/writing_center/)

UNIVERSITY LEARNING CENTERThe goal of the University Learning Center is to provide all CSUF students with academic support in an inviting and contemporary environment.  The staff of the University Learning Center is carefully selected and trained to assist students with their academic assignments, general study skills, and computer user needs. The ULC is located in the Pollack Library North, 2nd Floor. The services that the ULC provide to the CSUF students include an open computer lab, tutoring, workshops, online tutoring, and collaborative learning. The online tutoring option allows students to submit their paper for constructive feedback. (http://www.fullerton.edu/ulc/)

TITANiumAs a registered student you are enrolled in TITANium. You may access TITANium for all your classes by clicking on your student portal, found on the CSUF website. Problems? Contact (657) 278-5619. If you still need more help, contact (657) 278-7777. Check TITANium weekly, the night before class, for any pertinent or last minute, updated information.

STUDENTS WITH SPECIAL NEEDSPlease inform the instructor during the first week of classes about any disability or special needs that you may have that may require specific arrangements related to attending class sessions, carrying out class assignments, or writing papers or examinations. According to California State University policy, students with disabilities must document their disabilities at the Disability Support Services (DSS) Office in order to be accommodated in their courses.

ACADEMIC DISHONESTY POLICYAcademic dishonesty includes such things cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show a possession of a level of knowledge or skill which he/she in fact does not possess. Cheating is defined as the act of obtaining or attempting to obtain credit for work by the use of any dishonest, deceptive, fraudulent, or unauthorized means. Plagiarism is defined as the act of taking the work of another and offering it as one’s own without giving credit to that source. An instructor who believes that an act of academic dishonesty has occurred (1) is obligated to discuss the matter with the student(s) involved; (2) should possess reasonable evidence such as documents or personal observation; and (3) may take whatever action (subject to student appeal) he/she deems appropriate, ranging from an oral reprimand to an F in the course. Additional information on this policy is available from University Policy Statement 300.021 found at the UPS section of the Academic Senate website.

TWO WEEK PLAN FOR DISTANCE INSTRUCTION SHOULD ON-CAMPUS INSTRUCTION BE INTERRUPTED In case of instruction interruption, please check the course website for weekly instructional activities, which may include multimedia presentations, discussion forums, group work (to be conducted via TITANium

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8groupings), and text and electronic readings. For additional information, please call the California State University, Fullerton Campus Operation and Emergency Closure Information Line: 657-278-4444

EMERGENCY CONTACTIn the event of emergency, contact the University Police at (657) 278-3333. Additional information can be found at the CSUF Emergency Preparedness website.

LIBRARY SUPPORTPollak Library Assistance available for Online Students with online instruction guidelines are available on the CSUF library website. POLICY ON RETENTION OF STUDENT WORKFor the purpose of evaluation, all student work may be retained by the University or its academic employees for a reasonable time. This holds true whether or not the work was produced utilizing State of California resources or materials. Ordinarily, a "reasonable" time for work submitted for a course grade shall be until, at least, the last day of the semester after final grades for the course are assigned.

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TENTATIVE COURSE CALENDAR

10

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Module Topic(s) Readings/Recordings/Videos Assignments (Due Sundays at 11:59 p.m. PST)

1(5/31-6/5)

Welcome &Overview

Why Do We Teach What We Teach?

Course overview Syllabus Framework:

o Languages otherthan English (LOTE)

o ELD

ForeignLanguage Framework for California Public Schools: Kindergarten through Grade Twelve

English LanguageArts/English Language Development Framework for California Public Schools Kindergarten Through Grade Twelve

Keys Chapter 1: 21st Century World Languages Curriculum

Declaration of Credential Area Teacher Website: Beginning Blog 1 Discussion Forum 1 Assignments due on 6/5/16

2(6/6-6/12)

What Should We Teach

and Who Do We Teach in

World Languages?

Standards, Guidelines, and Skill Sets: o LOTE o ELD

CA WorldLanguages Content Standards(including the Language Learning Continuum) ACTFL WorldReadiness Standards ACTFL ProficiencyGuidelines ACTFL ProficiencyDescriptors ACTFL Can-DoStatements CCSS inELA/Literacy (College and Career Readiness Anchors Only including the introduction)

CA ELD Standardsand Proficiency Level Descriptors CCSS inELA/Literacy (College and Career Readiness Anchors) (including the introduction) ACTFL WorldReadiness Standards ACTFL ProficiencyGuidelines ACTFL Can-DoStatements

Learning Objectives in World Languages Keys Chapter 2: Unit Design

Formative Assessment (FA) 1:Presentation of Mind Map of Frameworks, Standards & Language Proficiency Discussion Forum 2 IPA Unit Plan Stage 1 (Foundation) Assignments due on 6/12/16

3(6/13-6/19)

How Should We Teach

World Languages?

Core Practice Overview Deconstructing Core Practice 5: Interpretive Communication IPA Chapter 1: Why the Need for Integrated Performance Assessment?

Discussion Forum 3 IPA Unit Plan: Stage 2 (FA 2) Assignments due on 6/19/16

4(6/20-6/26)

How Do We Design a 21st

Century World

Keys Chapter 5: Curriculum Design IPA Chapter 2: Description and Design Features of IPA Deconstructing Core Practice 2: Interpersonal (Collaborative) Communication Deconstructing Core Practice 1: Target Language Instruction

Blog 2 Unit Plan: Stage 3A (FA 3) Assignments due on 6/26/16