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Course Overview and Rationale: The demographic profile of California's public schools makes it imperative that ALL teachers have professional knowledge of the pedagogical foundations for teaching in a diverse society. The purpose of this course is to provide students with the philosophical, theoretical, and instructional foundations for understanding the schooling experiences of English language learners. Within this broader context, historical, legal and policy issues will be examined to assess their impact on school practices and student performance. Candidates will examine and understand key concepts such as; first and second language acquisition, language proficiency, comprehensible input, academic development, and parental involvement. Thus, as more knowledgeable, teachers candidates can begin to think about your own professional knowledge, beliefs and practices and be better prepared to each in California’s schools.
Relevant Professional Standards: See Attachments
1) 2042 Course Standards / Objectives
2) California Standards for the Teaching Profession
3) Standard 20.5: Use of Computer-Based Technology in the Classroom
Course Goals / Learning Objectives:
Knowledge
1. Candidates will demonstrate conceptual knowledge of the philosophy, design, goals and characteristics of school-based organizational structures designed to meet the needs of English learners.
[2042/13(a)], (CSTP 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.5, 3.5, 5.1, 5.2, 5.4)
2. Candidates will demonstrate declarative knowledge of relevant state and federal laws pertaining to the education of English learners, and how they impact student placements and instructional programs.
[2042/13(c)], (CSTP 4.1, 5.4, 6.1)
3. Candidates will demonstrate declarative knowledge of linguistic development, first and second language acquisition and how first language literacy is related to second language development.
[2042/ 13(d)], (CSTP 1.1, 1.2, 2.5, 4.1, 4.2, 4.3, 4.4, 4.5, 5.2, 6.1)
4. Candidates will demonstrate declarative knowledge of the importance of students’ family and cultural backgrounds and experiences.
[2042/13(h)], (CSTP 1.1, 4.1, 6.3, 6.4)
Skills
5. Candidates will be able to differentiate between various curricular and instructional approaches used to school English language learners. (CSTP 1.2 )
6. Candidates will be able to differentiate between state and federal policies and mandates which impact the education of English language learners. (CSTP 6.1)
7. Candidates will be able to differentiate between conversational language and academic language and between comprehensible instruction and non-comprehensible English language instruction. (CSTP 3.5, 5.2)
8. Candidates will be able to differentiate between schools that have coherent school site plans for parental involvement and those that do not. (CSTP 6.4)
9. Candidates will demonstrate competence in the use of electronic research tools (e.g., access the Internet to search for, and retrieve information). (2042/9h), Standard 20.5/2.7
Dispositions
10. Candidates will develop a critical disposition toward curricular and instructional approaches which have traditionally not served English language learners well.
11. Candidates will begin to develop a more empathetic disposition to the role of the courts and the legislatures in the education on English language learners.
12. Candidates will begin to develop a more empathetic disposition toward the linguistic resources students bring to school and the schools role in developing the students learning potential.
13. Candidates will develop a more positive attitude toward the social and community nature of individual learning and teaching.
Course Readings:
1) Lessow-Hurley, J. (2000). The Foundations of Dual Language Instruction. Third edition, Longman.
2) Faltis, C. (2001). Joinfostering: Adapting Teaching Strategies for the Multicultural Classroom. New York, NY: MacMillan Pub.Co.(Third edition).
3) WestEd (2003). The Map for Teaching and Assessing California’s English Language Development and English
Language Arts (Second edition). (Online Version)
Quick Reference Handbook for Adapting Lessons for English Learners- CELDT Stages (username: guest password: pt3guest)
Course Requirements:
1) Preparation / Attendance / In-Class Participation – 10 points
2) Internet Assignment (due session 2, instructions attached) – 10 points
3) Midterm (session 6, instructions attached) – 20 points
4) Field Assignments (due sessions 4, 7, & 9, instructions attached) – 30 points
(3 field assignments, 6 hours to be completed in an approved public school setting, 3 x 10 points each)
5) Curriculum and Instructional Matrix (due session 8, instructions attached) – 10 points
6) Course Evaluation (due session 9, form attached) – Non-Graded
7) Field Assignment LOG and EVALUATION forms – Non-Graded
(due session 10, pages 75 & 77 of MS Handbook)
8) Final (due session 10, instructions attached) – 20 points
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– 100 points
Evaluation / Grade Distribution:
In all participation and assignments (whether in-class or out-of-class), I am looking for evidence of:
– understanding and application of facts, concepts, terms, and processes learned/read/discussed in class;
– demonstration of substantial knowledge and higher order thinking and analytic skills;
– critical reflexivity, i.e., “wrestling” with issues and topics;
– frequent and appropriate use of new and reconstituted knowledge learned in class;
– imaginative thinking and responses to challenges/problems/issues;
– “reading between the lines” and “digging” into underlying assumptions about knowledge production;
– clarity of expression and logical connection among ideas expressed;
– scholarly writing that reflects precise and concise thinking;
– no or few errors in grammar, syntax, and spelling; and
– where methodologically appropriate, general format and reference style consistent with the Publication Manual of the American Psychological Association (APA) and CSUSB College of Education.
The grade assignment, based on points, is as follows:
A: 94 - 100 A-: 90 - 93 B+: 87 - 89 B: 83 - 86 B-: 80 - 82
C+: 77 - 79 C: 73 - 76 C-: 70 - 72 D: 65 -69 F: 64 and below
Policies and Rules: I hope our time together can be not only painless and informative, but also fun and interesting. However I expect you to respect the following rules.
1) You must come to class prepared to discuss in detail the readings and topics assigned.
2) All written assignments must be typed with cover page, headings, double spaced, paginated and stapled.
3) Late papers / assignments will not be accepted, except by approval of the professor. Approval must be arranged ahead of time. You will lose 5 assignment grade-points per class session beyond the due date. Therefore, complete work as early as possible to accommodate unforeseen circumstances. Sometimes this means that shaky and on time is better than late and great.
3) If an emergency arises, it is your responsibility to advise me ASAP via voice or E-mail.
4) It is also your responsibility to sign in after every class meeting to receive credit for the attendance and participation component.
5) It is expected that chauvinist language (racist, sexist, etc...) be avoided.
6) Automatic failure will result from cheating, submitting work prepared by another, or plagiarism.
7) Remain respectful of others, no disruptive behavior.
8) There are no late finals!!!
9) Be advised that the out-of-class-time requirements for this course may be heavy. As you read the syllabus, please pay close attention to these requirements. Make sure that your course load for this quarter and / or your job hours will permit you to devote the necessary time to be successful in this course.
