T & L 413

August 21-November 10, Fall 2006

Introduction to English as a Second Language for K - 8 Teachers

(Intro ESL K-8)

Section 1: F 9:10a-2:40p

Section 2: Th 9:10a-12:40p

Ed Addition 116

 

Instructor: Dr. Joy Egbert

Office: CL 340

Phone: 335-7277

E-mail: jegbert@wsu.edu

Office Hours: Th/Fr 1p-2p and by appointment


Rationale and Purpose

In all probability, almost every classroom teacher at some point in his or her career will be responsible for the education of at least one student who does not speak English, who is learning English, or who speaks English as a second language.  With the current political trend to abolish bilingual education and establish English-only programs that will mainstream non-English speaking students as quickly as possible (California, Arizona, Utah, etc.), the role of the classroom teacher in educating linguistically and culturally diverse students will be critical to their success.  Yet many mainstream teachers feel unprepared to teach these students without benefit of adequate pre-service or in-service preparation that deals specifically with second language acquisition and its relationship to learning academic subjects, as well as to learning the culture of school.

 

The purpose of this course is to provide elementary education majors with research-based practical knowledge that they will be able to apply in a variety of instructional contexts to insure the success of minority students from diverse linguistic and cultural backgrounds.   Students will develop an understanding of basic concepts of second language processing in a variety of language learning contexts.  They will develop skills that will enable them to teach students when they do not speak their students' language(s) yet are responsible for making sure those students learn and meet the state standards for their grade.

 

Course-Specific Objectives

        Students will participate in activities that will enable them to do the following:

 

  1. discuss pedagogical and organizational features of different program models serving linguistically diverse students;  (WAC 270 (1.b, c, e, l); 82-338 (1, 3, & 4)] 
  1. analyze diverse social, cultural, political, academic, and linguistic factors that need to be  considered  in the development of programs to educate language minority students;   (WAC    270 (1.c, d, e, m, o, & p); 82-300 (1 & 4) 
  1. analyze and evaluate the appropriateness of instructional activities and materials designed for use with native English speakers for their use with linguistically and culturally diverse students;  [WAC 270 (1.a,b, e, l, m, o, ri, & rii); 82-338 (1, 2 & 5)] 
  1. develop and articulate a personal definition of culture;  [WAC 82-338 (2)] 
  1. develop an understanding of and ability to analyze cultural factors and their influence on   general classroom interaction, teaching and learning strategies, and methods;  [WAC 270 (1.c, l, m, o); 82-338 (2 & 5)] 
  1. apply principles of ESL and bilingual instructional techniques to develop lessons and  instructional  activities; [WAC 82-338 (1, 2, 3, 4, & 5)] 
  1. apply principles of ESL instructional techniques to the evaluation of textbooks, materials and instructional practices used in bilingual and ESL settings; and [WAC 264 (5.b); 270 (1.s); 82-338 (1 & 5)]
  1. identify strategies to help linguistically and culturally diverse students make smooth transition to the regular academic program where instruction is all in English. (WAC 270  (1.a, e, l, m, & p); 330 (2 & 5)]

 

Program-Specific Objectives (WACs)

 

1.  Demonstrate knowledge of the state goals and EALRs in the development of ESL instructional curriculum and materials.  [WAC 270 (1.a); 300 (1, 3, & 5)]

2.  Demonstrate skills in instruction of, curriculum development in, and assessment of EALRs in a variety of content areas as they pertain to bilingual education.  [WAC 264 (5.a & c); 270 (1.a, s, & t); 82-300 (1, 2, 3, & 5)] 

3.   Apply research-based and experience-based principles of effective practice for encouraging the intellectual, social, and personal development of students.  (WAC 270 (1.l); WAC 82-300 (1, 2, &4) 

4.   Apply effective instructional strategies for students at all levels of academic abilities and talents.[WAC 270 (1.m & o); 82-300 (1, 2, 3, & 5)]

5.   Apply instructional strategies for developing reading, writing, critical thinking, and problem solving skills.  [WAC 270 (1.o)]

6.   Demonstrate the ability to have a positive impact on student learning with language arts specific, as well as content area EALRs. [WAC (1.a & p); 82-300 (3)]

 

Student Responsibilities

There is no way to have more fun, be more fulfilled, and make a bigger difference in individual lives than making a difference in the lives of language minority students. Of course, there is often no better way to be more frustrated, depressed, and burned out, too! You won't learn everything you need to know about teaching language minority learners in this course. You do have the opportunity, however, to understand and practice many things. To take this opportunity, you should participate actively and do all the work in such a way that you would be proud to share it with colleagues and superiors. In these ways, you'll demonstrate not only your knowledge, but also your commitment and collegiality. You'll also be well on your way to becoming a great role model and a true professional.

In this class "professionalism" is defined by a variety of concrete and abstract characteristics including presentation of work (clear, concise, error-free), presentation of self (respectful, thoughtful, open), and presentation of knowledge. More details on these and other university policies can be found below.

 

 

Policy for Professional Communication:  The faculty members, instructors, and teaching assistants in the Elementary Education program emphasize the importance of effective written and oral communication for teachers.  Students of the program are expected to demonstrate that they can meet standards of professional communication on all of their assignments.  A students who fails to adhere to the conventions of writing (e.g. makes consistent grammatical and/or spelling errors, frequently misuses words or phrases, fails to organize writing in an effective manner) may be required to work with the Writing Center or complete additional coursework. Students who fail to meet expectations after being provided with opportunity for remediation and improvement may be removed from the program. Students will also be held accountable for demonstrating that they are capable of clear and professional verbal communication.

 

Policy for Class Attendance : First Week of Classes: In accordance with University Policy, Òstudents who have not attended class during the first week of the semester may be dropped from the course by the department. (Students should not assume they have been dropped without verification from the department or RegistrarÕs Office.) Students having extenuating circumstances which prevent their attendance during the first week should notify the Office of Student Affairs. . . Valid reasons for missing classes do not relieve students of making up the work missed.Ó

 

Policy for Attendance:  This course meets requirements for state legislated credentials; therefore, attendance is mandatory.  In accordance with University Policy, Òany student who is required to participate in off-campus university-sponsored activities  . . . should obtain an official Class Absence Request form from the faculty or staff member supervising the off-campus activity. The form must contain specific information concerning the activity and date, signed by the supervising faculty or staff member, and be submitted by the student at least one week in advance to the individual instructors of the studentÕs classes. . . These University sponsored absences are subject to an instructorÕs attendance policy and are not intended to imply additional acceptable absences. In all instances, it is the studentsÕ responsibility to make up all work missed.Ó Also in accordance with University policy, other absences may be considered ÒexcusedÓ when they involve certain medical or other emergencies. Such absences may be accommodated when contact is made in advance, and all work is completed within the assigned week.  Tardiness and/or leaving during breaks or during the class session will be counted as an absence. For Block III courses: Students who accrue two unexcused absences essentially failed to complete more than 16% of the course and will receive a grade of ÒDÓ or lower.

 

Policy on Academic Integrity: As an institution of higher education, Washington State University is committed to principles of truth and academic honesty. All members of the University community share the responsibility for maintaining and supporting these principles. When a student enrolls in Washington State University, the student assumes an obligation to pursue academic endeavors in a manner consistent with the standards of academic integrity adopted by the University. To maintain the academic integrity of the community, the University cannot tolerate acts of academic dishonesty including any forms of cheating, plagiarism, or fabrication. Washington State University reserves the right and the power to discipline or to exclude students who engage in academic dishonesty. To that end, the University has established the following rules defining prohibited academic dishonesty and the process followed when such behavior is alleged. These rules incorporate Washington State UniversityÕs Academic Integrity Policy, the University-wide document establishing policies and procedures to foster academic integrity. This policy is applicable to undergraduate and graduate students alike, as it pertains to dishonesty in course work and related academic pursuits. In cases of dishonesty in research and original scholarship, the UniversityÕs Policy and Procedural Guidelines for Misconduct in Research and Scholarship may take precedence over the policies and procedures contained herein.

 

Disability Resource Center: Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodations needed for the course. Late notification may mean that requested accommodations might not be available. All accommodations must be approved through the Disability Resource Center located in the Administration Annex Room 205, 335-3417.  

Texts

 

á        Short, D., & Fitzsimmons, S. (2004). SIOP Model Digest Series. Center for Applied Linguistics (this is a readings packet).

á        Cary, S. (2000). Working with second language learners: Answers to teachersÕ top ten questions. Portsmouth, NH: Heinemann.

á        Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd Ed). Alexandria, VA: ASCD.

á        Other selected readings and materials.

 

Recommended Readings and Resources

Baker, C. (1993). Foundatons of bilingual education and bilingualism. Bristol, PA: Multilingual Matters.

Chamot, A., & O'Malley, J. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. New York: Addison-Wesley.

Faltis, C. & Hudelson, S. Bilingual Education in elementary and secondary school communities: Toward understanding and caring. Boston, MA: Allyn & Bacon.

Genesee, F. (Ed). (1994). Educating second language children. New York: Cambridge University Press.

Green, N. (1993).Curious and creative: Critical thinking and language development. Reading, MA: Addison Wesley.

Hall, D. (1998). Assessing the needs of bilingual pupils: Living in two languages. London: David Fulton Publishers.

Meyers, M. (1993). Teaching to diversity. Reading, MA: Addison-Wesley.

Peyton, J. (Ed.) (1990). Students and teachers writing together: Perspectives on journal writing. Alexandria, VA: TESOL.

Richard-Amato, P., & Snow, M. (1992). The multicultural classroom: Readings for content-area teachers. New York: Longman.

Rigg, P., & Allen, V. (1989). When they don't all speak English. Urbana, IL: NCTE.

Samway, K., Whang, G., Pippitt, M. (1995).Buddy Reading.Portsmouth, NH: Heinemann.

Samway, K., & McKeon, D. (1999). Myths and realities: Best practices for language minority students. Portsmouth, NH: Heinemann.

Schinke-Llano, L., & Rauff, R. (1996). New ways in teaching young children (New Ways in TESOL Series II). Alexandria, VA: TESOL. (Also see any other of the New Ways series).

Short, D. (Ed) (1999). New ways in teaching English at the secondary level. (New Ways in TESOL Series II). Alexandria, VA: TESOL.

 

Web Sites for Additional Information and Resources

http://www.nabe.org           

http://www.educ.wsu.educ/esl/esl.html

http://www.tesol.edu          

http://www.pacificnet.net/~sperling/eslcafe/htm

http://www.ncbe.gwu.edu   

http://www.ospi.wednet.edu