OSU CASCADES. Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014

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1 1 OSU CASCADES Master of Arts in Teaching Program ESOL Endorsement and/or Middle and High School Education Program Winter 2014 TCE 573 Instructional Approaches for ESOL/Bilingual Education (3 credits) Meets: Wednesdays, 5:00-7:50 p.m. Instructor: Cate Hill Phone: The mission of the College of Education is to prepare, inspire and support teachers, counselors, educational leaders, researchers, and volunteers to promote lifelong learning in schools, colleges, universities, communities and workplaces. Embracing an innovative spirit in teaching, research, service, and knowledge dissemination, we are committed to the values of diversity and social justice in a global society. I. Description of course An analysis of current approaches and materials in working with English language learners. Class discussions, presentations, and activities examine and develop units of study, curriculum materials, and assessment strategies for teaching and assessing conversation, composition, literature, and culture of the first and additional languages, and for teaching content of other academic disciplines. II. Relation to knowledge base This course is designed to reflect the Knowledge of the Learner as well as the Social Justice theoretical frameworks represented in the Professional Teacher Education programs available at Oregon State University. Students will learn to systematically critique current ESOL and bilingual teaching approaches (methods and materials) and develop a collection of ideas for conceptually based units and lesson plans to incorporate a theoretical basis for language learning, and design procedures for their teaching methods to meet individual learning styles. Small and large group discussion, and study groups will be used based on the belief that students realities, experiences, values, diversities, and assumptions affect their interpretations and understandings of their own learning. Individual student learning is evaluated through the process of self-assessment and instructor assessment to reflect the learner s own level of achievement and accomplishment over the course of the term. This course addresses the following TESOL/NCATE Standards for P-12 ESL Teacher Education Programs: Domain 1: Language Standard 1.a. Describing Language. Candidates demonstrate understanding of language as a system and demonstrate a high level of competence in helping ESOL students acquire and use English in listening, speaking, reading, and writing for social and academic purposes.

2 2 Domain 2: Culture Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students cultural identities, language and literacy development, and content-area achievement. Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students learning. Standard 2.b. Cultural Groups and Identity. Candidates know, understand, and use knowledge of how cultural groups and students cultural identities affect language learning and school achievement. Domain 3: Planning, Implementing, and Managing Instruction Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English- language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum. Standard 3.b. Managing and Implementing Standards-based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together. Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching. III. Objectives of course 1. To be familiarized with the major instructional approaches and methods of teaching English to speakers of other languages and bilingual education programs in early childhood, elementary, middle level and high school classes 2. To gain the ability to organize and plan language teaching lessons and teach specific language skills (e.g., listening, speaking, reading, and writing) within the context of the content areas in early childhood, elementary, middle level and high school classes 3. To understand current research approaches in ESOL/EFL and bilingual education as it is related to methods and materials 4. To gain the ability to incorporate current methodology into the standards-based proficiency environment in order to adapt and develop curriculum materials to meet English language learners needs in early childhood, elementary, middle level and high school classes 5. To use technology to access resources and demonstrate learning 6. To integrate technology into lessons designed to meet the learning needs of English language learners in early childhood, elementary, middle level and high school classes 7. To gain the ability to design and conduct appropriate assessment activities for English language learners

3 3 IV. Methods of instruction Large group discussion and activities Small group discussion and activities Student presentations V. Course requirements Written Responses: Each Written Response is worth 25 points, should be approximately 1-2 pages in length, and follow APA Guidelines (include a title page), shall be typed using a 12 point, double-spaced font, and edited for spelling and punctuation (unless otherwise directed). Students will cite the text as appropriate and demonstrate increasing competency of course concepts and towards the course outcomes. Responses should reflect understanding of the course content (See scoring guide). Strategy Presentations: (30 pts.) Each student will participate as part of a small group in presenting a given strategy from the Herrell & Jordan text to the rest of the class. Supplementary Materials Project: (60 pts.) Each student will create a collection of visual scaffolds, realia, and manipulatives to accompany a unit of study. 5 Lesson ESOL/Bilingual Theme-Based Unit: (200 pts.) Each student will develop a 5-lesson ESOL unit. The lessons will be typed in the given template for sheltered instruction lessons. They should be centered around a powerful concept, theme, or question in the areas of math, science, or social studies and be accompanied by a content standard being addressed, and at least one TESOL standard (http://www2.gisd.k12.nm.us/standards/esl/index.html). Quizzes: (85 pts.) Three proficiency based quizzes will be given throughout the term, as well as a final quiz in which students will have an opportunity to demonstrate mastery on key concepts from the course. VI. Textbooks Bilingual & ESL Classrooms; Teaching in Multicultural Contexts (fifth edition) by C. Ovando &M. Combs (2012); McGraw-Hill 50 Strategies for Teaching English Language Learners (fourth edition) by A. Herrell & M. Jordan (2012); Pearson Education Inc. VII. VIII. Additional materials Data storage device (flash drive, CD ROM, etc.) Instructor s expectations Students will demonstrate respectful behavior towards other students, the instructor, and all OSU Cascades faculty and staff. Attendance: Attendance is required in order to pass the class; please contact the instructor in the case of an emergency or an extenuating circumstance. Class Participation: Students are expected to arrive each day prepared to discuss assigned reading and to actively participate in all class activities. Graduate Level Writing Expectation: All written work should be professionally rendered (clear, concise, and free of errors), using APA formatting (Refer to the Purdue Online Writing Lab for general APA guidelines, format and citations: (http://owl.english.purdue.edu/owl/resource/560/01/), title pages, pagination, and spellcheck; and to reflect a professional level of discourse (cite the text as appropriate and

4 4 demonstrate increasing competency of course concepts and towards the course outcomes). Late work will be accepted for partial credit (5% penalty for each day late) with approval from the instructor. Use of technology during class is encouraged for purposes related to the activities at hand (note- taking, research, etc.). Abuse of its use (using technology for social networking, unrelated to class, other coursework, etc.) will result in loss of the privilege for using technology during class for the rest of the term. IX. Evaluation Assignment Points Alignment to Outcomes Written Responses 125 1, 3, 5 Strategy Presentation 30 1, 2, 3, 4 Supplementary Materials Project 60 1, 3, 4 5 Lesson ESOL/Bilingual Theme-Based Unit 200 2, 4, 6, 7 Quizzes 85 1, 2, 3, 4, 5, 6, 7 Total Points 500 IX. Grading The grading scale is shown below in percentages: % = A 73 76% = C 90 92%= A %= C %= B %= D %= B 63 66% = D 80 82%= B % = D %= C+ Less than 60% does not Pass the Course X. Academic Dishonesty and Conduct This course conforms to the Oregon State University Administrative Rules Relating to Student Conduct. Quite simply, I expect you to do your own work. For those of you who need more guidance, the following comes from OSU documents: Academic Integrity--Students are expected to be honest and ethical in their academic work. Academic dishonesty is defined as an intentional act of deception in one of the following areas: Cheating: use or attempted use of unauthorized materials, information or study aids Fabrication: falsification or invention of any information Assisting: helping another commit an act of academic dishonesty Tampering: altering or interfering with evaluation instruments and documents Plagiarism: representing the words or ideas of another person as one's own. For more information, see the E-campus web site under academic dishonesty.

5 5 XI. Student Disability Policy Students with documented disabilities who may need accommodations, who have any emergency medical information the instructor should know, or who need special arrangements in the event of evacuation, should make an appointment with the instructor as early as possible, no later than the first week of the term. In order to arrange alternative testing the student should make the request at least one week in advance of the test. Students seeking accommodations should be registered with the Office of Services for Students with Disabilities." Tracey Bentley-Townlin's phone number in Corvallis is: XII. University Policy Concerning Weapons The carrying and use of weapons on the OSU campus is strictly prohibited. This includes permitted concealed weapons. This policy applies to all OSU controlled properties and facilities, including classroom buildings, administrative buildings, and parking areas (including College Way). The complete OSU weapons policy can be found at GUIDELINES FOR COURSE ASSIGNMENTS: Written Responses: Each Written Response is worth 25 points, should be approximately 1-2 pages in length, and follow APA Guidelines (include a title page, shall be typed using a 12 point, double- spaced font, and edited for spelling and punctuation (unless otherwise directed). Students must cite the text as appropriate and demonstrate increasing competency of course concepts and towards the course outcomes. Responses should reflect understanding of the course content. Written Response #1 Summarize your key understandings about sheltered instruction and it s benefits for English learners. Explain how it is different from typical classroom instruction and why it is a critical component in educating culturally and linguistically diverse students. Cite references from the article or other sources to support your thinking. (Article: Sheltered Instruction: Best Practices for ELLs in the Mainstream; found on Blackboard under Course Documents ) Written Response #2 What do you believe to be the role/responsibility of teachers in providing a meaningful and effective education to students of linguistically, and culturally diverse backgrounds? How are these roles different from those of teachers providing education to students who are from the majority culture? Cite references from the text or other sources to support your beliefs. (Ch. 3 Ovando & Combs) Written Response #3 Researchers and practitioners argue that in K-12 classrooms it is more beneficial to integrate language and content instruction rather than teach them as isolated subjects. Explain why you agree or disagree with them, and cite references from the text or other sources to support your position. (Ch. 4 Ovando & Combs) Written Response #4 Why is social studies considered by many educators and researchers to be more context reduced, cognitively challenging, and alien than most other subjects for English language learners? What are the implications of this for social studies instruction for these students? (Ch. 7 Ovando & Combs)

6 6 Written Response #5 Select one of your 5 lesson plans and reflect upon how your lesson plan incorporates ideas/concepts/strategies from both the Ovando, Collier, and Coombs text and the Herrell & Jordan text. Strategy Presentations Each student will participate as part of a small group in presenting a given strategy from the Herrell & Jordan text to the rest of the class. Participation will be evaluated by self, by group members and by the instructor using a cooperative learning rubric. Supplementary Materials Project Analyze a unit of study and identify all vocabulary and concepts that might be unfamiliar to your ELL students. Create a collection of visual scaffolds, realia, and manipulatives to use while teaching the unit. Your project should include visual scaffolds and a list of realia and manipulatives which will be saved on a disk or other data device to turn in. You will receive 1 point for each item listed and 2 points (up to 60 total) for each visual scaffold. Quizzes: Three quizzes will be given as formative assessments to assess the needs of the class in regards to mastery of material covered up to that point in time. There will be a final quiz, which will include an opportunity to show mastery on previously missed items from prior quizzes. 5 Lesson ESOL/Bilingual Theme-Based Unit Develop a 5-lesson ESOL or Bilingual Theme-based unit and write an overview of the unit, describing the context within which it will be taught. The lessons need to be typed using the lesson plan template provided. The unit should be centered around a powerful concept, theme, or question in the areas of math, science, or social studies and be accompanied by at least one content standard being addressed, and at least one TESOL standard (www.tesol.org). The lessons need to be content rich and reflect an understanding of the needs of a second language learner, use of ESOL strategies throughout, and include both a content and language objective. Each lesson will incorporate at least one of the 50 strategies from the Herrell & Jordan text and sufficient scaffolding for ELL students at the Intermediate level of second language acquisition to participate and succeed. You will need to indicate on the lesson plan the name of the strategy along with the page number and "Herrell & Jordan" in parentheses next to the name of the strategy (i.e.; Attribute Charting (p. 240, Herrell & Jordan)) and describe its use within the context of the lesson. Also included in each plan will be stated criteria for assessing student performance for the content and language objectives and a clear description of the assessment measures or tools to be used.

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