LANG 557 Capstone Paper . Purpose: Format: Content: introduction view of language

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1 Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards and have been reviewed and approved by BOT. Standards LANG 557 BOT ESL Standards: Subpart 3, C. An English as a second language teacher uses various content- based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting. The teacher must: (1) understand how limited English proficiency affects learning; and Subpart 3, D. An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must: (1) understand that cultural practices may differ and that these differences may affect the way students learn; Subpart 3, E. An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must: (1) understand the differences between literacy development in the first language and the second language, and the implications for teaching second language learners; Subpart 3, H. An English as a second language teacher understands the fundamentals of the first and second Summative Assessments Posters/Presentations of Research Article. Background: Poster sessions and Presentations are typical features at professional conferences. Posters are brief visual displays of research projects (can be primary, secondary, or action research) that are manned by the researchers themselves. This approach allows conference goers a chance to walk by the presentation at their own pace, pausing at displays that are of interest and passing by those that are not. When a display catches one s interest, the conference attendee has the chance to talk with the researchers about the project. Many posters are old- fashioned cardboard displays, but some are electronic displays usually PowerPoints on a laptop. Yet others combine both the cardboard display along with an electronic one. With this combination, the cardboard display is geared to the casual walker- by, and the electronic display is meant for those who want a fuller, in- depth presentation. Presentations are timed oral presentations of research. Most researchers use a slide show to accompany their talk, highlighting important details and providing visual interest. Assignment: Your assignment is to combine the information from research articles with lessons and readings we have had in this class and in other classes into one comprehensive display. Undergrads will do a paper/cardboard poster display based on reading ONE article, and grads will make an oral presentation accompanied by a PowerPoint/Prezi/ Keynote slide show based on ONE article. On the designated class period, undergrads will display their posters to the class, who will act as your conference attendees and who will fill out feedback forms for you. Your work will also be graded by me. Then each grad will present his/her slide show and explain it to the class. Approach: Begin with the research article itself and the summary you wrote. Figure out a way to present this information visually to your classmates. Next figure out what other

2 language acquisition processes and their similarities and differences. The teacher must: (1) understand the processes of first and second language acquisition; and Subpart 3, I. An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must: (1) understand cultural pluralism in the United States, how cultural and social differences are reflected; (2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States; and (3) understand how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. LANG 557 BOT ESL Standards Subpart 3, B. An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of the students with limited English proficiency. The teacher must: (1) demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of limited English proficiency students; (3) understand the developmental progression and range of individual variation of students with limited English proficiency in the context in which taught. Subpart 3, C. An English as a second language teacher uses various content- based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full information or readings you are making connections to and figure out how to present that information visually as well as how you can show the connections visually. Consider using the smart art graphics in Microsoft PowerPoint or Word, if you like. For example, you can print out one PowerPoint slide and glue it to poster board or something like that. Grading: Capstone Paper Assignment Description. Purpose: To articulate for yourself by writing a paper what your own approach to language teaching is at this point in time. Format: Standard college paper formatting: double- spaced, 1 margins, identifying information in the upper left corner, 12 point serif- based font style Content: Using the broad issues of language, learning, and teaching, describe what you believe at this point in time about language teaching. In your introduction, tell whether your teaching approach exactly follows one particular approach you ve learned about, whether it largely follows one but is affected by some others, whether you would say you have an eclectic approach that has features of several different approaches but not enough form any one that you can call it your base, or whether you have some other way of labeling your approach. Also, briefly identify what areas your approach shares with any approach you claim as a basis for your approach. Then spend some time writing about your view of language: whether you think it is important to teach the grammar explicitly, whether a student s native language can/should/must be used in the language learning situation, and so on. Use the questions we laid out at the beginning of the semester to drive your thoughts. Then go beyond merely describing what you think should happen and talk about why that approach makes sense to

3 inclusion of students with limited English proficiency in the school setting. The teacher must: (1) understand how limited English proficiency affects learning; Subpart 3, D. An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must: (2) understand schools as organizations within the larger community context and that successful communication with parents must be undertaken within that larger (3) understand how the student's environment, including family circumstances, community systems, and health and economic conditions, may influence learning Subpart 3, E. An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must: (1) understand the differences between literacy development in the first language and the second language, and the implications for teaching second language learners; G. An English as a second language teacher understands the contributions of general and applied linguistics to second language education. The teacher must: (1) understand basic linguistic concepts; (2) understand features of English including phonology, morphology, syntax, and semantics; (3) relate knowledge of English to other languages; and Subpart 3, H. An English as a second language teacher you: do you consider certain factors that we ve looked at as extremely important, does some research indicate that you should take a certain approach, does your own personal experience drive your decision, or does some other previous training you ve had drive you to the decision. Next spend time talking about your view of learning: whether you think all people learn in the same ways, how important you think individual variation is, what role the learner should have in a language learning situation, and so on. Again, use the questions from the beginning of the semester as guides for your ideas, and again don t just describe what your view is, but go behind to why you believe this. Third, do the same with the issue of teaching: what do you believe is the teacher s role, whether you think all teachers can/should teach in the same ways, etc. Finally, in your conclusion, identify which of the above areas you feel most certain of and which areas you feel least certain of. Identify particular questions you still have that you d like answers to and what you might do in order to find answers to them. Grading: 20% of your final grade will be based on this paper. Grading will be based on the rubric given on the second page. Notice that there is no right or wrong answer to this paper. You are not more right if you say you would use an eclectic approach than if you say that you would largely use the reading approach. What matters is the completeness of your description and your ability to identify the basis of your decision.

4 understands the fundamentals of the first and second language acquisition processes and their similarities and differences. The teacher must: (1) understand the processes of first and second language acquisition; and (2) understand that there are similarities and differences between child, adolescent, and adult language acquisition. Subpart 3, I. An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must: (1) understand cultural pluralism in the United States, how cultural and social differences are reflected; (2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States; and (3) understand how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. Subpart 3, J. An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of English as a second language in kindergarten through grade 12 must: (1) understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents; (2) understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle level and high school education; (3) develop curriculum goals and purposes based on

5 the central concepts of English as a second language and know how to apply instructional strategies and materials for achieving student understanding; (4) understand the role and alignment of district, school, and department mission and goals in program planning; (5) understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities; TESL 625 BOT ESL Standards: Subpart 3, B. An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language instruction with diverse learners including adapting existing materials to meet the needs of the students with limited English proficiency. The teacher must: (1) demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of limited English proficiency students; Subpart 3, D. An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must: (1) understand that cultural practices may differ and that these differences may affect the way students learn; (4) work with other professionals to improve the quality of educational services provided to students with limited English proficiency. Subpart 3, J. An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with Professional Development Assignment. In the professional development assignment, you will review the various content covered in the class so far and make a decision about what your fellow teachers or other academic staff ought to know about culture, migration issues, assimilation, or language s role in relationship to any of these topics. You may also pull in points that are outside of the scope of this course, but these shouldn t be the main focus of the professional development training. You may choose to address fellow teachers in any setting, real or imagined. For example, you may refer to your real teaching job in a high school and seek to provide training to mainstream teachers there. In another example, you may imagine yourself a teacher in a community college, and you want to provide training to the academic advisors, not fellow ESL teachers. Do not approach this assignment as one where you say you d give this or that article to your colleagues. Instead, approach it as a series of units on working with ELs. Create a structure that is likely to be used for professional development. Very often professional development takes the form of a one full- day session, at other times it may consist of a series of shorter sessions over the course of a term, such as once a week after school. Feel free to consult with your fellow students in this class to learn how their institutions set up professional development. If you are still at a loss, use the one full- day session approach and build a course of development within that structure.

6 the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of English as a second language in kindergarten through grade 12 must: (5) understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities; (7) understand the role and purpose of cocurricular and extracurricular activities in the teaching and learning process TESL 625 BOT ESL Standards: Subpart 3, E. An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must: (1) understand the differences between literacy development in the first language and the second In the paper you turn in, you will write an introduction that describes the sort of institution where you will conduct the professional development, identify the individuals/group (no specific names, just which group will be the audience) who will undergo the training from you, and identify the structure of the training. You will also provide details about the particular audience: why you have chosen to provide them with the training rather than another group and what interactions they have with the ELs in the setting. In the body of the paper, identify the topics you d include and why you have chosen to include those topics. When you identify the topic, don t just state what the topic is, identify the details that you d include in the training session as well. Also, be specific in your justification for the inclusion of the topic; do not simply state that you think it is an important issue. Once you have identified each topic to be covered, the details of each topic, and why each one is included, create a schedule of the session from beginning to end. You don t need to create any materials or any individual lesson plans for the session, just schedule that places various topics in a sequence. Finally, in the conclusion, provide an honest assessment of your plan. Do you think it is feasible or not? How do you think your colleagues will respond to the material in it? Why do you think they will respond in that way? Do you think you will have an opportunity to enact something like this or not? Research Paper. You will conduct a library research project (researching books, professional journals, etc.) and have two options for shaping the report: 1) write a literature review, 2) write a case study, a description and explanation of a hypothetical or real language learner. You may use articles and resources that we have looked at in class as sources for the project, but you must go beyond what we have already done. For those who choose to write a literature review, this means you must locate sources in addition to those we have used in class. For those who choose the case study report option, it means you will be including descriptive information about the learner and details that demonstrate the

7 language, and the implications for teaching second language learners; I. An English as a second language teacher is aware of how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must: (2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States; (3) understand how cultural, linguistic, ethnic, regional, and gender differences affect communication in the classroom. Subpart 3, J. An English as a second language teacher must demonstrate an understanding of the teaching of English as a second language that integrates understanding of English as a second language with the teacher's understanding of pedagogy, students, learning, classroom management, and professional development. The teacher of English as a second language in kindergarten through grade 12 must: (4) understand the role and alignment of district, school, and department mission and goals in program planning; TESL 694V BOT ESL Standards: B. An English as a second language teacher understands a variety of methods, techniques, and program models suitable for second language connections you claim exist between the course material and the learner s situation. Finally, if you choose to write about a real learner in the case study option, please use a pseudonym and be sure to base your descriptions on your own recollections of the learner, not on data that you gather unless the data already meets the parameters of what is already implied by participation in a class at school and you are the learner s teacher (use of other data could constitute a violation of ethics in research). Organize your report according to the standard sections of an academic report: introduction, body, and conclusion: The introduction should provide the background of the situation, including how the project originated, what the problem is, and what questions you have that you take into the research. For those doing a literature review, these points will be concept focused. For those doing a case study, these points will be learner focused, so describing the learner must be part of the introduction. The body of the report will focus on making claims or stating answers to various questions based on the information in the articles and other sources. For those doing a literature review, you may be making claims about the information in various articles, reading the articles against each other. For those doing a case study, you will be making claims that provide explanations about the learner and why he/she acted or followed a particular course of learning that you observed. Finally, in the conclusion you should identify the major claims from the body in summary, and you should make recommendations of some sort: 1) recommendations for certain people to follow, 2) recommendations for future applications, 3) recommendations for changes in practice or policy, 4) recommendations for future research. Final Reflective Paper Assignment. Review the list of goals and objectives you created at the beginning of the internship experience. Then spend some time reviewing your activity and interaction log and your journal, if you kept one. Next write a final paper reflecting on what you have learned through this experience.

8 instruction with diverse learners including adapting existing materials to meet the needs of the students with limited English proficiency. The teacher must: (1) demonstrate an understanding of the importance of using multiple forms of instructional approaches to address different learning styles, background experiences, and performance modes of limited English proficiency students; (2) be able to adopt appropriate learning materials and adapt teaching strategies to meet the second language needs of students with limited English proficiency in a school setting; and (3) understand the developmental progression and range of individual variation of students with limited English proficiency in the context in which taught. C. An English as a second language teacher uses various content- based methodologies and integrates language acquisition and use of language functions across learning experiences to facilitate full inclusion of students with limited English proficiency in the school setting. The teacher must: (1) understand how limited English proficiency affects learning; and (2) understand that both language learning and subject matter content are essential to student success in an academic setting. First, focus on what you learned about how schools provide educational services to ELLs. Discuss the program model used in your internship location, and discuss the other professionals who work with or alongside the ELL teacher to provide educational services to ELLs. Discuss ways that all these individuals can and do collaborate and how you see yourself as an ELL teacher fitting into the mix. Second, focus on how schools organize programs and how they provide support services for ELLs and how they integrate ELLs into the larger school context. Discuss the opportunities ELLs have to participate in enriching learning activities, including co- curricular and extracurricular activities, and discuss the opportunities they have to interact with peers who are native speakers of English. Finally, focus on areas of growth you have observed in yourself. Identify which goals and objectives you met and what specific aspects of the internship played a part in allowing you to meet these goals. Discuss what you know and understand now about the lives of ELLs that you didn t before. Also consider goals you set out for yourself that you didn t meet, and discuss why you believe you didn t meet them. End your paper by outlining what you see as the next growth area for yourself in your development as an ESL teacher and what steps you can take to get there. D. An English as a second language teacher demonstrates the ability to communicate successfully with students, parents, colleagues, and community members. The teacher must: (1) understand that cultural practices may differ and that these differences may affect the way students learn; (2) understand schools as organizations within the larger community context and that successful

9 communication with parents must be undertaken within that larger sociocultural framework; (3) understand how the student's environment, including family circumstances, community systems, and health and economic conditions, may influence learning; and (4) work with other professionals to improve the quality of educational services provided to students with limited English proficiency. E. An English as a second language teacher demonstrates an understanding of communication instruction in the second language context and the importance of developing communication skills in listening, speaking, reading, and writing across the curriculum. The teacher must: (1) understand the differences between literacy development in the first language and the second language, and the implications for teaching second language learners; (2) understand how to develop communication skills in listening, speaking, reading, and writing as an important contributor to academic success across the curriculum; and (3) understand and use a variety of communication techniques and be able to use verbal, nonverbal, and multimedia and other technology based resources that enhance student learning. F. An English as a second language teacher understands and uses formal and informal second language assessment techniques to determine appropriate placement and to evaluate the progress of students with limited English proficiency. The teacher knows and uses criteria for determining the readiness of students to enter and exit limited English proficiency programs. The teacher must: (1) understand the characteristics, uses, advantages,

10 and limitations of formal and informal second language assessment techniques; (2) understand the limitations of using traditional assessment procedures in the identification and placement of students with limited English proficiency in academic programs, including gifted and special education programs; (3) understand second language assessment including item and test construction methods appropriate for students with limited English proficiency; and (4) know how to administer, interpret, and explain the results of standardized tests and alternative methods of assessment to students with limited English proficiency, the students' parents, and to colleagues. G. An English as a second language teacher understands the contributions of general and applied linguistics to second language education. The teacher must: (1) understand basic linguistic concepts; (2) understand features of English including phonology, morphology, syntax, and semantics; (3) relate knowledge of English to other languages; and (4) understand the history and development of the English language. H. An English as a second language teacher understands the fundamentals of the first and second language acquisition processes and their similarities and differences. The teacher must: (1) understand the processes of first and second language acquisition; and (2) understand that there are similarities and differences between child, adolescent, and adult language acquisition. I. An English as a second language teacher is aware of

11 how the historical, social, and political aspects of language and cultural patterns in the United States influence second language instruction. The teacher must: (1) understand cultural pluralism in the United States, how cultural and social differences are reflected; (2) be knowledgeable about the sociolinguistic dynamics of the cultures of the United States;

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