elaborate word choice
7. Assignments, more specifically
It is important for teachers, who are responsible for teaching ELLs to read and write, to be able to write well themselves. You will be role models for your students, and they and their families will expect all communications from you to be accurate. You are expected to demonstrate high proficiency in all oral and written work. Therefore, all of your assignments should reflect the high standard of excellence in literacy expected of teachers and other educators. When turning in assignments, please attach as a WORD document. The specifics of each assignment are on the course web site.
A. Meet Your Colleagues. An initial activity is to post your bibliography (bios) on the course web site. This will allow you to get acquainted with your colleagues as well as become accustomed to
the functions and operations of the course web site. (100
pts.)
B. Field Assignments. There are eight (8) field assignments that are designed to facilitate the design and implementation of your pedagogical refinement program. See the description just below.
(8 x 150 points each) (1200 pts.)
The intention of the field assignments is to assist you in refining your teaching and
engagements with your ELLs. By now you have completed your “content” coursework where you learned and/or revisited the ideas and processes of implementing effective methods and materials.
In this Practicum, you will bring together all that you have learned and experienced. (You may want to re-read the Course Objectives.)
Here’s a thumbnail sketch of the process. The basic medium you will use is videography.
That is, you will videotape yourself in your classroom as your work with your ELLs. Following the taping, you will view and review the taped session, analyzing it to objectively critique how effective you are in employing methods, materials, and interactions that advance the goals and objectives you have for each of your students. Based on the analysis of the first session, you design a refinement process/plan that you will implement before the next taping session. In the
second taping session, you will objectively critique your progress in refining your pedagogy.
Based on the analysis of the second session, you will further design a refinement process/plan that you will implement before the next (third) taping session, and so on throughout the semester.
More detailed directions and suggestions are located on the course web site.
C. Self evaluation/reflection. A self assessment and evaluation of your learning, your ability to instruct and engage students in literacy learning processes, and your thoughts about what you kept and changed about your teaching and interactions in the classroom will be an integral part of, and the result of, each of the eight (8) video tape/analysis sessions. This is the culminating report of all
of your analyses and or your refinement process/plan. (400
pts.)
8. Graduate Credit: If you are registered for graduate credit for this course, you are expected to demonstrate thinking and work that is in concert with graduate school expectations. All of your assignments will carry an expectation of graduate level thinking, understanding and scholarship.
9. Rewrite Policy: I expect all students to perform at least at the rate of 80% on all of their course work. If you receive a grade of less than 80% on any given assignment, you have the option to rewrite the assignment and resubmit it for re-evaluation. You can receive a new score up to 80% of the original total for the assignment. Multiple rewrites are permissible. Exams cannot be rewritten.
10. Grades: Grades will be based on your video/analysis projects and on your timely completion of the written assignments. In consideration of the written assignments and the projects, the mechanics of writing including spelling, punctuation and grammar WILL affect your grade. Before you submit anything as a final draft, be sure that it is a final draft. That is, be sure to proofread, spell check, edit, check for logic and readability, grammar, etc. Concise prose, clarity of ideas, and creative synthesis of the concepts will be expected. All work must be typed, double-spaced, and not late. Late assignments will be penalized 10% for each day past due, including weekends. Please note that a grade of “Incomplete” will not be given for this course.
Each assignment will be awarded points based on criterion that fits the nature of the task. Grade points for this course are weighted as follows:
Meet Your Colleagues 100
Eight field-based assignments (8 x 150 points each) 1200
Self evaluation/reflection 400
Total 1700
Grades will be computed as follows:
Grade
Totals*
A
1632 - 1700
A- 1581 - 1631
B+ 1530 - 1580
B 1479 - 1529
B- 1428 - 1478
C+ 1360 - 1427
C 1292 - 1359
C- 1241 - 1291
D+ 1173 - 1240
D 1122 - 1172
*Note: a score below 1428 is inadequate for graduate degree work.
T Ed 374/CURR 5704
Practicum in ESL/Multicultural Education Class Schedule
Spring 2006
Although this is an asynchronous course where students complete assignments as their time allows, there are specific Due Dates set throughout the schedule that must be observed. The assignments are spaced every eight school days in order to give you time to plan, videotape, analyze, reflect and
formulate/reformulate your refinement process/plan. Due Dates are the dates in your time zone.
Due Date Topic/Activity Assignment
1/24-1/27 -Read Videography Guidelines and chapters in text (see guidelines document for actual chapter numbers)
Nothing to post
1/30 (Monday) -Review Videography Guidelines; finish chapters in text (see guidelines document for actual chapter numbers)
-Meet Your Colleagues bio -Practice video taping
Post: Bio
2/3 (Friday)
-Write an ungraded paragraph describing teaching situation, taping arrangements, goals, and questions
Tape session #1 – Plan, View, Review, Analysis/Reflection
Post: A1-Write-up 2/22
(Wednesday)
Tape session #2 – Plan, View, Review, Analysis/Reflection
Post: A2-Write-up 3/6
(Monday)
Tape session #3 – Plan, View, Review, Analysis/Reflection
Post: A3-Write-up 3/16
(Thursday)
Tape session #4 – Plan, View, Review, Analysis/Reflection
Post: A4-Write-up
3/27-3/31 Spring Break!
4/4 (Tuesday)
Tape session #5 – Plan, View, Review, Analysis/Reflection
Post: A5-Write-up 4/14
(Friday)
Tape session #6 – Plan, View, Review, Analysis/Reflection
Post: A6-Write-up 4/26
(Wednesday)
Tape session #7 – Plan, View, Review, Analysis/Reflection
Post: A7-Write-up 5/8
(Monday)
Tape session #8 – Plan, View, Review, Analysis/Reflection
Post: A8-Write-up 5/12
(Friday)
Analysis of Pedagogy Post:
Self-evaluation/Reflection
*** Syllabus subject to change with notice ***
TECHNICAL REQUIREMENTS
You will need a few essential items. This guide is a checklist of those items. Just like having a pen and paper for traditional classes, the following items are essential to your success with online courses.
Downloads for the newest browser versions are free of charge. To upgrade your browser to the latest version on the market, click on the appropriate link below.
MINIMUM SYSTEM REQUIREMENTS:
First on your checklist is a computer. To take full advantage of the interactivity of the courses, the following minimum system profiles are REQUIRED:
Microsoft Windows
Windows 2000, or XP (Windows Millennium (Me) is no longer supported by eCollege as of December 31, 2005)
64 MB RAM
28.8 kbps modem (56K Recommended) At least one of the following browsers:
Internet Explorer 6.0 (recommended) Internet Explorer 5.5 (supported)
Netscape Communicator 7.1 (recommended) Netscape Communicator 6.2 (supported) Firefox 1.x (supported)
Macintosh OS MacOS 9.1 and OS X
32 MB RAM (64 Recommended) 28.8 kbps modem (56K Recommended) At least one of the following browsers:
Internet Explorer (IE) 5.1x, 5.2x (eCollege will no longer support Mac IE after June 30, 2006 ) Netscape Communicator 7.1 (recommended)
Safari 1.2 (supported) Firefox 1.x (supported)
Note: Courseware cannot be accessed using Web TV
An Internet Service Provider (ISP). An ISP is a company that can provide you with the software necessary for getting onto the Internet. You will need Internet access to take your courses.
UCCS Email policy requires you use your UCCS e-mail account for your online course.
UCCS e-mail is now accessible anytime, anywhere from any computer with a web browser at http://webmail.uccs.edu . For directions on how to use the "UCCS Webmail" system visit http://www.uccs.edu/~helpdesk/helpsheetsmenu/webmail.htm .
CURR 5705
Second Language Acquisition: Capstone Spring 2006
Leslie Grant, Ph.D.
Online/Distance Delivery
Office: Buena Vista Center (BV phone number: 719-578-3097) Phone: 720-254-4222
Email: [email protected]
Course Description: This course presents a broad survey of second language acquisition research. It stresses theoretical concerns, research findings, and practical applications to teaching second languages. It gives emphasis to applied second language acquisition, cultural awareness, and social and economic factors that contribute to ELLs' success in schools. The course emphasizes individual knowledge based and gathered from the array of course prerequisites. Students are expected to articulate a well-schooled understanding of the various models, philosophies, and underpinnings of bilingual/ESL education and its applications in a variety of situations.
Students will be expected to discuss the research presented in terms of theoretical concepts, sociocultural perspectives of language interactions, literacy instruction, and learning. The extensive use of technology is an inherent part of the course.
Course Objectives: Students will learn/be able to:
1) describe the academic achievement/underachievement of language minority students (PTLDS 8.22 - 1c; 5f);
2) provide perspectives related to the historical, legal, social and educational background of, and issues related to, the education of linguistically diverse students (PTLDS 8.22 - 1a; 5d);
3) explain the social and political factors related to minimizing curricula for minority students (PTLDS 8.22 – 1b; 1c; 3d; 4b);
4) describe the similarities and differences among the curricula for minority students from differing ethnic, linguistic and cultural backgrounds (PTLDS 8.22 – 3c;
5c);
5) discuss the complexities of teaching English Language Learners in various grades (PTLDS 8.22 – 3a-d);
6) connect theoretical paradigms with case study research of literacy acquisition of minority students (PTLDS 8.22 – 1c; 4c; 5b; 5f); and,
7) develop a personal philosophy of education for linguistically different learners (PTLDS 8.22 – 1d; 5b; 5e).
Reasonable accommodations will be made for students who have a documented disability that interferes with completion of this course. It is your responsibility to request any accommodation before assignments are due. Please contact the Disability Services Office the first week of classes located in Main Hall #105 or call 719-262-3354, or let me know if you have any questions or need assistance.
Standards for the Preparation of Teachers of Linguistically Diverse Students (PTLDS) addressed in this course:
Standard 1: First and Second Language Acquisition and Learning. Teachers of ELLs know and understand the nature of bilingualism and multilingualism, and the relationships of each in the teaching of second language learners.
College of
Standard 2: Linguistics, Psycholinguistics and Sociolinguistics. Teachers of ELLs understand the foundations of the English language and the principles of English language
acquisition, and the contrast between the features and styles of English with other languages.
Standard 3: Methodology and Instructional Techniques. Teachers of ELLs know and understand methods and techniques for teaching a wide variety of linguistically diverse students, K-12, founded on
scientifically-based research and proven applications; content based strategies; identification, selection, evaluation, design and adaptation of appropriate instructional materials; and, child and adolescent literature from various cultures.
Standard 4: Assessment. Teachers of ELLs know and apply a practical understanding of assessment practices and applications in the instructional process.
Standard 5: Communication Strategies and Resources. Teachers of ELLs shall be knowledgeable about a wide variety of communication strategies and resources for communicating with students, educators and family members that communicate and promote student achievement and respect for linguistic and cultural diversity.
* Levels of proficiency: B = basic; D = developing; P = proficient Required Texts & Readings:
Crawford, J. (2004). Educating English learners: Language diversity in the classroom. (5th ed.). L.A., CA:
Bilingual Educational Services.
Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ:
Lawrence Erlbaum Associates.
Supplemental materials may periodically be supplied ahead of time.
Suggested Texts for Further Reading:
Collins, K. (2003). Ability profiling and school failure: One child’s struggle to be seen as competent.
Mahwah, NJ: Lawrence Erlbaum Associates.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK:
Multilingual Matters.
Peshkin, A. (1997). Places of memory: Whiteman’s schools and Native American communities. Mahwah, NJ: Lawrence Erlbaum Associates.
Roberts, S. (2001). Remaining and becoming: Cultural crosscurrents in an Hispano school. Mahwah, NJ:
Lawrence Erlbaum Associates.
Course Requirements:
3. Weekly Threaded Discussions
Your reading, thinking, and experiences with assessment are valued and essential. Regular contributions to the discussions are critical. In a seminar of this sort in a regular classroom, there is a great deal of
discussion based on the readings and experiences of the class participants. In light of our online format, we will foster the same sort of discussion in the following way:
a) Every week you, as a course participant, will post a question that you come up with based on the readings/topic for the week. The question must be posted by Thursday midnight of that week.
b) Next, your colleagues/classmates will read your question, and post a response to it. The responses will be posted three days later--by Sunday at midnight of the following week.
c) Finally, you will read your classmates’ responses to you question, and you will post a group response to the class.
d) In addition, you will need to respond once to each of your classmates’ posted questions, as they will follow the same format described above.*
In summary, then, in the order you’ll be posting, the weekly threaded discussions will involve:
See diagram above:
• Your posted question (by Thurs. of the week),
• A response from you to each of your classmates’ posted questions (by Sunday), and
• Your group response to your classmates regarding your original question for the week (by Wed. of the following week).
In addition to these questions and responses, there will be a “Meet Your Colleagues” mini-biography that you will post the first week of class. This gives us all a chance to get to know one another a little better. I look forward to meeting all of you and working with you this semester.
2. Preparation
This syllabus is your guide to the course and your set of rules for the course. Master the contents of this syllabus during the first week and use it as a reference before you turn in any work. If at any time you have questions, please ask. Preparation should include a careful, critical reading of assigned materials ahead of time, so that you each bring your questions and insights to the online sessions. Your membership in this class/cohort through your reading, your writing, and your sharing is important. Completion of required readings and assignments, and participation in threaded bulletin board discussions is expected, and is indicative of your professional attitude and behavior.
The process of interacting involves reflection to challenge your personal beliefs and “listening” to the perspectives of others. Moreover, it requires that you ask questions to clarify your thinking, building from a positive attitude or mindset. It is very simple to build discussions based on what is wrong with an approach or a particular perspective to learning and instruction; that is, it is easy be negative or take a negative approach. It is more difficult, however, and the mark of a true scholar, to build a discussion based on the positive aspects of learning and instruction; that is, it is a challenge to identify the things that you would like to change AND offer constructive ways to make those positive changes.
3. Chapter & reading assignments
These assignments are designed to assist you in preparing for active participation in online discussions and activities, to use writing as a tool for learning, and to develop skills that will be needed to communicate in writing with individuals in the school setting. The assignments cannot be successfully completed without a thorough study of the assigned readings. If you follow the syllabus, you shouldn't become lost.
SOME ADVICE: Keep up with the readings and the various assignments. If you fall behind, you most likely will find yourself overwhelmed and frustrated. If you are behind in your assignments for any reason, please talk with me about it before it becomes a chronic situation..
4. Evaluation processes