Endorsement Program English as a Second Language (P-12) Spalding University

Endorsement Program

English as a Second Language (P-12)

Spalding University

11/13/2009

College of Education

www.spalding.edu/catalog 2010-2011

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ABLE OF

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ONTENT

Document 3 - Program Experiences ... 3

Overview: ... 3

Mode of Instruction... 3

Assessment of Candidates... 4

Distinguishing Features ... 4

Integration of the Code of Ethics ... 4

Integration with the Conceptual Framework ... 5

Content Standards ... 5

Program Integration with Standards ... 5

Integration of KERA Initiatives in Program ... 9

Integration of EPSB Themes in Program ... 9

Diversity ... 9

Assessment ... 9

Literacy Education ... 9

Closing the Achievement Gap:... 9

Alignment of EPSB Themes to Courses ... 10

Program Courses ... 10

Course Descriptions ... 10

Document 4: Program Faculty ... 12

DOCUMENT 3-PROGRAM EXPERIENCES

Overview

:

Spalding University offers an advance level program leading to an endorsement in English as a Second language is offered in two tracks – a non-degree/certification only program and as a cognate component/area of emphasis in the Teacher Leader, M.Ed. degree program. In both cases, the program is only offered to for already certified teachers who hold teaching certificates and interested in teaching in ESL classrooms at all levels. As a stand-alone endorsement or as a part of the M.Ed. degree, the program consisting of 12 semester hours is approved by Kentucky’s Education Professional Standards Board (EPSB) to provide a course of study for leading to an endorsement. A curriculum contract sheet is included at the end of this document. All coursework is serviced in face-to-face classroom settings on Spalding University campus.

Candidates entering the endorsement programs must meet all University admissions requirements as well as College of Education admission requirements as described in the Unit Continuous Assessment System document (Document 2 of this Review) to the Teacher Education Program (TEP). The Gated Continuous Assessment System (GATE 5-GATE 8), is standard for all advanced level program candidates.

The course work in the ESL program is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise to provides classroom teachers the requisite skills for instruction in speaking, listening, reading, and writing for non-native speakers of English from the low-intermediate to the advanced level. The program is designed to prepare students in the language skills necessary for successful academic work. Unit faculty believe in the importance of teachers’ role in assisting English language learners’ school success, our ESL Program faculty are committed to meeting academic and programmatic needs of practicing teachers within the unit’s service area that is increasingly becoming diverse. The unit diligently and continuously works to provide a flexible ESL endorsement program to accommodate the time constraints of practicing teachers while ensuring high quality in the program content. The program’s course offering meet the content guidelines set by the State of Kentucky (Kentucky Teacher Standards – Advanced Level) as well as recommendations made by TESOL (Teachers of English to Speakers of other Languages) and the most current research in the field of English as a Second Language.

The Kentucky teacher performance standards (Advanced Level), KERA Initiatives, and EPSB Themes as well those of the unit as described in the Conceptual Framework are integrated throughout coursework and used referenced in course assignments other application of instructional activities.

All courses have embedded field-based experiences offered in diverse settings in public school site within our service area. The final sequence of coursework is to devoted semester long practicum (EDU 587 Practicum).

Mode of Instruction

Candidates receive formal preparation in curriculum, instruction, management, and assessment through their professional education (methods) coursework that offered face-to-face within an instructional setting. While Blackboard technology is used as instructional component, it’s use is limited to supplemental use for hosting hand-outs and access to external resources as well as a facility for dialogue between candidates and instructor and candidate among themselves as a tool actively engage candidates in learning course material. The face-to-face instructional mode is done through varied instructional modes that recognize individual differences in learning style. Diverse instructional formats include: lecture, modeling, and demonstration, guided participation in whole group, small group, paired discussion and activities. Written assignments and group projects emphasize critical thinking through analysis, synthesis and appraisal of course materials. To connect theory and practice, students engage in

independent and collaborative research projects and curriculum development activities using multi-media technology.

Assessment of Candidates

Throughout the program, candidates are required to complete specific verifiable field experiences, embedded in all professional education courses. The focus of each field experience is related to specific course content. In addition, candidates are continually evaluated for retention in the program based specifics listed in the Gated Unit Continuous Assessment System which also includes the following: (1) maintaining a cumulative GPA of 3.00 or higher; (2) performance on the Praxis II tests; (3) satisfactory completion of required courses, including the field experience component; (4) adequate writing and speaking skills as demonstrated in various classroom assignments; and (5) a positive rating on the Spalding University Professional Dispositions as delineated in the Conceptual Framework under Functional Dimension #6.

EDU 587 (Practicum in Teaching English as a Second language ) is the culminating as well as an integral component of the Program. Specifically, the course provides candidates with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from the school site and with a University Supervisor. The student teaching experience is designed to emphasize the achievement of KY state standards as well as meet TESOL performance standards leading to an endorsement and to present individuals with growth opportunities that best prepare them to assume the duties of a effective ESL classroom teacher.

Distinguishing Features

The Spalding University’s ESL program continues to be implemented within strong belief in the importance of practical as well as theoretical learning. ESL teacher candidates, like all Advanced Level program candidates are required to complete an array of carefully planned field experiences embedded in coursework. The program combines the candidates’ didactic learning with actual experience in a fieldwork setting where they can observe, develop clinical skills and practice the tasks typically associated with the responsibilities of a classroom teacher. To accomplish this goal, Spalding University has entered into partnership collaboration with area school districts to:

Collaboratively identify sites which will enhance coursework throughout the program Ensure a continuum of school-based experiences that range from observing, to participating, to leading

Expose candidates to diverse student populations and school environments.

Provide candidates with opportunities to explore and us appropriate assessment and teaching strategies;

Offer candidates opportunities to observe and see at work family-focused and culturally responsive services;

Refine candidates collaborative skills required to work with families and professionals. INTEGRATION OF THE CODE OF ETHICS

Candidates completing the Social Studies Education program are required to review and submitted a signed Commitment to the Kentucky Code of Ethics. As candidates matriculate through the program, the Kentucky Code of Ethics is integrated into discussions about enhancing teamwork, coordination, and collaboration with parents, school, central office, and community for student (P-12) success. For example, in EDU 555 (Introduction to Linguistics), where exposure to the code is given explicit focus in discussions on equity and social justice in servicing students who are speakers of other languages.

I

NTEGRATION WITH THE

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ONCEPTUAL

F

RAMEWORK

The Spalding University faculty as well as school partner continue to affirm a set of beliefs about teachers was first introduced in the fall 1997 semester. The overall goal of the Continuous Assessment Plan is to utilize a performance-based assessment system to provide the information needed to evaluate students, improve programs, and ensure student success. The standards promulgated by the Kentucky Board of Professional Standards, NCATE, and national professional associations are incorporated into Social Studies Education program as well as all other programs teacher preparation programs offered by the College of Education. In addition, the Spalding Conceptual Framework with the theme of Educator as Leader establishes a shared vision of all programs - both initial and advance. The framework identifies as program outcomes state, professional, and national standards for the preparation of teachers and other school personnel. In addition, a Spalding University standard for leadership and service identifies the important professional dispositions of spiritual, caring, reflective, ethical, creative and knowing. These dispositions - with their inherent linkage to student learning - are considered to be what makes a Spalding College of Education graduate distinctive. The conceptual framework is compatible with the Spalding University’s mission, knowledge-based, articulated, shared, coherent and continuously evaluated as evidenced by revisions since the previous accreditation review. Like all other programs offered through the College of Education, general unit data are aggregated by the Dean's office and shared with unit faculty and other stakeholder who include key members in local school districts and the Archdiocese of Louisville schools.

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ONTENT

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TANDARDS

Program Integration with Standards

: Assessment and evaluation of candidates in the Social Studies Education program are guided by the unit’s Conceptual Framework, the Kentucky Teacher Standards as well as those espoused at the National Level by the Teachers of English to Speakers of Other Languages (TESOL). In addition, course work integrates technology and guided by standards of the International Society for Technology in Education (ISTE). The integration of standards, with collaborative input from program faculty, makes the ESL program at Spalding University coherent and ensures that candidates have the relevant content knowledge and skills to make a difference in P-12 settings.

All field placements assignments (where a candidate is not employed as a teacher) are arranged by the course instructor thorough the Office of the Director of Field Experiences and Clinical Practice. The Director of Field Experiences and Clinical Practice is available to resolve any problem involving placements in schools sites.

CONTENT STANDARDS

TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) COURSE ALIGNMENT IN THE ESL [P-12] ENDORSEMENT TO

STANDARDS EDU 555 EDU 583 EDU 586 EDU 587

Domain 1 – Language. Candidates know, understand and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support ESOL students’ language and literacy development and content area achievement.

Alignment to Institutional and State Standards: CF Dimension # 2

KTS 1

KERA Initiatives 2, 3 EPSB Themes

1a. 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.

TA TA TA TA

1b. Language Acquisition and Development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.

TA T T

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.

Alignment to Institutional and State Standards: CF Dimension # 2

KTS 1, 3, 9

KERA Initiatives 2, 3 EPSB Themes

2a. 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. TA TA T T 2b. 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.

Alignment to Institutional and State Standards: CF Dimension # 2

KTS 1, 2, 5, 7 KERA Initiatives 2, 3 EPSB Themes

3a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand and apply concepts, research, and best practices to plan classroom instruction in a supporting learning environment for ESL 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.

TA T D D

3b. 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.

TA T T

3c. 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.

T T T T

Domain 4 – Assessment. Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.

Alignment to Institutional and State Standards: CF Dimension # 2, #4

KTS 5, 2, 3, 7 KERA Initiatives 2, 3 EPSB Themes 2, 3

4a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g. cultural and linguistic bias, political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g. standardized achievement tests of overall mastery), as they affect ESOL student learning.

4b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.

T T T T

4c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.

T T T T

Domain 5 – Professionalism. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL students and their families and work collaboratively to improve the learning environment.

Alignment to Institutional and State Standards: CF Dimension # 2, #3 #6

KTS 1, 7

KERA Initiatives 1, 3 EPSB Themes 4

5a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

T

5b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with

students’ families. T T T T

5c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESL students.

INTEGRATION OF KERAINITIATIVES IN PROGRAM

The Spalding University ESL program places emphasis, within course work and field activities, on the important initiatives (KERA) the Commonwealth of Kentucky has put in place to guide teachers and other school personnel to design and deliver curriculum. The KERA Initiatives include: (1) Learner Goals based on Academic Expectations, (2) Program of Studies, and (Core Content/Commonwealth Accountability Testing System (CATS). Specific examples include the content of EDU 55 (Introduction to Linguistics) where ESL candidates are introduced to various topics of language and culture, language variations among social groups. In EDU 583(Structure of the English Language) candidates are made the Kentucky Core Content and its relationship to CATS. The semester long field based course – EDU 587 (Practicum in TESL) offers candidates the opportunity to apply into practice the knowledge and theory learning in the university lecture halls.

INTEGRATION OF EPSBTHEMES IN PROGRAM

This section describes how the Advanced Level Program in ESL integrates into coursework and school base experiences the EPSB themes of (1) diversity, (2) literacy education, (3) assessment, and (4) closing the achievement gap. Faculty members take a holistic approach to integrating these particular themes into the program.

Diversity: Candidates in the ESL program must complete various course based assignments which require candidate to gather information from the field which covers a variety of concepts unique to both native and non-natives of the English Language.

Assessment: Candidates in the ELS program are required to complete set of four courses that provide coverage of assessments as reflected in Domain 4 (a-c) of TESOL standards. During the semester long practicum, candidates get multiple opportunities to observe and participate in assessment activities that are unique to speakers of other languages. The reach diversity in Louisville metro school diversity in language backgrounds thus unique approaches to the teaching of ESL to students while collaborating with parents and families

Literacy Education: Over the last two decades, a national major concern surrounding the achievement gap is the decline of literacy rates among young adolescents. Spalding University’s ESL program is committed to helping prospective teachers for high school classrooms to recognize struggling readers as well as identify strategies that could be used to support these struggling readers regardless of the content area. To that end therefore the program offers a set of four course addressing literacy education. In specific, EDU 555 (Introduction to Linguistics), serve as program’s core course exploring the nature of the human language from a general point of view with special focus on syntax, phonology, semantics, morphology and pragmatics. In addition, the course offers candidate additional opportunities to become familiar with the Kentucky Teacher Standards and drawing of performance expectation from the International Reading Association, these courses provide a broad coverage the KERA (Kentucky Education Reform Act).

Closing the Achievement Gap:

Unit faculty are committed to closing the achievement gap that exist and persist among students of various: races and ethnicities; educational programs (regular education, special education and programs for English Language Learners); socio-economic backgrounds; and, genders. In addition, Unit faculty and program candidates are expected to share: an awareness of the gap; a belief that the gap can be closed; a personal commitment to closing them. All course work in the ESL program intentionally address topics on closing the achievement gap for ALL P-12 students

The unit is committed and believes that closing the achievement gap will take the involvement of schools, families, and communities who believe that all children can be successful and who are willing to make a long-term commitment to educational improvement.

A summary matrix that illustrates alignment of the EPSB themes with required coursework ALIGNMENT OF EPSBTHEMES TO COURSES

Educational Professional

Standards Board (EPSB) Themes

Addressed/Assessed in Course

Diversity EDU 555 - Introduction to Linguistics,

EDU 583 – Structure of the English Language, EDU 586 - Teaching English as a Second Language, EDU 587 - Practicum in ESL

Assessment EDU 555 - Introduction to Linguistics,

EDU 583 – Structure of the English Language, EDU 586 - Teaching English as a Second Language, EDU 587 - Practicum in ESL

Literacy Education EDU 555 - Introduction to Linguistics,

EDU 583 – Structure of the English Language, EDU 586 - Teaching English as a Second Language, EDU 587 - Practicum in ESL

Closing the Achievement Gap EDU 555 - Introduction to Linguistics,

EDU 583 – Structure of the English Language, EDU 586 - Teaching English as a Second Language, EDU 587 - Practicum in ESL

PROGRAM COURSES

EDU555 - Introduction to Linguistics (Credit: 3 semester hours). EDU583 - Structure of American English (Credit: 3 semester hours)

EDU 586 - Teaching English as a Second Language (Credit: 3 semester hours) EDU587 - Practicum in TESL (Credit: 1-6 semester hours)

Course Descriptions

EDU555 - Introduction to Linguistics (Credit: 3 semester hours). This course explores the nature of human language and covers English syntax, phonology, semantics, morphology, and pragmatics. It also includes topics of language and culture, language variations among social groups, and language changes. All these topics address the expertise areas included in TESOL guidelines and Kentucky Experienced Teacher Standards (KETS). This course is part of the Endorsement Program for Teaching English as a Second Language.

EDU583 - Structure of American English (Credit: 3 semester hours) This course covers the descriptive and prescriptive rules of American English, with a focus on how different grammatical structures function in spoken and written discourse. Students will learn to identify, analyze, and explain different structures and functions of American English in discourse context. Students will also explore different grammar teaching methods in the context of ESL classrooms. This course addresses the expertise areas included in TESOL guidelines and Kentucky Experienced Teacher Standards (KETS).

This course is part of the Endorsement Program for Teaching English as a Second Language.

EDU 586 - Teaching English as a Second Language (Credit: 3 semester hours) This course is designed to provide students with the theoretical backgrounds of second language acquisition (SLA) and

its connection to the practices of teaching English as a second language (TESL). It also focuses on methods of second language teaching.

EDU587 - Practicum in TESL (Credit: 1-6 semester hours) This course provides students with an opportunity to apply their knowledge in TESL (language assessment, curriculum development and materials selection, cultural inclusion, and program evaluation) through ESL class observations and teaching; reflection on their own teaching; and receiving feedback from ESL students, cooperating teachers, and the instructor. This course is part of the Endorsement Program for Teaching English as a Second Language.

DOCUMENT 4: PROGRAM FACULTY

Name Highest Degree, Field, & University

Assignment: Indicate the role(s) of the faculty member (1)

Faculty Rank (2)

Scholarship (3), Leadership in Professional Associations, and Service (4): List up to 3 major contributions in the past 3 years (5)

Teaching or other professional experience in P-12 schools Status (FT/PT to institution, unit, and program)

Barna, Eric G. PhD, George Mason University, C & I Faculty Director of Principal Preparation Program Assistant Professor Barna, E. G. (2009). A Comparative Analysis of High School Students’ Perceptions of Classroom Quality in Traditional Pathway and Second Career Teachers’ Classrooms (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (Pub. No. AAT 3338547)

Member, Faculty Senate, Spalding University, Louisville, KY. Member, Principal Preparation Program Redesign Team, Spalding University, Louisville, KY. Member, Teacher Leader Program Design Team, Spalding University, Louisville, KY.

Assistant Principal, Osbourn High School, Manassas City Public Schools, Manassas, VA;

Principal, Locust Grove Middle School, Orange County Public Schools, Orange, VA; Assistant Principal, Grace E. Metz Middle School, Manassas City Public Schools, Manassas, VA; Assistant Principal, Rockbridge County High School, Rockbridge County Public Schools, Lexington, VA; Teacher, The Alternative Ed. Center, Manassas City Public Schools, Manassas, VA; Teacher, Warren County Middle School, Warren County Public Schools, Front Royal, VA

FT Program

of Louisville, Educational Leadership Director of Alternative Certification, Certification Officer

Professor Principals for Tomorrow, Jefferson County Public Schools, 2002-2010 Principal Mentor: Jefferson County

Public Schools, 2002-2010 Presenter: Spalding University

Courses Education Teacher (4 years.) Exceptional Child Education Consulting Teacher (4 years) Personnel Specialist (4 years) Elementary Principal (15 years)

Dunnagan, Karen Ph. D., The Ohio State University

Faculty and Academic Advisor

Associate Professor

Dunnagan, K. & Hite, J. (2008). ―Books beyond borders: Uncommon wealth,‖ KCTE/LA English Bulletin, v. 57, 58-61. Dunnagan, K. (2007). ―Story Drama

and Process Writing,‖ Presentation at the NCTE: literacies for All Conf., Louisville, KY.

Dunnagan, K. (2007). ―Through a pathless wood: finding our way through stories,‖ Presentation at the KY Council of Teachers of English, Lexington, KY

Dunnagan, K. (2009). Indianapolis Public Schools, In-service for middle grades social studies: ―Piracy on the High Seas! From Captain Hook to the Somali Coast: Using Informational Picture Books to Meet Standards,‖ Arsenal Tech H. S., June 9, 2009.

KY Regional Membership Chair (2008-10). Assembly for Lit. for Adolescents/NCTE

Reading Specialist, and Language Arts Coordinator, k-12, Indiana & Illinois

Full-time, Traditional and Alternative Initial Teacher Certification Programs (B. S. & MAT)

Foster, Barbara G. Ed.D, Spalding University – Louisville, KY Faculty Elementary Education K-5 Program Advisor Associate Professor

Classroom Management Books (2009-2010) Fostering Student Learning TM Currently writing Prescriptions for the Classroom Management Blues and

Classroom teacher: Grades K, 1, and 4-8 in public and private schools

School principal:

Supplements for the Classroom Management Blues

International Presentations – National Chin-Yi University of Technology (2009) ―Learning Trends in Higher Education‖ and ―The Science of Learning: Use Your Brain‖

Presentation Collaboration with College of Education Colleague (Eric Barna) for University Faculty/Staff Symposium (Fall 2010) ―How to Survive the Challenges of On-Going Student Assessment‖

Maupin Elementary Partnership (2009-2010) Professional Development Committee Member of Pi Lambda Theta since

1972 Phi Delta Kappa since 1992

Public (K-6) and private (PreK-8); Teacher educator for KTIP in JCPS

elementary and middle schools Hasan, Hammam A PhD, University of Washington, Seattle Special Education Faculty Instruction, Service, and Scholarship Associate Professor

Scholarship: Dissertation Chair: Illyas Ozgenturk (Successful Defense 07/01/2009), Chin Wei Chen (Successful Defense 09/08/2010);

Presentation: Tri-State Extension Diversity Conference, Cincinnati, OH, February, 2009 – Integrating Math, Science, and Literacy in the Designing, Constructing, Testing, and Racing of Rocket-Powered Foam Board Model Hydroplanes Project Hydroplanes Racing Program

(www.halearningstrategies.com),

Council for Exceptional Children Conventions: Boston, MA April, 2008, Seattle, WA, April 2009, and Nashville, TN, April, 2010: WHAS Crusade for Children Grants:

$14,000.00 for 2010-2011 School 6 months at Shelby County Public Schools, Special Education Resource Teacher, Grades 3rd to 5th; 2 years at Hawaii Department of Education, High School - Self-Contained Behaviors Disorders Classroom (BD); 10 years at Seattle Public Schools, Seattle, Washington – Special Education Self-Contained Mild-to-Moderate Classrooms, Grades 4th-8th, Middle School Head Basketball FT College of Education Program, Traditional and Alternative Certification Program (ACP)

Year $14,300.00 for 2009-2010 School Year;

$13, 081.00 for 2008-2009 School Year

Service: Faculty Advisor – Council for Exceptional Children (CEC) Spalding University;

Canaan Community Development Corporation Afterschool

Engineering Program, Louisville, KY - Instructor and Volunteer; Maupin Elementary School/Spalding

University Partnership, Louisville, KY - Hydroplane Program Cane Run Elementary School,

Louisville, KY – Hydroplane Program

Conway Middle School, Louisville, KY – Hydroplane Program Horizons Academy, Bardstown, KY

– Hydroplane Program

Coach and High School Assistant Football Coach

Greer, Rita G. Ed. D. University of Louisville Supervision and Administration Faculty Director, Leadership Education Doctoral Program Associate Professor

Member, Kentucky Department of Education Principal Effectiveness Steering Committee;

Member, Kentucky Department of Education Working Conditions Coalition;

Member, Kentucky Board of Examiners

Member, Black Achievers Advisory Board; 38 years of professional experience in P-12 schools including: Special Projects Consultant; Director of Human Resources;

District Liaison to the Educational Professional Standards Board; District Certification Officer; Director of District Alternative Certification Programs; Full Time Leadership Education

Director New Teacher Orientation and Induction; Human Resources Specialist; and Teacher Hudson, Richard Ph.D. Educational

& Counseling Psychology University of Louisville Adjunct Associate Professor: Behavioral Analysis

Board Member, Kentucky Autism Training Center

Board Member, FIND of Louisville

Behavioral Consultant w/ Kentucky Autism Training Center, providing training and technical assistance to K-12 Schools across Kentucky related to use of Applied Behavioral Analysis & Assistive Adaptive Technology. PT to Program, Full Time to University Lewis, Larry Wayne Ph.D., University of Louisville, Mathematics, Higher Education, and Systems Science Faculty; Director of Traditional Initial Certification Programs Tenured Professor of Mathematics and Education Mathematical Association of America (MAA) Liaison Numerous Ed.D. Doctoral Committee chair completions at Spalding University

Presentations:

Lewis, L.W., ―An Action Research Proposal: Does the Ability to Purchase a Week’s Worth of Groceries for under One Dollar Influence the Chance that a Student will make an ―Innumeracy Type‖ Statistical Error?‖ Joint Mathematics Meetings of MAA and AMS, San Francisco, January 13, 2010. Lewis, L.W., ―Testing the Effects of Predictors Using Data Generated by Non-identity Link Functions of the Single-Index Model: A Monte Carlo Approach.‖ Joint Mathematics

Secondary

Certification; Student Teaching at Iroquois High School, Louisville, KY; PT private high school teaching at Ninth and O Baptist School in Louisville, KY

Meetings of MAA and AMS, Washington, DC, January 5, 2009. Lewis, L.W., ―Chebyshev’s Inequality for Fuzzy Random Variables.‖ Joint Mathematics Meetings of MAA and AMS, San Diego, January 8, 2008. Mangeot, Jennifer L. MA.Ed. University of Kentucky Director, Field Experiences Assistant Professor

Presenter at National LiveText Conference, July 2010, Chicago, Illinois (―Expeditions into Online Discussions”)

Chair, College of Education Graduate and Retention Committee Member, University Admissions Committee Elementary School Teacher, Fayette County Public Schools, Archdiocese of Louisville Part-Time Program Montgomery, Carol EdD Louisville, School Administration

Course Instructor and University Field Experiences Supervisor

Adjunct Professor

Professional certification for teacher, counselor, principal, and

superintendent; National Board Certified Counselor; Nationally Certified Psychologist and Behavior Therapist; Diplomat, American Psychotherapy Assoc.

Teacher K-8; School Counselor ; Principal K-5; Director of School Programs and Services

Part-time to unit and Program Morgenthal, Jayne Risen Ed.D. Educational Administration, University of Louisville Faculty Associate Professor Associate Professor

Winter, Paul A. & Morgenthal, Jayne R. (2002). Principal Recruitment in a Reform Environment: Effects of School Achievement and School Level on Applicant Attraction to the Job. Educational Administration Quarterly, Vol. 38, No.3 319-340.

Morgenthal, Jayne R. (2003). Principal Shortage: A Potential Crisis. Leadership, Vol. 34, No.3, 21-23. Morgenthal, Jayne R. (2004). Principal

recruitment At Schools Varied by Student Achievement: Effects of Applicant Characteristics. Educational Administration Quarterly, Vol.51, No 5, 234-244. Assistant Professor, Educational Administration –University of Louisville Superintendent of Schools Associate Superintendent of Schools General Director of Elementary Education Elementary Morgenthal, Jayne Risen

Morgenthal, Jayne R. (2005). Female Assistant Superintendents in Kentucky’s Public Schools: Perspectives o Their Experiences and Aspirations. Morgenthal, Jayne R. (2006). A Potential Crisis in the Principal-ship as a Result of No Child Left Behind Act: A Message for School Superintendent. The School Administrator. Vol. 43, 23-26.

Morgenthal, Jayne R. (2003). The Impact of School Achievement on Principal Recruitment in a Reform Environment. Paper presented at the annual meeting of the University Council for Educational Administration, Cincinnati, OH. Morgenthal, Jayne R. (2005). Principal Recruitment at Schools Varied By Student Achievement.

Paper presentation. Hawaii International Conference on Education, Honolulu, HI. Morgenthal, Jayne R. (2005). Female Superintendent of Schools: A Perspective on Their Barriers. Paper presentation, Hawaii International Conference on Education. Honolulu, HI.

University Council Educational Administration (UCEA), Proposal Reviewer for annual UCEA National Conventions 2000-2006

Presenter and Member, University Council for Educational Administration

2000-present.

Kentucky School Boards Association, Member 2000-present. Annual presenter 2007-2009.

Kentucky Association of School Administrators, 2000-present. Presenter, Annual Conference Chair, 2003; 2007. NCATE Member University of Louisville, 2006

SACS member: Fort Knox Schools, Nelson Co. School District, Newport

Principal President, Executive Leadership Coaching Firm

School District. 2008,2009,2010. Schoone, Terri MS, Computer

Science, Florida Institute of Technology

Faculty Assistant

Professor

Schoone, Terri and Mangeot, Jennifer. "Expeditions into Online Discussions." LiveText

Collaboration & Assessment Conference 2010. LiveText. The Westin Chicago River North, Chicaco, IL. 21 July 2010. Lecture. Mangeot, Jennifer and Schoone,

Terri. "The Evolution of e-Portfolios in Spalding University's COE: Crawling Out of the Primordial Paper Pile." LiveText Collaboration & Assessment Conference 2010. LiveText. The Westin Chicago River North, Chicaco, IL. 20 July 2010. Lecture. Schoone, Terri. ―Supporting

Collaboration with Web 2.0.‖ Kentucky Free-Tech Educational Technology Conference.

Louisville, KY. 26 May 2010. Presentation.

Middle School and High School Mathematics teacher

FT program

Takona, James P. PhD, Loyola University of Chicago, C & I Faculty Associate Dean Associate Professor

Duhon-Sells, R., Esmail, A. and Takona, James. (2009).Youth Violence in American Schools: How it can be alleviated. Lewiston, New York: Edwin Mellen Press.

Takona, James P. (2009). Attending to the wellbeing of displaced person. African Studies Review, Vol. 1, No. 1. Pp. 19-23. Takona, James P. (2010).Book

Review. ―Closing the African American Achievement Gap in Higher Education‖, Journal of Urban Education: Focus on Enrichment, Vol. 7 Issue 1, pp.

Primary School, PD-Instructional Technology Coordinator, Ministry of Education, Kenya Part-Time program

123-124;

President (2008-2009) and Vice President (2007-2008), National Association for Peace Education [NAPE]; BOE NCATE/TNState(2003 - ) Wright, Veronica P. Masters of Education University of Louisville Mental Retardation Psychology Rank I University of Louisville LBD Faculty Associate Professor Associate Professor Scholarship

+Began research on Moderate to Severe Program as possible inclusion for COE

+Co-designed a classroom instrument

to reflect desirable skills for special educators to assist Spalding’s Teacher Educators during their observations of candidates during their observations of candidates + Designed a ―Pre-Observation Checklist ―for candidates in a collaborative setting

+ Proposal for mentoring program for students with special needs

Leadership

+Served on IHE Task Force Committee

PROJECT TRREE Taskforce Member

IHE Consortium, Kentucky Department

Of Education Division of Exceptional

Children Services

+IHE-MSD Consortium, Kentucky Department Of Education Division of Exceptional Children Services +COE—Undergraduate, Graduate, Curriculum and Library Committees

Service

+Co-compiled data from sub grant

Junior High/Middle Schools Teacher, Department Chair Provisional Certificate For Teacher of Exceptional Children LBD 7-12

Standard High School Certificate Grades 7-12

Approval for Teaching Exceptional LBD 5-6 Approval for Teaching Social Studies in the Middle Grades 5-6 Approval for Teacher Consultant in Program for Exceptional Children Endorsement for Special Education: Educable Mentally Retarded Grades 1-12 Teaching Major: History-Political Science Teaching Minor: FT program

WKU (Beecher

Terrace Summer Enrichment Program) and

disseminated information to administrative staff

+Evaluated and ordered new study materials for the

Praxis II workshops

+Trained, assisted, and monitored facilitators for

Praxis II workshops

+Provided training for university supervisors

+Monitored syllabi for LBD courses to ensure

alignment and appropriateness of material taught

Sociology

(1) e.g., faculty, clinical supervisor, department chair, etc.

(2) e.g., professor, associate professor, assistant professor, adjunct professor, instructor, administrator, etc.

(3) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one’s work for professional review and evaluation.

(4) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit’s mission.

Graduate & Undergraduate Revised Page 208

In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative commitment to the development of the total person, the College of Education has as its mission the preparation of educators who will possess intellectual understanding, holistic perspective, and professional skills to lead others to the maximum use of their potential for lifelong learning in multicultural society.

Term/Year

Course Title (Credit Hours)

Introduction to Linguistics

Course Number(s)

EDU-555-

College/School & Program

College of Education

Time(s) Location

Instructor

Office Hours

Office Location

Contact Information

Office:

Email

Course Description

(3)Credit Hours (0)Hours – Field Based Service Learning (if applicable)

This course covers the basic conceptual organization within the study of linguistics, including the brain and it‘s organization of linguistic elements; morphology – the smallest component of meaning, syntax – the order and structure of morphology- and semantics – the actual meaning and organization of linguistic components into meaning/domain categories, and how these components are applied in the English language.

Required Texts and Other Materials

Students are expected to have required text(s) at the first class session or documentation that the texts have been ordered. Required texts are expected at each session unless given different instructions by the instructor.

Fromkin, Victoria, Rodman; Robert, Hyames: Nina: An Introduction to Language. Eighth Edition. Thompson/Heinle.

Crystal, David (1997) Cambridge Encyclopedia of Language. Second Edition. Cambridge University Press.

Required Email – Blackboard – LiveText

Students are required to use their Spalding University Email to correspond with instructors. Email and Blackboard may be accessed through the University Portal at https://my.spalding.edu Students are required to use LiveText to submit projects and assignments.

Withdrawal Dates and Financial Aid Information

Specific withdrawal information is available from the office of the University Registrar. Please be sure to contact your University financial aid counselor before dropping or withdrawing from any class, as this may impact your financial aid status.

College of Education

Spalding University

Graduate & Undergraduate Revised Page 209 Conceptual Framework - Professional Dispositions

The College of Education at Spalding University believes that educators are leaders. The Educator as Leader model is characterized by a metaphor of an interlaced Celtic knot. The never ending strands represent the permanence and the continuum of teacher professional dispositions drawn from a knowledge-base aligned with national, state, and professional standards in support of student learning and development.

College of Education faculty and students are expected demonstrate the following professional dispositions: Knowing demonstrate a continued devotion to acquiring knowledge about the content,

pedagogy, and professional areas of teaching

Reflective analyze experiences and observations for personal and professional grown Creative use open inquiry to develop innovate approaches

Caring show respect for self and others

Ethical act in accord with academic policies and professional codes of ethics Spiritual acton the belief that each human being has infinite value

Learning Outcomes - Course Objectives

Based on applicable Kentucky Teacher Standards (Initial/Advanced) (Goals, Benchmarks, and Competencies – if applicable)

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Modes of Instruction

This class will utilize a Lecture/Discussion format at the above mentioned meeting times and location; in addition we will be using blackboard and email for turning in assignments and discussion topics.

Academic Accommodations

Any student who, because of a disability, may require special arrangements in order to meet course requirements, should contact the instructor as soon as possible to make such accommodations as may be necessary. Students should provide written verification of the need for such accommodations from the Office of Student Life and Development.

Graduate & Undergraduate Revised Page 210 Field Based Service Learning Standards (if applicable)

This course has 0 required clock hours of Field Based Service Learning. Clock hours for this course may not be fulfilled from other past or concurrent courses or experiences.

Course Assignments, Assessments, & Grades

Course assignments will be posed and turned in via blackboard/email on the day listed for each assignment. Requirements for this class are as follows:

Attendance and participation: 10% Exams: 2 @ 30%

Homework: Must be posted to Blackboard 4 times during the semester: 15%

Research Paper: 15% Topics to be decided at a later date and subject to approval of the instructor.

Tentative Course Outline

Week 1:

Discussion: Understanding linguistics-the study of the structure and behavior of language and its components, morphology, syntax and semantics.

Homework: Find Discussion board forum and post-DUE by: August 31, 2009 Week 2:

Reading: Fromkin, et al, Chapt. 5

Discussion: Language and its relationship to the brain and the LAD, (language acquisition device); brain hard wired for language, how babies learn language.

Week 3:

Reading: Fromkin, et al, Chapt. 6;

Discussion: Continued discussion of language components and language acquisition. Homework: Fromkin Book chapt. 5 DUE BY September 14, 2009

Week 4:

Discussion: Topic: Language acquisition, Chomsky and LAD, structure of language Homework: Fromkin Book: chapt. 2, 8 DUE BY Sept 28

Week 5:

Reading: Fromkin: Chapt. 3,

Discussion Topic : Morphology and pattern recognition, Language components- phonetics, phonemics, morphology, syntax, semantics

Homework: Fromkin Book, chapt. 3, DUE BY: October 5th.

Week 6: Discussion topic: Chomksy‘s transformational grammar; comprehension and language production.

Graduate & Undergraduate Revised Page 211 Week 7:

Reading: Fromkin, et al: chapt. 4 (pages 115-150)

Discussion Topic: Syntax: How words are parsed into sentences and give rise to meaning. Review for Exam 1 Fromkin Chapts 1-4

Homework: Fromkin book chapt 4 Week 8: Exam 1

Homework: Fromkin Book chapt: 3, 7 Week 9: Reading : Fromkin Chapt 5 Week 10:

Homework: Fromkin Book Chapt 4: 18-19 Turn in topic for research paper

Week 11: Fromkin Book: Chapt 5

Homework: Fromkin Book Chapters 6,8, 13 Discussion: Meaning and Language, Semantics Reading: Fromkin et al, Chapt 6

EXAM 2.-

Discussion: Phonetics and Phonemics, Dialects RESEARCH PAPER DUE

Academic Policies and Procedures

The current University Catalog delineates pertinent academic policies, including academic and professional integrity. Each student is responsible for compliance with these policies, as well as the regulations, requirements, and information contained the relevant College of Education handbooks. Undergraduate and Graduate Academic Policies may be found in the University Catalog at

Graduate & Undergraduate Revised Page 212 Grades as Defined by the University Catalog – Graduate

The interpretation of grades in graduate work is as follows. Please note that "plus and minus" (e.g., A-, B+) grades have no effect on GPA.

A indicates work of excellent quality: a superior grasp of the content of the course, initiative in doing work beyond ordinary assignments, originality in problem-solving, and ability to relate the

knowledge of the course to other knowledge.

B indicates work of acceptable quality for the graduate level: a grasp of the essentials of the course, the satisfactory completion of the work assigned, and average ability to see relationships and to make applications.

C indicates grasp of only the minimum essentials of the course: it is passing but indicates work below the level acceptable for a graduate student. Students who earn a grade of C may be dropped from their program.

F indicates failure to master the minimum essentials of the course or unauthorized withdrawal from a course. One course grade of F in a graduate program is cause for automatic dismissal.

Graduate & Undergraduate

W indicates approved withdrawal from class, in accordance with published university policies. See the University's Withdrawal Policy for more information.

I indicates that a student's achievement in the course has been satisfactory but, for some good reason, the work is incomplete and permission has been given to complete the work within a given period (not to exceed 90 days). A contract between the student and the faculty member, stipulating the work to be completed and the date on which the work must be completed, must be filed with the registrar. If the work is not completed within the time stipulated, a grade of F is recorded. Students should note that the grade of I is given only in cases of emergency and not as a matter of convenience to the student. Any extension of the three-month period for course work completion requires the written approval of the Senior Vice President for Academic Affairs.

X Indicates course work that has not been completed because of the nature of the study. Only academic courses that have an internship or practicum as the primary course content are eligible for this category. If the work is not completed within 12 months of the initial assignment of the X grade, a grade of F is recorded. Any extension of the 12-month period for course work completion requires the written approval of the Senior Vice President for Academic Affairs.

College of Education Policy – Plagiarism

The College of Education is committed to the highest ethical standards, which include academic integrity. Instances of plagiarism and other unethical behavior at the undergraduate level will be handled according to the policies and procedures found in the University Catalog. As graduate work is at a higher level of study than undergraduates, students who plagiarize in graduate programs are held to a higher standard of conduct.

Graduate students are expected to produce original work; turning in work produced by others is unacceptable.

A student who plagiarizes at this level receives an "F" for the assignment and the course, and is dismissed from the program.

Graduate & Undergraduate Revised Page 213 Academic Integrity

Characteristics of academic integrity include fairness, respect for others, personal responsibility, and proper recognition and acknowledgement of resources used in all educational activities. In order for this diverse community of learners to fulfill its mission of shared exploration, creativity, and justice, all members must feel free to participate in an atmosphere of trust. A goal of the University is for the concept of integrity to become a habit of the mind and a reality in performance, enriching and guiding all members of the community. Members of the Spalding University community will demonstrate a high standard of integrity in all areas of academic work and university experiences. Faculty are held to high expectations of integrity through professional and disciplinary practices and through policies outlined in the Faculty and Employee Handbooks. In this same spirit, students who breach the University's Policy on Academic Integrity are subject to disciplinary action. Students, faculty and staff have the duty to report any instance of academic dishonesty to the appropriate authority (i.e., faculty member, dean, chair, program director, etc.). Penalties for academic dishonesty may vary or be more stringent in particular academic units.

Definition of Academic Dishonesty

"Academic dishonesty" includes academic lying, stealing, or cheating for the purpose of affecting one's grade, course credit, or status, including but not limited to the following:

Submitting another person's work as one's own and misrepresenting assigned work as the product of one's sole independent effort;

Fabricating work and/or resources as authentic material;

Submitting work for more than one course without the prior approval from each faculty member involved;

Plagiarizing (i.e., using verbal, written, or visual representations of ideas, works, phrases, paragraphs, or entire documents by others as though the work were one's own); NOTE: This includes presentation handouts, PowerPoint presentations, etc.).

Conducting research that does not comply with the established university policies (see the Policy on the Use of Human and Animal Subjects);

Fabricating or falsifying data;

Assisting student(s) in engaging in academic dishonesty;

Using any unauthorized assistance in completing quizzes, tests, or examinations, or specific course assignments/projects;

Acquiring, without permission, any academic evaluative or testing materials;

Influencing or attempting to influence through the use of bribery, threats, or any other means of coercion, any Spalding University official, faculty member, graduate student, or employees responsible for processing grades, evaluating students, or maintaining records;

Unethical activities related specifically to professional standards and practices (i.e., expectations regarding internships, externships, etc.). These violations are governed by individual school or program policies and guidelines and the Policy on Professional Integrity

https://www.spalding.edu/catalog/catalog.asp?cat_

id01=4301 for graduate students and students in professional education programs. Procedures for instances of possible breach of academic integrity

https://www.spalding.edu/catalog/catalog.asp?cat_id01=3087 Student Appeal Procedures

Graduate & Undergraduate Revised Page 214

In keeping with the Spalding University pioneer spirit of service and the tradition of collaborative commitment to the development of the total person, the College of Education has as its mission the preparation of educators who will possess intellectual understanding, holistic perspective, and professional skills to lead others to the maximum use of their potential for lifelong learning in multicultural society.

Term/Year

Course Title (Credit Hours)

Structure of American English

Course Number(s)

EDU-583

College/School & Program

College of Education

Time(s) Location

Instructor

Office Hours

Office Location

Contact Information

Office:

Email

Course Description

(3)Credit Hours (0)Hours – Field Based Service Learning (if applicable) All languages employ basic structure; both morphology and syntax – the order and structure of the English language are addressed in this class, the actual organization of linguistic components and how these components are applied; and how to teach these in order to best teach English grammar and usage. Learning English based on both linguistic theory and grammatical usage; how learners grasp English from the smallest structure to fully formed sentences. Knowledge of logistic terms and basic theory are applied to Teaching English as a Second Language, in fulfillment of the requirements for College of Education Standard 11 – Required for Program Completion.

Required Texts and Other Materials

Students are expected to have required text(s) at the first class session or documentation that the texts have been ordered. Required texts are expected at each session unless given different instructions by the instructor.

Baron, Naomi: Alphabet to Email: How Written English Evolved and Where it‘s Heading. London/New York: Routledge, 2000, pp. 316

Celce-Murcia, Marianne; Larsen-Freeman, Diane; The Grammar Book: An ESL/EFT Teacher‘s Course. Heinle & Heinle, 1999 (2nd Edition) Boston, MA

Recommended

Crystal, David; Cambridge Encyclopedia of Language. Cambridge University Press, 1997, 2nd edition.

Required Email – Blackboard – LiveText

Students are required to use their Spalding University Email to correspond with instructors. Email and Blackboard may be accessed through the University Portal at https://my.spalding.edu Students are required to use LiveText to submit projects and assignments.

College of Education

Spalding University

Graduate & Undergraduate Revised Page 215 Withdrawal Dates and Financial Aid Information

Specific withdrawal information is available from the office of the University Registrar. Please be sure to contact your University financial aid counselor before dropping or withdrawing from any class, as this may impact your financial aid status.

Conceptual Framework - Professional Dispositions

The College of Education at Spalding University believes that educators are leaders. The Educator as Leader model is characterized by a metaphor of an interlaced Celtic knot. The never ending strands represent the permanence and the continuum of teacher professional dispositions drawn from a knowledge-base aligned with national, state, and professional standards in support of student learning and development.

College of Education faculty and students are expected demonstrate the following professional dispositions:

Knowing demonstrate a continued devotion to acquiring knowledge about the content, pedagogy, and professional areas of teaching

Reflective analyze experiences and observations for personal and professional grown Creative use open inquiry to develop innovate approaches

Caring show respect for self and others

Ethical act in accord with academic policies and professional codes of ethics Spiritual acton the belief that each human being has infinite value

Learning Outcomes - Course Objectives

Based on applicable Kentucky Teacher Standards (Initial/Advanced)

(Goals, Benchmarks, and Competencies – if applicable)

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

The teacher designs/plans instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher uses technology to support instruction; access and manipulate data; enhance

professional growth and productivity; communicate and collaborate with colleagues, parents, and the community; and conduct research.

The teacher reflects on and evaluates specific teaching/learning situations and/or programs. The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core

Graduate & Undergraduate Revised Page 216

concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky‘s learning goals, refines the skills and processes necessary, and implements a professional development plan.

The teacher provides professional leadership within the school, community, and education profession to improve student learning and well-being.

Modes of Instruction

This class will utilize a Lecture/Discussion format at the above mentioned meeting times and location; in addition we will be using blackboard and email for turning in assignments and discussion topics.

Academic Accommodations

Any student who, because of a disability, may require special arrangements in order to meet course requirements, should contact the instructor as soon as possible to make such accommodations as may be necessary. Students should provide written verification of the need for such accommodations from the Office of Student Life and Development.

Field Based Service Learning Standards

(if applicable)

College of Education Standard 11 - Required for Program Completion

This course has 0 required clock hours of Field Based Service Learning. Clock hours for this course may not be fulfilled from other past or concurrent courses or experiences.

Course Assignments, Assessments, & Grades

Course assignments will be posed and turned in via blackboard/email on the day listed for each assignment. Requirements for this class are as follows:

Attendance and participation: 10% Exams: 2 @ 30%

Homework: Must be posted to Blackboard 4 times during the semester: Each = 5% X 4=20%

Field Study: This will be done by collecting a actual sample of a non-native English speaker‘s utterances and a brief structural analysis performed. The field study is to be explained at a later date in the semester (field study topics will be provided): 10%

Graduate & Undergraduate Revised Page 217

Tentative Course Outline

Week 1: How ―immersion‖ operates, telegraphic speech, how babies learn language. The class will participate in the creation of a brief survey aimed at evaluating elementary school beginning level non-native English speakers‘ English language skills, while using their own interest in learning English structure as a guide for topics to be covered in this class.

Week 2: READING: Comprehension and production, how these may vary widely. Building blocks of language, review of basic components of English grammar, syntactic structure and sentence diagrams, tree diagrams. How basic components of meaning are parsed.

Week 3: READING:HOMEWORK 1 DUE/POSTED TO BLACKBOARD BY SEPT. 10. Subject verb object agreement in English, deep/ surface structure, oral language and listening to non-native English speaker‘s production for errors or omissions.

Week 4: READING: morphology and the smallest elements of meaning, elements are combined to make words in English, or simple words, compound words and affixes; Free morphemes (stand alone as a word) or bound morphemes, how sentences are built/analyzed into words, phrases, clauses and sentences. Week 5: READING: Past tense and plural, relatively small number of morphemes may be used to indicate meaning over broad categories of nouns and verbs. These are called inflections; new words are formed by combining words (morphemes) into compound or complex words and are called derivations. Inflections usually reflect grammatical consistencies (syntax, i.e. plural or tense) while words which (when combined) change the meaning of the word itself are derivational. In English, these are called parts of speech or word classes. Affixation and compounding are derivational, and conversion (the original word does not change) is inflectional.

REVIEW FOR EXAM I

Week 6: READING: HOMEWORK 2 DUE/POSTED TO BLACKBOARD BY OCT. 6. Word classes: how they operate with the same behavior within a class. Categories of word classes; open or closed, structural or lexical; their behavior in phrases, clauses or sentences. Parts of speech (word classes): nouns, pronouns, adjectives, verbs, prepositions, conjunctions, adverbs and interjection, articles.

EXAM I

Week 7: READING: Information conveyance and sentences; nouns and verbs, noun phrases, verb phrases, prepositional phrases; subjects, objects, indirect objects and their function in English syntax; pronominal forms of subject, object, singular and possessive; pronominal forms: demonstrative, indefinite, relative, interrogative;

Week 8: READING: HOMEWORK 3 DUE/POSTED BY Oct. 15. Verbs: transitive and intransitive; finite, infinitive and gerund; direct and indirect objects, tense, auxiliary, participle, present, continuous, imperfect; verbs used as nouns, adjectives and adverbs; adjectives function to modify nouns and nominal use of verbs, adverbs function to modify verbs, adjectives or other adverbs; coordinate and subordinate conjunctions.