DEPAUL UNIVERSITY
COLLEGE OF EDUCATION
WLE 375/T&L 575
WLE HISTORY, POLICY AND CURRICULUM
DEVELOPMENT
Spring 2013
CLASS DAYS AND TIMES:
CLASS LOCATION:
INSTRUCTOR:
OFFICE:
OFFICE PHONE:
E-MAIL:
OFFICE HOURS:
Monday, 5:30 – 8:45 p.m.
Levan 407
Jason Goulah, Ph.D.
SAC 335
773-325-2076
jgoulah@depaul.edu
Monday, 4 – 4:30 and 4:30 - 5 p.m.; by appointment
Required Texts:
American Psychological Association. Publication Manual of the American
Psychological Association (5th or 6th ed). American Psychological Association.
Assigned readings posted on D2L
If you do not receive WLE News, please send an email to WLENews@depaul.edu.
1. COURSE DESCRIPTION:
This course engages students in WLE curriculum development and language program advocacy,
creation, and sustainability based on an examination of federal and state WLE history and
policies and on a review of national and state standards. Students in this course review theory
and application of curriculum development to world language instructional programs, such as
design, scope and sequence, organizational patterns, materials and media, articulation, teacher
training, parent and community involvement, and evaluation. Principal world language education
program models are examined in light of WLE history, policy, and standards (20
undergraduate/15 graduate fieldwork hours; level 1).
2. DePaul University College of Education
CONCEPTUAL FRAMEWORK
DEPAUL UNIVERSITY
College of Education
The Urban Professional Multicultural Educator
DePaul University’s College of Education is based on the model of the Urban Professional Multicultural Educator
Conceptual Framework that may be found at http://education.depaul.edu. The theoretical and philosophical
underpinnings of the College of Education reflect and embody the mission of the University, the professional
practices and ethics of elementary/secondary education, and the commitment of faculty and staff. Course learning
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objectives and outcomes support the conceptual framework. The core values of this professional preparation model
include developing the ability to balance theory and practice by exploring the teaching and learning process;
considering multiple perspectives; exhibiting Vincentian personalism; promoting positive transformations; and
functioning as a lifelong learner.
To work toward achieving these five broad professional development goals, students in this course will:
Balance Theory & Practice
Understand the teaching-learning process, principles and methods of teaching and learning in both typical and
exceptional students.
Acquire knowledge of various theories and understand how theories can help improve practice.
Experience life in schools through ongoing and systematic classroom observations.
Develop teaching skills such as communication, listening, observing, questioning and writing.
Develop an understanding of social and historical contexts of education.
Experience classroom management techniques through observation and classroom discussion.
Consider Multiple Perspectives and Supporting Diversity
Extend and deepen their knowledge of their own and other cultural practices and beliefs in order to become more
successful multicultural educators.
Seek out multiple perspectives on urban educational experiences expressed in written and face-to-face
communication and learn methods for becoming reflective, sophisticated listeners and observers.
Develop their understanding of the implications of cross-cultural communication in the classroom and school,
especially as they affect learning and educational change in urban settings.
Exhibit Vincentian Personalism and Promote Positive Transformations
Respect and value the uniqueness and worth of each learner.
Trust that each student can learn.
Realize that a primary purpose of the school is to serve learners and their families.
Advocate for the positive transformation of persons and society, with a preferential option of the needs of students,
through portfolio entries, and position statements (oral and written).
Evidence awareness of legislation, public policy, and board of education mandates as they affect students, families,
and programs for students.
Function as a Lifelong Learner
Understand the role of education as a lifelong process in their own as well as their students’ lives.
Learn about and enter the ongoing professional conversation in their content area through specific written responses.
Learn about and enter an ongoing, more general professional conversation about school reform.
Identify and develop resources for lifelong learning.
Show concern for effecting positive change in people and in society.
Demonstrate a strong respect for the teaching profession.
Attend professional meetings (when possible).
Read and reflect upon professional literature (assigned and otherwise).
Urban Professional Multicultural Educators:
Examine the implications of difference and diversity in education and society.
Demonstrate sensitivity to issues of diversity, global awareness, special needs of learners, and diversity of learning
styles.
Engage in systematic reflection on the interaction of theory and practice.
Recognize the dynamics operating among educators, learners, content and contexts.
Model personalism and encourage involvement in the community as incorporated in the Catholic, Vincentian urban
mission.
Promote positive transformation in individuals, schools, and communities, including faculty and students through
professional development and life-long learning.
Appreciate the need to function as a liberally educated, life-long learner who can communicate articulately and think
critically and creatively.
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3. PROFESSIONALISM & CLASSROOM CIVILITY
As urban professional multicultural educators certain standards of professionalism and courtesy will be expected of
you in schools. The same standards are expected in this class. Please keep this in mind with regard to eating/drinking
and electronic devices in this class: If you eat or drink in class, please do it quietly and in a manner that is not
disruptive.
Disruptive classroom behavior negatively affects the classroom environment and the educational experience for
students in the course. Research conducted by Gonzalez and Lopez (2001) on classroom incivility suggests six
categories of negative student behavior: “disengaged, disinterested, disrespectful, disruptive, defiant, and
disturbed.” Each type of behavior encompasses its own set of dilemmas, “but all affect the total classroom
experience for the instructor and other students” (pp. 3-4). Disruptive conduct includes side conversations, nonclass reading materials, sleeping, passing notes, etc. Points will be deducted from students who engage in disruptive
conduct. I reserve the right to require students who repeatedly engage in side conversations to sit apart from one
another.
All phones and other devices must be turned off and put away during class time. Text messaging and use of
phones and other devices will result in lowering of the course grade.
 The use of laptops and tablets is not allowed in this class because of recurring problems with these devices
being used for web browsing, reading/responding to email, etc. during class meetings.
Why else does this course have a Laptop Policy?
Recent studies (e.g., Fried, 2008) suggest that students who bring laptops to class perform worse (on average) than
their non-laptop using peers, and are much less likely to pay attention in class. Results showed that students who
used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to
both users and fellow students. Most important, the level of laptop use was negatively related to several measures of
student learning, including self-reported understanding of course material and overall course performance.
4. METHODS OF INSTRUCTION
Discussion
Whole class work
Small-group work
Lecture
Technology- (computer-) based learning
Computer-based discussion
Individual practice
Individual presentation
Group presentation
Composition
Conference
Fieldwork observation
Reflective practice / observation
Personal discovery / research
Practical activities
5. COURSE STANDARDS & DISPOSITIONS
 The Illinois State Board of Education Teacher Core and Content Area Standards that include English as a New
Language and Foreign Language Standards can be found at www.isbe.net. This course addresses the following 23
indicators of the Illinois Professional Teaching Standards (2013; for all IPTS indicators visit
http://aged.illinois.edu/sites/aged.illinois.edu/files/resources/Professional_Teaching_Standards.pdf):
2F) knows how to access the tools and knowledge related to latest findings (e.g., research, practice, methodologies)
and technologies in the disciplines;
2I) evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s
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needs;
3A) understands the Illinois Learning Standards (23 Ill. Adm. Code 1.Appendix D; visit
http://www.iit.edu/csl/msed/programs/grad/pdfs/23_ill_adm_code_1_appendix_d.pdf), curriculum development
process, content, learning theory, assessment, and student development and knows how to incorporate this
knowledge in planning differentiated instruction;
3B) understands how to develop short- and long-range plans, including transition plans, consistent with curriculum
goals, student diversity, and learning theory;
3D) understands when and how to adjust plans based on outcome data, as well as student needs, goals, and
responses;
3F) understands how to co-plan with other classroom teachers, parents or guardians, paraprofessionals, school
specialists, and community representatives to design learning experiences;
3I) creates short-term and long-term plans to achieve the expectations for student learning;
3L) creates approaches to learning that are interdisciplinary and that integrate multiple content areas;
5K) varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the
content and purposes of instruction and the needs of students;
6G) understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the
reading needs of the student;
6H) understands how to use a variety of formal and informal assessments to recognize and address the reading,
writing, and oral communication needs of each student;
6Q) works with other teachers and support personnel to design, adjust, and modify instruction to meet students’
reading, writing, and oral communication needs;
7A) understands the purposes, characteristics, and limitations of different types of assessments, including
standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools;
7B) understands that assessment is a means of evaluating how students learn and what they know and are able to do
in order to meet the Illinois Learning Standards;
7E) understands how to select, construct, and use assessment strategies and instruments for diagnosis and evaluation
of learning and instruction;
7G) understands how to make data-driven decisions using assessment results to adjust practices to meet the needs of
each student;
7H) knows legal provisions, rules, and guidelines regarding assessment and assessment accommodations for all
student populations;
7N) accurately interprets and clearly communicates aggregate student performance data to students, parents or
guardians, colleagues, and the community in a manner that complies with the requirements of the Illinois School
Student Records Act [105 ILCS 10], 23 Ill. Adm. Code 375 (Student Records), the Family Educational Rights and
Privacy Act (FERPA) (20 USC 1232g) and its implementing regulations (34 CFR 99; December 9, 2008);
8C) collaborates with others in the use of data to design and implement effective school interventions that benefit all
students;
8G) understands the various models of co-teaching and the procedures for implementing them across the
curriculum;
9B) knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as a foundation for
the fair and just treatment of all students and their families in the classroom and school;
9E) is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a
variety of learning communities;
9Q) uses leadership skills that contribute to individual and collegial growth and development, school improvement,
and the advancement of knowledge in the teaching profession.
 The dispositions are linked to success in the program and in the professional field and are evidenced by the
conduct that students demonstrate during courses, clinical settings, and advising sessions. For any student about
whom there are dispositional concerns—to the extent that those concerns raise questions about the student’s ability
to complete his/her program or to succeed professionally—will be addressed as in an effort to achieve the best
possible outcome for the student and the college. The detailed process for addressing such concerns is outlined in
the
“Performance
Review
Process”
document
(http://education.depaul.edu/CurrentStudents/Policies_Handbooks/Dispositions.asp). The COE approach is meant to
be preemptive and proactive; the aim is to support students’ development throughout the duration of their academic
program. Failing to abide by DePaul University or College of Education policies including, under certain
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circumstances, these dispositions, could result in adverse consequences for the student, including removal from
his/her program, the COE, or the University.
Dispositions for WLE
 Reflects on progress and identifies strengths and weaknesses, including evaluating strategies for success,
finding alternatives for inappropriate strategies, and modifying future practices
 Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
 Values critical thinking through discussion and writing (e.g., journals, response to prompts)
 Understands the importance of and is committed to communicating clearly orally and in writing both in
traditional and in new and emerging digital formats
 Values and is committed to continually developing strong content area knowledge and/or knowledge of the
professional field, including pedagogical content knowledge
 Takes initiative, uses imagination and creativity, and seeks out information using a variety of human and
material resources and technology to inform his or her teaching
 Is aware of the role of classroom environment and uses management procedures that reflect respect and
care for learners and concern for their emotional and physical well being
 Takes the time and effort needed to understand how students learn, including discovering their interests and
experiences and determining how to shape teaching acts (using technology as appropriate) that engage
learners meaningfully and actively
 Values and is committed to using assessment to evaluate and ensure the continuous intellectual, social,
emotional, and physical development of the learner
 Respects and considers cultural contexts in order to determine how to be responsive to learners and to
proactively promote all students’ learning
 Values and is responsive to diverse learners’ academic, emotional, and social needs through teaching acts
(including careful instructional planning, implementation, and differentiation) and through everyday
interactions with students
 Is committed to collaboration with colleagues, families, and communities in order to promote all students’
learning and development
 Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language,
preparedness, attendance, punctuality, etc.)
 Demonstrates collegiality, honesty, good judgment, courtesy, respect, and diplomacy
 Balances self-confidence and assertiveness with respect for others’ perspectives
 Respects the requirements, expectations, and procedures of both the College of Education and of our field
partners and appreciates the issues of trust, fairness, and professionalism involved
Dispositions for BBE
 Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
 Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies
for success, finding alternatives for inappropriate strategies, and modifying future practices
 Demonstrates a positive attitude and commitment to the profession
 Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
 Respects and considers cultural contexts in order to determine how to be responsive to learners and to
proactively promote all students’ learning
 Is committed to collaboration with colleagues, families, and communities in order to promote all students’
learning and development
 Demonstrates professional, ethical and legal behavior as defined by respective codes of ethics/laws
 Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language,
preparedness, attendance, punctuality, etc.)
 Demonstrates concern for and protection of safety and well-being of others
6. ACADEMIC INTEGRITY
Violations of academic integrity in any form are detrimental to the values of DePaul, to the students’ own
development as responsible members of society and to the pursuit of knowledge and the transmission of ideas.
Violations of academic integrity include but are not limited to: cheating, plagiarism, fabrications, falsification or
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sabotage of research data, destruction or misuse of the university’s academic resources, academic misconduct, and
complicity. If an instructor finds that a student has violated the Academic Integrity Policy, the appropriate initial
sanction is at the instructor’s discretion. Actions taken by the instructor do not preclude the college or the university
from taking further action, including dismissal from the university. Conduct that is punishable under the Academic
Integrity Policy could result in criminal or civil prosecution. Work done for this course must adhere to the
University Academic Integrity Policy, which you can review in the Student Handbook or by visiting
http://studentaffairs.depaul.edu/homehandbook.html.
The DePaul University Honor Code applies to students’ work and behavior, including its provisions regarding
plagiarism.
Definition of Plagiarism - to steal and pass off as one’s own; use without crediting the source; present as new
and original an idea or product derived from an existing source. Plagiarism also includes work prepared for
another course.
Detecting plagiarism has become very easy because of the multiple tools available to instructors. Do not be tempted!
Students who engage in plagiarism will receive an F for the course.
Recommended: http://library.acadiau.ca/tutorials/plagiarism/
http://www.youtube.com/watch?v=TdMg7Yu4mPs
Students are expected to complete a project that will require collection of data from students, parents, teachers
and/or administrators in schools. Every effort must be taken to handle these data professionally and ethically.
Whenever we gather data from the lives and experiences of other human beings, we must be especially sensitive to
the ethical implications of what we are doing. Keep in mind that the information you collect—whether it is collected
orally, in writing, through observation, or though existing records or artifacts—is research data. We must make
every effort to handle these data professionally and to conduct our research in an ethical manner. Please note IRB
regulations for data collection relative to doctoral work and data that may be used/reported outside this class.
7. COLLEGE OF EDUCATION ACADEMIC INTEGRITY POLICY EXTENTION FOR
OFF-CAMPUS SETTINGS
DePaul University is committed to education that engages its students, faculty and staff in work in Chicago’s
communities. As DePaul representatives to our partner schools and community organizations, we ask that you take
seriously your responsibilities to these relationships during field and clinical experiences and internships. The
community, school and/or organization is an extension of the DePaul classroom. The University’s Academic
Integrity Policy and Code of Student Responsibility as detailed in the DePaul University Student Handbook apply to
your interactions with the staff of the schools as well as the community organizations and its clients.
8. SPECIAL NEEDS
The College of Education is committed to supporting diversity and assisting all students to learn. Any student
needing special accommodations in this course due to a documented disability is asked to bring this to the attention
of the instructor at the beginning of the semester so that needs can be appropriately addressed. As of January 1,
2012, the Productive Learning Strategies (PLuS) Program and the Office of Students with Disabilities (OSD) have
been integrated into one department under the new name Center for Students with Disabilities (CSD; 773.325.1677).
 Please see me if you require a computer for note taking due to a diagnosed condition.
MY EXPECTATIONS OF YOU
GOALS, OBJECTIVES, ASSIGNMENTS & GRADING (WORK QUALITY)
9. GOALS & OBJECTIVES:
As a student enrolled in this course, you will
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



become familiar with WLE history, policy and curricular design and,
design a curricular proposal based on current research and reflections in the field and, thereby,
develop your analytical skills; engage your critical thinking; question your assumptions; and develop
and/or expand your interest in and analysis, synthesis, and evaluation of course content and/or
connection of theory to practice, and,
meet the 23 IPTS indicators aligned with the course.
10. ATTENDANCE & PARTICIPATION
 Attendance is required. Each absence constitutes a zero for that day and will result in one letter grade
reduction to your final grade (e.g., A to A-). Four absences will result in automatic failure in the course: “Miss a
day, miss a lot” (Dan’s Canonical Syllabus). In the event that you are absent, it is your responsibility to get
information regarding announcements and topics covered from your peers. I sometimes make administrative
announcements, like deadline changes and assignments, in class. Please do not ask me to repeat class lectures if you
are absent.
Contacts
Name:______________________
email____________________ cell______________________
Name:______________________
email____________________ cell______________________
 Partial Attendance: Make every effort to be on time. Allow ample time for travel, parking, etc. Late arrivals and
early departures (beyond 15 minutes) will be considered a half an absence. See penalties for absences above.
 Class Participation and Required Readings (10 points): As committed professionals, students are expected to
attend all classes, have read the required readings before class, participate actively in the discussions and practical
projects, and be prepared to apply the basic content of the readings to class activities. I encourage your frequent,
meaningful, and creative participation! This is largely a discussion-/participation-based class. Your participation is
crucial in facilitating your learning and the learning of your peers. Your participation will be assessed (GRADED)
weekly not only in whether you participate in discussions/activities or do not, but also in the quality and content of
your contributions. The following is the PARTICIPATION ASSESSMENT CRITERIA:
0 - .25 pt. Almost no participation in discussions/activities. Participation is limited to personal opinion and
experiential anecdotes rather than questions and responses based on the week’s readings, prior weeks’ readings, or
prior learning; it’s obvious the reading wasn’t completed before class.
.26 – .5 pt. Participates in small-group discussions only. Participation often manifests in opinion or experiential
anecdotes; rarely engages other students with thought-provoking questions and responses based on the readings and
topics covered. Discussion manner is more debate oriented than dialogical and/or takes the discussion off topic.
Much of assigned reading was completed with some degree of analysis before class.
.6 – 1 pt. Regularly participates in whole-class and small-group discussion/activities with thought-provoking,
inquiry-based questions (for colleagues and instructor), input and responses couched in current and previously
assigned readings. Few anecdotal references; however, such references are pertinent to the core focus of the
discussion. Questions, input and responses spur the discussion forward. Also references outside scholarly articles
in the field that are connected thematically, theoretically, or empirically with the discussion. Discussion manner is
dialogical and constructive. All of assigned reading was completed and thoroughly analyzed before class.
11. ASSIGNMENTS & GRADING POLICY
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 Fieldwork—Analysis of a Program’s Organizing Principles & Panel Discussion (25 pts)
This fieldwork assignment meets many of the IPTS indicators aligned to WLE 375/T&L 575 and
anticipates your curriculum/program design project. It is designed to develop your analytical skills;
engage your critical thinking; question your assumptions; and develop and/or expand your interest
in and analysis, synthesis, and evaluation of course content and/or connection of theory to practice.
In order to meet state requirements for licensure all students seeking approvals must complete at least 100 clinical
hours observing and working (for no pay) with PK-12 students under the supervision of a certified teacher. You
must use your clinical hours in WLE 375/T&L 575 in the context of your language of licensure, working in and
analyzing a particular world language program’s “organizing principles” (Miramontes, Nadeau & Commins, 1997,
p. 169; posted on D2L).
1.) Undergraduate candidates will select, in addition to Assessment*, four of Miramontes et al.’s 10 “organizing
principles” (p. 169)
1.) Graduate candidates will select, in addition to Assessment*, six of Miramontes et al.’s 10 “organizing
principles” (p. 169)
* In addition to Miramontes et al.’s questions about assessment, please also include/develop two questions about
when and how faculty and/or administration assess or evaluate the overall world language program and/or specific
language programs.
Then,
2.) Conduct your assigned number of fieldwork hours in the school(s) arranged and confirmed by the College of
Education (I solicited your preferred fieldwork location in an email titled “Fieldwork—RESPONSE
REQUESTED,” sent on March 25th. If you have not yet responded, you do not have an approved fieldwork
location. Please respond ASAP so that you may begin this assignment.). You will identify the type of foreign
language program at the school/district (e.g., FLES, FLEX, immersion, exploratory, heritage language, International
Baccalaureate, Advanced Placement; content-based, project-based) and which languages and grades it includes
(Note: the type of program may change with the grade/language levels), as well as the school’s/district’s given
reason for having that program and language(s). You will also identify the number of teachers employed to teach
each language and the number of students enrolled in each language relative to the school’s total population.
Then,
3.) Address Miramontes et al.’s questions related to your five or seven “organizing principles” to guide your
evaluation focus. Talk to at least three staff members (teachers, school staff, librarian, paraprofessionals, etc),
students, parents, and at least one administrator, about the issues presented in the five or seven “organizing
principles” you selected.
Then,
4.) Write a reflective evaluation paper and be ready to discuss your analyses in an in-class panel discussion [5
points].
Reflective Evaluation Paper
Write a 6-8 page paper (double spaced, 12” Times New Roman font, APA [5th or 6th edition] style) in narrative
form by addressing each question related to the five or seven organizing principles you selected. Make extensive
and explicit connections to readings from this and other WLE classes. Use headings and subheadings. Divide the
paper into three parts:
- Introduction
Description and background of the school, students, community… include school demographics and other
pertinent socioeconomic information. The Introduction also includes how and why the school was selected; the
type of foreign language program at the school/district; which languages and grades it includes; the
school’s/district’s given reason for having that program and language(s); and the number of teachers employed
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to teach each language and the number of students enrolled in each language relative to the school’s total
population [no more than 1 page.]
- Observations & Interviews
Answers the questions for your five or seven organizing principles (Assessment must be one of them) on page
169 of Miramontes et al. (1997). Write the paper in narrative style, rather than by stating and answering each
question separately. [5-6 pages]
-Implications and Conclusions
Describe the strengths and weaknesses, what and how would you change issues that you perceived as
problematic, explaining why they are problematic in relation to readings/discussions from this and other WLE
classes…any other concluding remarks. [no more than 2 pages]
5.) This Fieldwork will be assessed using the following rubrics:
Paper Rubric (20 points)
Introduction
4 pts
Completely and
convincingly
describes the school,
students,
community…
includes school
demographics and
other pertinent
socioeconomic
information.
3 pts
Almost completely
and convincingly
describes the school,
students,
community…
includes school
demographics and
other pertinent
socioeconomic
information.
Completely and
convincingly
describes how and
why the school was
selected; the type of
foreign language
program at the
school/district;
which languages and
grades it includes;
articulation; the
school’s/ district’s
given reason for
having that program
and languages; and
the number of
teachers employed
to teach each
language and the
number of students
enrolled in each
language relative to
the school’s total
population.
Almost completely
and almost
convincingly
describes how and
why the school was
selected; the type of
foreign language
program at the
school/district;
which languages and
grades it includes;
articulation; the
school’s/ district’s
given reason for
having that program
and languages; and
the number of
teachers employed
to teach each
language and the
number of students
enrolled in each
language relative to
the school’s total
population
2 pts
Somewhat describes
the school, students,
community…
includes school
demographics and
other pertinent
socioeconomic
information.
Somewhat describes
how and why the
school was selected;
the type of foreign
language program at
the school/district;
which languages and
grades it includes;
articulation; the
school’s/ district’s
given reason for
having that program
and languages; and
the number of
teachers employed
to teach each
language and the
number of students
enrolled in each
language relative to
the school’s total
population
Not more than 1
page
0-1 pt
Little or no
description of the
school, students,
community… little
or no inclusion of
school demographics
and other pertinent
socioeconomic
information.
Little or no
description of how
and why the school
was selected; the
type of foreign
language program at
the school/district;
which languages and
grades it includes;
articulation; the
school’s/ district’s
given reason for
having that program
and languages; and
the number of
teachers employed to
teach each language
and the number of
students enrolled in
each language
relative to the
school’s total
population
Longer than 1 page
Not more than ¾
10
Observation /
Interview
page; ½ page is even
better!
Answers all
questions for your
five or seven
organizing principles
on page 169 of
Miramontes et al.
(1997), couched in
reference to
observation and
interview fieldnotes
(e.g., “According to
one parent, ‘the
language
program…’”)
Presented in
engaging narrative
(but still well
organized with
headings and
subheadings to
identify five or
seven principles
examined)
5-6 pages
Not more than 1
page
Answers most but
not all questions for
your five or seven
organizing principles
on page 169 of
Miramontes et al.
(1997). Most
questions and issues
are addressed with
reference to
observation and
interview fieldnotes
(e.g., “According to
one parent, ‘the
language
program…’”)
Presented in
engaging narrative
(but still well
organized with
headings and
subheadings to
identify five or
seven principles
examined)
Answers some but
not most questions
for your five or
seven organizing
principles on page
169 of Miramontes
et al. (1997). Some
but not most
questions and issues
are addressed with
reference to
observation and
interview fieldnotes
(e.g., “According to
one parent, ‘the
language
program…’”)
Mostly presented as
series of question
and answers (but
still well organized
with headings and
subheadings to
identify five or
seven principles
examined)
5-6 pages
Answers none or
almost none of the
questions for your
five or seven
organizing principles
on page 169 of
Miramontes et al.
(1997). None or
almost none of the
questions and issues
are addressed with
reference to
observation and
interview fieldnotes
(e.g., “According to
one parent, ‘the
language
program…’”)
Presented as series
of question and
answers; not
organized with
headings and
subheadings to
identify five or
seven principles
examined
7 pages
Longer than 7 pages
Implications /
Conclusion
Addresses strengths
and weaknesses
thoughtfully and
completely based on
extant literature
(e.g., assigned in this
and other WLE
classes or located on
your own)
Thoughtful and
careful consideration
of problems (and
why) and what and
how you would
change perceived
problems, based on
extant and current
literature (e.g.,
assigned in this and
other WLE class or
located on your
own)
Addresses strengths
and weaknesses
somewhat
thoughtfully and
occasionally based
on extant literature
(e.g., assigned in this
and other WLE
classes or located on
your own)
Some consideration
of problems (and
why) and what and
how you would
change perceived
problems, based
somewhat on extant
literature (e.g.,
assigned in this and
other WLE class or
located on your
own) but more on
Addresses almost no
strengths or
weaknesses
thoughtfully
Doesn’t address
strengths or
weaknesses
Critique is not
couched in extant
and current literature
(e.g., assigned in this
and other WLE
classes or located on
your own)
Almost no
consideration of
problems (and why)
and what and how
you would change
perceived problems,
based somewhat on
extant literature
(e.g., assigned in this
and other WLE class
11
opinion
References
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 15
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 10
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
or located on your
own) but more on
opinion
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 5
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Cogency and
organization of
thought; APA (5th or
6th edition);
Mechanics and style
Clearly written;
persuasive, cogent;
eloquent; well
organized
Mostly clear and
cogent. 1 or 2
sentences/passages
that are unclear.
Somewhat clear and
cogent. 3 or 4
sentences/passages
are unclear.
No mechanical
errors (obviously
revised, edited and
proofread;
professional quality)
Contains 1 or 2
errors (such as but
not limited to
grammar, spelling,
punctuation).
Contains 3 or 4
errors (such as but
not limited to
grammar, spelling,
punctuation).
Uses active voice
construction, not
passive (e.g., I
observed… NOT: It
was observed by me
that…)
Mostly follows APA
format (1 or 2
formatting errors).
Somewhat follows
APA format (3 or 4
formatting errors).
Clearly organized
with headings and
subheadings
Mostly clearly
organized with
headings and
subheadings
Uses simple verb
tense, not
progressive tenses
(e.g., Students
worked…, NOT
Students were
working…)
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 2
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Not clear or cogent.
5+ sentences/
passages are unclear.
Contains 5+ errors
(such as but not
limited to grammar,
spelling,
punctuation).
Doesn’t follow APA
format (5+
formatting errors).
Somewhat clearly
organized with
headings and
subheadings (or no
headings and subheadings)
Completely follows
APA format (e.g.,
double-spaced, 12point Times New
Roman font,
references correctly
cited and formatted,
etc.)
Clearly organized
with headings and
subheadings
12
Example reference:
Miramontes, O. B.,
Nadeau, A., &
Commins, N. L.
(1997).
Restructuring
schools for linguistic
diversity: Linking
decision making to
effective programs.
New York, NY:
Teachers College
Press.
 If you have questions or concerns about your writing and/or APA, etc., please make an early appointment with
Academic Success Center or the Writing Center.
Panel Discussion Rubric (5 points)
You will rate yourself and your co-discussants using the rubric below.
0 points: Arrived unprepared; couldn’t or didn’t engage in productive discussion about fieldwork OR spoke the whole time (didn’t allow for
equal discussion of experiences/observations).
1-2 points: Was relatively prepared and/or spoke the whole time (didn’t allow for equal exchange of ideas)
3-4 points: Was mostly prepared, but was unable to couch critique in extant literature. Mostly equal exchange of time. Collaborative in terms
of linking discussion to each other’s curriculum design project.
5 points: Well prepared with specific passages/examples from observations, experience AND interviews. Couched in extant literature. Equal
exchange of time and ideas. Asked probing/clarifying questions. Collaborative in terms of linking discussion to each other’s
curriculum design project.
6.) You must submit completed and signed LEVEL 1 fieldwork evaluation form(s) by WEEK 10. The form is
included in this syllabus and posted on D2L. Students who do not submit the completed fieldwork evaluation
form will lose all credit for this assignment.
 Curricular Program Design & Multimedia Presentation (65 pts)
This curricular design project and multimodal presentation meet the IPTS indicators aligned to
WLE 375/T&L 575, builds on your fieldwork assignment, and incorporates learning and material
from your other WLE courses. It is designed to develop your analytical skills; engage your critical
thinking; question your assumptions; and develop and/or expand your interest in and analysis,
synthesis, and evaluation of course content and/or connection of theory to practice.
Part 1 Research and Theoretical Foundation Rationale [15 points]:
Theoretical, philosophical and pedagogical rationale for such a language program, history and “policy” of the
language in the U.S., program model, research basis, need, purpose, vision/mission statement, alignment to national
and state standards.
Part 2 Program Design and Curricular Components [20 points]:
Curriculum components (type of curriculum [e.g., some from assigned readings, but there are others], procedures,
timeline, identification and placement of students, articulation, instructional design, quality personnel, professional
development, instructional materials, support staff, leadership, parent involvement...)
13
Part 3 Evaluative Procedures [15 points]:
On-going program evaluation and student assessment plan, including criteria for evaluation
Part 4 Multimedia Presentation CD and Program Brochure [15 points]:
Create a multimedia presentation of your program design on a CD/DVD
1. Develop a comprehensive curriculum for a world language program in a PK-12 school/district. Identify the
language, program model (bilingual, FLES, college preparation, IB, AP, daily, periodic, elective, compulsory,
immersion, etc.) and the theoretical and research-based rationale for your selection. The program design should also
clearly align with national and state standards (not just include the standards, but the rationale inherent in them),
including NCLB, ACTFL, ISBE goals 28-30, Common Core and how/where these standards are incorporated.
Consider “underlying assumptions” (Miramontes et al., 1997, pp. 11-21; posted on D2L) before beginning.
Write the curricular program design as if the intent was to secure funds and/or approval from district/state officials.
The idea is to create a convincing proposal with well documented research/theory foundation, and a comprehensive
and well developed program.
The program design is meant to follow a grant proposal (referred to as “Request for Proposal” -RPF) outline. The
aim is to create a proposal for effective implementation and also as an exercise in developing a document that could
be used to secure funding for your proposed program. See examples of grant proposals that follow similar patterns
as this assignment:
http://www.kurzweiledu.com/files/proof_resources_grant1.pdf
http://www.npguides.org/guide/grant2.htm
http://www.k12grants.org/samples/21%20CCLC%20Grant%20Proposal.pdf
http://www.k12grants.org/samples/pep%202003.pdf
http://www.k12grants.org/samples/SS-HS_Narrative.pdf
http://www.k12grants.org/samples/21CCLC-NY.pdf
THE PROPOSAL SHOULD BE DIVIDED IN FOUR PARTS:
Part 1: Research and Theoretical Foundation Rationale [15 points] (3-4 pages double spaced)
 Language and type of language program being proposed (akin to Introduction in fieldwork report)
Your language-specific history in the U.S. (may include statistics)
 Your language-specific “policy” in the U.S.
 Explication of current literature on the language in U.S. K-12 schools
 Philosophy for type of program
 Need and rationale based on literature and national and state standards (NCLB, ACTFL, ISBE goals 28-30,
Common Core, etc.)
Part 1 will be scored using the following rubric:
3 points
Theoretical, philosophical
Clearly and convincingly
and research-based
provides theoretical,
rationale and type of
philosophical, and
program (considering
empirical rationale for
history, policy, and
language program, citing
sociopolitical conditions,
current and relevant
etc.)
literature (e.g., assigned in
this or other WLE classes,
or located on your own)
Clearly identifies the type
of language program and
all related aspects
indicated above
2 points
Somewhat convincingly
provides theoretical,
philosophical, and
empirical rationale for
language program,
occasionally citing current
and relevant literature
(e.g., assigned in this or
other WLE classes, or
located on your own);
often not couched in
literature
Clearly identifies the type
of language program and
0-1 point
Doesn’t provide
theoretical, philosophical,
and empirical rationale for
language program. Little
to no citation of current
and relevant literature
(e.g., assigned in this or
other WLE classes, or
located on your own) to
support claims
Doesn’t identify the type
of language program and
all related aspects
indicated above
14
Vision/mission statement
and incorporation of all
appropriate national and
state standards
Couched in current
literature
References
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 8 sources of extant
literature (e.g., assigned
primary and secondary
readings in this or other
WLE classes or located on
your own).
Clearly written;
persuasive, cogent;
eloquent; well organized
Cogency and organization
of thought; APA (5th or 6th
edition); Mechanics and
style
Incorporates and is aligned
with national and state
standards in convincing
manner
No mechanical errors
(obviously revised, edited
and proofread;
professional quality)
Uses active voice
construction, not passive
(e.g., I observed… NOT:
It was observed by me
that…)
Uses simple verb tense,
not progressive tenses
(e.g., Students worked…,
NOT Students were
working…)
all related aspects
indicated above
Somewhat couched in
current literature
Somewhat incorporates
and is aligned with
national and state
standards in somewhat
convincing or passing
manner
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 5 sources of extant
literature (e.g., assigned
primary and secondary
readings in this or other
WLE classes or located on
your own).
Somewhat to mostly clear
and cogent. 1 or 2
sentences/passages that are
unclear.
Contains 1 or 2 errors
(such as but not limited to
grammar, spelling,
punctuation).
Mostly follows APA
format (1 or 2 formatting
errors).
Clearly organized with
headings and subheadings
Isn’t couched in literature
Doesn’t incorporate or
align with national and
state standards
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 3 sources of extant
literature (e.g., assigned
primary and secondary
readings in this or other
WLE classes or located on
your own).
Not clear or cogent. 3+
sentences/ passages are
unclear.
Contains 3+ errors (such
as but not limited to
grammar, spelling,
punctuation).
Doesn’t follow APA
format (3+ formatting
errors).
Somewhat clearly
organized with headings
and subheadings (or no
headings and subheadings)
Completely follows APA
format (e.g., doublespaced, 12-point Times
New Roman font,
references correctly cited
and formatted, etc.)
Clearly organized with
headings and subheadings
Example reference:
Miramontes, O. B.,
Nadeau, A., & Commins,
N. L. (1997).
Restructuring schools for
15
linguistic diversity:
Linking decision making to
effective programs. New
York, NY: Teachers
College Press.
 If you have questions or concerns about your writing and/or APA, etc., please make an early appointment with
Academic Success Center or the Writing Center.
Part 2: Program Design and Curricular Components [20 points] (7-8 pages double spaced)
Program model, linguistic paradigm, and specific academic focus
Procedures and timeline for implementation (elements and stages of the program)
Support service resources and new resources that will be needed
Identification and appropriate placement of students
 Appropriate program articulation
Curricular design, learning standards and instructional materials
Relationship with other school programs (special education, technology, literacy, content areas…)
Qualifications of personnel and professional development (include support staff, if necessary)
Leadership and administration (shared decision-making, site-based management…)
Collaborations with institutions of higher education and/or research centers
Community outreach and parent involvement
Part 2 will be scored using the following rubric:
4 pts
3 pts
Program Design
Completely and
Completely and
convincingly
convincingly
addresses all of the
addresses most of
above components
the above
related to program
components related
design.
to program design.
Curricular
Components
Linguistic models
and approach
2 pts
Somewhat addresses
most of the above
components related
to program design.
0-1 pt
Little or no
description of most
of the above
components related
to program design.
Doesn’t provide
appropriate or any
curricular
components
Provides thorough
and appropriate
curricular
components, using
extant literature to
support ideas and
proposals
Provides somewhat
thorough and
appropriate
curricular
components, using
extant literature to
support ideas and
proposals
Provides cursory and
somewhat
appropriate
curricular
components
Addresses linguistic
model and approach
completely based on
extant literature
(e.g., assigned in this
and other WLE
classes or located on
your own)
Addresses linguistic
model and approach
almost completely
Addresses almost no
aspects of linguistic
model or approach
Doesn’t use extant
literature to support
ideas and proposals
Doesn’t address
linguistic model or
approach
Bases explanation in
extant literature
(e.g., assigned in this
and other WLE
classes or located on
your own)
16
References
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 8
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 6
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 4
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Appropriately
references
(paraphrasing,
summarizing,
quoting) at least 2
sources of extant
literature (e.g.,
assigned primary
and secondary
readings in this or
other WLE classes
or located on your
own).
Cogency and
organization of
thought; APA (5th or
6th edition);
Mechanics and style
Clearly written;
persuasive, cogent;
eloquent; well
organized
Mostly clear and
cogent. 1 or 2
sentences/passages
that are unclear.
Somewhat clear and
cogent. 3 or 4
sentences/passages
are unclear.
Not clear or cogent.
5+ sentences/
passages are unclear.
No mechanical
errors (obviously
revised, edited and
proofread;
professional quality)
Contains 1 or 2
errors (such as but
not limited to
grammar, spelling,
punctuation).
Contains 3 or 4
errors (such as but
not limited to
grammar, spelling,
punctuation).
Uses active voice
construction, not
passive (e.g., I
observed… NOT: It
was observed by me
that…)
Mostly follows APA
format (1 or 2
formatting errors).
Somewhat follows
APA format (3 or 4
formatting errors).
Clearly organized
with headings and
subheadings
Mostly clearly
organized with
headings and
subheadings
Uses simple verb
tense, not
progressive tenses
(e.g., Students
worked…, NOT
Students were
working…)
Contains 5+ errors
(such as but not
limited to grammar,
spelling,
punctuation).
Doesn’t follow APA
format (5+
formatting errors).
Somewhat clearly
organized with
headings and
subheadings (or no
headings and subheadings)
Completely follows
APA format (e.g.,
double-spaced, 12point Times New
Roman font,
references correctly
cited and formatted,
etc.)
Clearly organized
with headings and
subheadings
Example reference:
Miramontes, O. B.,
Nadeau, A., &
17
Commins, N. L.
(1997).
Restructuring
schools for linguistic
diversity: Linking
decision making to
effective programs.
New York, NY:
Teachers College
Press.
 If you have questions or concerns about your writing and/or APA, etc., please make an early appointment with
Academic Success Center or the Writing Center.
Part 3: Evaluative Procedures [15 points] (3-4 pages double spaced)
Present a plan for on-going program and student assessment, including criteria for evaluation
Describe how students’ linguistic, literacy, academic achievement will be assessed, how often and by whom
Clarify how the program will be evaluated, how often, and by whom
Explain the procedures for addressing the results/findings
Provide a sample of a programmatic evaluative tool
Part 3 will be scored using the following rubric:
3 points
Student assessment
Clearly and convincingly
components and
provides explanation of all
implications
above aspects of student
assessments, citing current
and relevant literature
(e.g., assigned in this or
other WLE classes, or
located on your own)
Program evaluation
/assessment components
and implications
2 points
Somewhat convincingly
provides explanation of
most of the above aspects
of student assessments,
citing current and relevant
literature (e.g., assigned in
this or other WLE classes,
or located on your own)
0-1 point
Provides cursory
explanation of a few of
above aspects of student
assessments, citing current
and relevant literature
(e.g., assigned in this or
other WLE classes, or
located on your own)
Clearly identifies the
implications of such
assessments
Somewhat clearly
identifies the implications
of such assessments
Doesn’t clearly identify
the implications of such
assessments
Clearly and convincingly
provides explanation of all
above aspects of program
evaluation assessments,
citing current and relevant
literature (e.g., assigned in
this or other WLE classes,
or located on your own)
Somewhat convincingly
provides explanation of
most of the above aspects
of program evaluation
assessments, citing current
and relevant literature
(e.g., assigned in this or
other WLE classes, or
located on your own)
Provides cursory
explanation of a few of
above aspects of program
evaluation assessments,
citing current and relevant
literature (e.g., assigned in
this or other WLE classes,
or located on your own)
Clearly identifies the
implications of such
assessments
References
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 8 sources of extant
literature (e.g., assigned
Somewhat clearly
identifies the implications
of such assessments
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 5 sources of extant
literature (e.g., assigned
Doesn’t clearly identify
the implications of such
assessments
Appropriately references
(paraphrasing,
summarizing, quoting) at
least 3 sources of extant
literature (e.g., assigned
18
Cogency and organization
of thought; APA (5th or 6th
edition); Mechanics and
style
primary and secondary
readings in this or other
WLE classes or located on
your own).
Clearly written;
persuasive, cogent;
eloquent; well organized
No mechanical errors
(obviously revised, edited
and proofread;
professional quality)
Uses active voice
construction, not passive
(e.g., I observed… NOT:
It was observed by me
that…)
Uses simple verb tense,
not progressive tenses
(e.g., Students worked…,
NOT Students were
working…)
primary and secondary
readings in this or other
WLE classes or located on
your own).
Somewhat to mostly clear
and cogent. 1 or 2
sentences/passages that are
unclear.
Contains 1 or 2 errors
(such as but not limited to
grammar, spelling,
punctuation).
Mostly follows APA
format (1 or 2 formatting
errors).
Clearly organized with
headings and subheadings
primary and secondary
readings in this or other
WLE classes or located on
your own).
Not clear or cogent. 3+
sentences/ passages are
unclear.
Contains 3+ errors (such
as but not limited to
grammar, spelling,
punctuation).
Doesn’t follow APA
format (3+ formatting
errors).
Somewhat clearly
organized with headings
and subheadings (or no
headings and subheadings)
Completely follows APA
format (e.g., doublespaced, 12-point Times
New Roman font,
references correctly cited
and formatted, etc.)
Clearly organized with
headings and subheadings
Example reference:
Miramontes, O. B.,
Nadeau, A., & Commins,
N. L. (1997).
Restructuring schools for
linguistic diversity:
Linking decision making to
effective programs. New
York, NY: Teachers
College Press.
 If you have questions or concerns about your writing and/or APA, etc., please make an early appointment with
Academic Success Center or the Writing Center.
Part 4: Multimedia Power Point CD Presentation and Program Brochure [15 points]
Create a multimedia presentation of your program design as if you were to present it to the Board of Directors of a
school district, social agency, grant foundation, etc.
Use video, audio, graphs, tables, graphic organizers, pictorial representations, photos, text, etc.
The presentation should be about 3-5 minutes
Create a colorful program brochure and provide sufficient copies for all class members
19
Note 1: The graphics that you use in the multimedia presentation can also be used in the body of your paper. The
required number of pages of typed text for each section would remain the same, so that if you use graphics to
enhance your paper, these would be added pages.
Note 2: If you use children’s images in your video, please review and complete the required DePaul child-guardian
consent form at http://education.depaul.edu/_downloads/CET/Parent_Guardian_Cons.pdf.
Your multimedia presentation is an advertisement of your proposal, not the proposal itself. The goal is to engage
people in conversation and take an interest in your presentation. Those listening to your presentation want to know
quickly the main idea, why the program is needed and interesting, what stands out about it, and how you propose to
develop it. A picture is worth a thousand words: graphs tell a story much more effectively than words. Some ideas:
 Do not present the entire proposal. Present only enough data to support your main ideas and show the
originality of the proposed program. The best presentations display a succinct statement of major points
followed by supporting text and graphics.
 Use crisp, clean design and a strong title. Use color to add emphasis and clarity.
 Make illustrations simple and bold. Enlarge photos to show pertinent details clearly.
PREPARING YOUR MULTIMEDIA PRESENTATION
1. Recommended fonts are Helvetica, Arial, and Avant-Garde.
2. Avoid ALL CAPITAL LETTERS (hard to read and easily confused with acronyms)
3. Use bold, italics, or color to emphasize text.
4. Keep your font point size as large as possible. The minimum type size is 20 point. Check your presentation
from the back of the room to make sure it is clearly visible.
5. Keep slides as simple as possible. Limit slides to no more than 9 lines of text, including title and
subheadings.
6. Create simple color scheme with 3-4 colors. Establish consistent color for titles, subtitles, and text.
7. Calculate that each slide is takes 3-4 minutes to discuss.
8. Light text on a dark background is easier to read, but may require a darkened room. Do not mix slides with
dark and light backgrounds.
9. The guidelines for font and color also apply to charts and graphs. All titles and labels should be visible
from the back of the room.
Multimedia Resources for Educators and Students
http://www.uen.org/general_learner/multimedia_resources.shtml#multiple
Multimedia Presentation Evaluation Checklist
The following criteria will be used to evaluate your presentation and be awarded 3 points for fully meeting the
criteria, 1-2 points for partially meeting the criteria, 0 for not meeting the criteria.
[3]The main ideas of the curricular program are clearly stated (title, description, goals…)
[3]The display includes all elements of the curricular program proposal
[3]The design of the presentation effectively represents the program (print, color, graphics…)
[3]The program proposal presentation demonstrates originality and creativity
[3]Copies of the program brochure for all class members
*NOTE: I will randomly select 3-5 presenters on the day of presentations (last class meeting) to present.
EVERYONE must be prepared to present on that day, but only those who are randomly selected will do so. If
you are selected and are not ready to present on the last session of the class you will lose all the points for the
presentation. Just because you have not been randomly selected to present does not mean you are free from
participating that week. Those not formally presenting will be expected to ask clarifying questions and engage the
presenter. I will pay particular attention to your participation grade during this activity.
11. Conference. I am eager to meet students outside of class to discuss grades, course subject matter, or
concerns, or to give help if needed. I encourage students to schedule at least one meeting with me during office
hours or a mutually convenient time to discuss their progress in the course, questions about assignments, or any
other issues. Please schedule this meeting via email, by telephone, or in person after class.
20
12. FINAL GRADES: Grades will be computed as follows:
Class Participation (assessed weekly)
Fieldwork Report & Discussion
10 pts
25 pts
Report [20 pts]
Panel Discussion [5 pts]
Curricular Design & Multimedia
Presentation
65 pts
Part 1 Research and Theoretical
Foundation Rationale [15 pts]
Part 2 Program Design and
Curricular Components [20 pts]
Part 3 Evaluative Procedures [15 pts]
Part 4 Multimedia Power Point CD
Presentation and Program
Brochure [15 pts]
Requested conference/meeting
Total Points
Yes/No
100 pts.
13. GRADING GUIDELINES
A
B+
BC
D+
94-100
87-89
80-82
73-76
67-69
F 59 
AB
C+
CD
90-93
83-86
77-79
70-72
60-66
14. COURSE OUTLINE
Date
Week 1
April 1
Topics/Issues
 Intro to course, each other, and
syllabus
 Standards for Teachers: IPTS,
edTPA, Dispositions, Conceptual
Framework
 Standards for Students: NCLB;
Race to the Top; ACTFL
Standards (5Cs; perspectives,
practices, products; interpersonal,
interpretive, presentational);
ISBE Goals 28, 29, 30; Common
Core Standards
Readings and assignments due before class unless otherwise noted
READ for WEEK 2
 Herman, D. M. (2002). “Our patriotic duty”: Insights from
professional history, 1890-1920. In T. A. Osborn (Ed.), The
future of foreign language education in the United States (pp.
1-29). Westport, CT: Bergin & Garvey.
 Watzke, J. L. (2003). Lasting change in foreign language
education: A historical case for change in national policy.
Westport, CT: Praeger. [pp. xi-198]
DUE in WEEK 2
 Consider readings-based discussion questions for colleagues/instructor
(NOT submitted)
 Begin fieldwork and curricular program design
 QUESTION
 Drawing on WLE 349/T&L 449;
WLE 370/BBE 570; WLE
360/BBE 560; WLE 330/T&L
430 (WLE 326/BBE 526)
 EXAMPLARS
Week 2
 Where we were (and why?); where
READ for WEEK 3
21
April 8
are we?
 Beginning the fieldwork and
curricular program design
 Reagan, T. G., & Osborn, T. A. (2002). The foreign language
educator in society: Toward a critical pedagogy. Mahwah, NJ:
Lawrence Erlbaum [pp. 1-15].
 McAlpine, D. (2012). One united voice: National foreign
language resource centers, CAL. Foreign Language Annals,
45(4), 465-466.
 Pufahl, I., & Rhodes, N. C. (2010). Foreign language teaching
in U.S. schools: Results of a national survey. Washington DC:
Center for Applied Linguistics. [Parts I & III-IV; in other
words, you do not have to read the Methodology if you don’t
want to]
Recommended:
 Pufahl, I., & Rhodes, N. C. (2011). Foreign language instruction
in U.S. schools: Results of a national survey of elementary and
secondary schools. Foreign Language Annals, 44(2), 258-288.
[This is a research article based on the above study]
DUE in WEEK 3:
 Consider readings-based discussion questions for colleagues/instructor
(NOT submitted)
Week 3
April 15
 Where are we and why?
 Implications for you and your
language of licensure
Tomorrow: Exploring Bilingual
Education for Deaf and Hard of
Hearing Students, Symposium
sponsored by COE. 5:30-7:30,
DePaul Welcome Center (2400 N.
Sheffield)
READ for WEEK 4
 No Child Left Behind Act of 2001, Pub. L. No. 107-110 § 115
Stat. 1425 (2002).
 Race to the Top
(http://www.whitehouse.gov/issues/education/k-12/race-tothe-top / also Google Race to the Top fund)
 The National Standards in Foreign Language Education Project.
(1999). Standards for foreign language learning in the 21 st
century. Lawrence, KS: Allen Press [7 – 110 AND own
language section].
 Common Core (http://www.corestandards.org/ / also
http://www.isbe.net/common_core/default.htm)
 ISBE goals 28, 29, 30
(http://www.isbe.state.il.us/ils/foreign_languages/standards.h
tm)
 Byrnes, H. [et al.] (2009). Perspectives. The Modern Language
Journal, 93(2), 261-291.
 Chambliss, K. S. (2012). Teaching oral proficiency in the target
language: Research on its role in language teaching and
learning. Foreign Language Annals, 45(s1), s141-s162.
DUE in WEEK 4:
 Consider readings-based discussion questions for colleagues/instructor
(NOT submitted)
Week 4
April 22
 Standards for you; standards for
them [Making sense of it all!]
 For you: IPTS, edTPA [by 2015],
DePaul Conceptual Framework,
WLE & BBE Dispositions
READ for WEEK 5
 No formal reading. Catch up and read ahead (we have a lot of
reading for week 6)
DUE in WEEK 5
 Work on fieldwork report (due in week 6) and curricular design project
(due in week 11)
22
 For your students: NCLB, Race to
the Top, ACTFL, OPI, Common
Core, ISBE goals 28-30
Week 5
April 29
 No Formal Class: Take inventory
of fieldwork and begin (if you
haven’t already!) writing your
fieldwork report; plan your
discussion material (8-10
minutes)
READ for WEEK 6
 Modern Language Association. (2007). Foreign languages and
higher education: New structures for a changed world.
Retrieve from http://www.mla.org/flreport.
 Byrnes, H. [et al.]. (2007). Perspectives. The Modern Language
Journal, 91(2), 247-283.
 Goulah, J. (2008). Transformative world language learning: An
approach for environmental and cultural sustainability and
economic and political security. Journal of Language and
Literacy Education, 4(1), 6-23.
 Bridges, J. (2008). Creating connections in foreign language
education: A teacher’s perspective. Journal of Language and
Literacy Education, 4(1), 91-97. [Retrieve from
http://jolle.coe.uga.edu/archive/FLIssue/highschool.pdf]
 Barnes-Karol, G., & Broner, M. A. (2010). Using images as a
springboard to teach cultural perspectives in light of the ideals
of the MLA report. Foreign Language Annals, 43(3), 422-445.
 Carreira, M., & Kagan, O. (2011). The results of the national
heritage language survey: Implications for teaching,
curriculum design, and professional development. Foreign
Language Annals, 44(1), 40-60.
Recommended:
 Mitchell, R. (2011). Foreign language teaching and educational
policy. In K. Knapp & B. Seidlhofer (Eds.), Handbook of
foreign language communication and learning (pp. 79-108).
Berlin, Germany: DeGruyter Mouton. [Provides a European
perspective on foreign language history and policy]
DUE in WEEK 6
 Fieldwork Report (bring a hard copy to class and post a copy on D2L
by 5:30 pm; see syllabus (pp. 8-13) for assignment, objectives, and
grading)
 Panel Discussion
 Continue work on curricular design program
Week 6
May 6
 WLE “Policy”
 Implications for you and your
language of licensure (and your
proposed program)
 Small Group Panel Discussion
(about 30 minutes)
READ for WEEK 7
 Crookes, G., & Talmy, S. (2004). Second/Foreign langauge
program preservation and advancement: Literatures and
lessons for teachers and teacher education. Critical Inquiry in
Language Studies, 1(4), 219-236.
 Reagan, T. G. (2002). Language, education, and ideology:
Mapping the linguistic landscape of U.S. schools. Westport,
CT: Praeger. [pp. 15-40]
 Raymond, R. B. L. (2012). The effects of New Jersey’s K-8
foreign language authorization on K-5 foreign language
teaching: Two teachers’ perspectives. Foreign Language
Annals, 45(3), 362-379.
 Schrier, L. L. (2011). Teaching a foreign language is
unforgivingly complex. Foreign Language Annals, 44(1), 2-3.
23
 Davis, J., & Osborn, T. A. (2003). The language teacher’s
portfolio: A guide for professional development. Westport,
CT: Praeger. [pp. 171-186]
 Wu, P. (2010). The national standards for foreign language
learning: Where’s the beef? A response to “motivating
students’ foreign language and culture acquisition through
web-based inquiry” by Levi Altstaedter & Jones. Foreign
Language Annals, 43(4), 559-562.
DUE in WEEK 7
 Continue work on curricular design program
Week 7
May 13
 Advocacy (where is your language
and “Show me the money!”)
 Culture &/vs language
(Chimamanda Adiche etc)
 Clips
READ for WEEK 8
 Shohamy, E. (1998). Evaluation of learning outcomes in second
language acquisition: A multiplism perspective. In H. Byrnes
(Ed.), Learning foreign and second languages: Perspectives in
research and scholarship (pp. 238-261). New York, NY: The
Modern Language Association.
 Johnson, K. (2011). Foreign language syllabus design. In K.
Knapp & B. Seidlhofer (Eds.), Handbook of foreign language
communication and learning (pp. 79-108). Berlin, Germany:
DeGruyter Mouton.
 Reagan, T. G., & Osborn, T. A. (2002). The foreign language
educator in society: Toward a critical pedagogy. Mahwah, NJ:
Lawrence Erlbaum [pp. 70-82].
 Davis, J., & Osborn, T. A. (2003). The language teacher’s
portfolio: A guide for professional development. Westport,
CT: Praeger. [pp. 141-157]
 Tedick, D. J., & Cammarata, L. (2012). Content and language
integration in K-12 contexts: State outcomes, teacher
practices, and stakeholder perspectives. Foreign Language
Annals, 45(1), s28-s53.
 Shrum, J., & Glisan, E. (2009). Teacher’s Handbook:
Contextualized Language Instruction (4th edition). Boston,
MA: Heinle. [pp. 94-101]
Recommended:
 Review Rhodes & Pufahl (2010) relative to curriculum.
DUE in WEEK 8
 Consider readings-based discussion questions for
colleagues/instructor (NOT submitted)
 Continue working on curricular design project
Week 8
May 20
 Review Goals and Objectives
 Curriculum
READ for WEEK 9
 Blake (2008). Brave new digital classroom: Technology and
foreign language learning. Washington DC: Georgetown
University Press. [pp. 130-145]
 Davin, K., Troyan, F. J., Donato, R., & Hellman, A. (2011).
Research on the integrated performance assessment in an early
foreign language learning program. Foreign Language Annals,
44(4), 605-625.
24
 Magnan, S. S., Murphy, D., Sahakyan, N., & Kim, S. (2012).
Student goals, expectations, and the standards for foreign
language learning. Foreign Language Annals, 45(2), 170-192.
 Kissau, S. P., Algozzine, B., & Yon, M. (2012). Similar but
different: The beliefs of foreign language teachers. Foreign
Language Annals, 45(4), 580-598.
 Goulah, J. (2010). Proposing compulsory study abroad and
language learning in elementary through university education:
Resisting abstraction in the dialogic space abroad. In J.
Watzke, P. Chamness, & M. Mantero (Eds.). ISLS readings in
language studies, volume 2: Language and power (pp. 335349). St. Louis, MO: International Society for Language
Studies, Inc.
 Shrum, J., & Glisan, E. (2009). Teacher’s Handbook:
Contextualized Language Instruction (4th edition). Boston,
MA: Heinle. [pp. 94-101; We’ll use this again in week 9]
DUE in WEEK 9
 Bring Draft of Curricular Design Proposal (2 copies) for Peer
Assessment and Feedback
Week 9
May 27
 Curriculum Continued (new
approaches)
 Some curriculum maps
 Peer Assessment and Feedback of
Draft of Curricular Design
Proposal (work with 2 others)
READ for WEEK 10
 Gasciogne Lally, C. (2001). Foreign language articulation:
Using the national standards as a guide for local articulation
efforts. In C. Gasciogne Lally (Ed.), Foreign language
program articulation: Current practice and future prospects
(pp. 17-28). Westport, CT: Bergin & Garvey.
 Krug, C. (2001). Composition and articulation: Classroom
practice, national standards, and academic alliances. In C.
Gasciogne Lally (Ed.), Foreign language program articulation:
Current practice and future prospects (pp. 29-44). Westport,
CT: Bergin & Garvey.
 Fountain, A. (2001). Sequential foreign language programs:
Articulating language and literature. In C. Gasciogne Lally
(Ed.), Foreign language program articulation: Current practice
and future prospects (pp. 45-62). Westport, CT: Bergin &
Garvey.
 Adolph, W. (2001). Foreign language articulation and the social
climate. In C. Gasciogne Lally (Ed.), Foreign language
program articulation: Current practice and future prospects
(pp. 139-156). Westport, CT: Bergin & Garvey.
 Byrnes, H. (2001). Articulating foreign language programs: The
need for new, curricular bases. In C. Gasciogne Lally (Ed.),
Foreign language program articulation: Current practice and
future prospects (pp. 17-28). Westport, CT: Bergin & Garvey.
Recommended:
 Jones Vogely, A. (2001). Articulation efforts in New York
State. In C. Gasciogne Lally (Ed.), Foreign language program
articulation: Current practice and future prospects (pp. 99118). Westport, CT: Bergin & Garvey.
 Revisit Rhodes & Pufahl (2010) regarding articulation.
25
DUE in WEEK 10
 Multimedia Presentation DVD/CD
 Bring Revised Draft Copy of Curricular Design Proposal (2
copies) for Peer Assessment and Feedback
Week 10
June 3
 Curriculum Articulation
 Student presentations (Everyone
should be prepared, but only 35 will be randomly selected)
 Peer Assessment and Feedback of
Draft of Curricular Design
Proposal (work with 2 others)
 Q&A about Curricular Program
Design Project
 Due in WEEK 11 (6/10/2013 at 5:30 pm)
Curricular Program Design Report (label it YourLastName_CPD
(e.g. Jones_CPD)) Post a copy on D2L
The instructor reserves the right to revise this syllabus.
26
DePaul University
School of Education
Pre-Student Teaching Evaluation of Level I Field Experience
(for three courses where formal field experience evaluation is required)
______________________________________
___________________________
DePaul Student (Please print)
DePaul ID
_________________________________________
Cooperating Teacher’s Name (Please print)
_______________________________
School
4 Outstanding 3 Appropriate 2 Needs Improvement 1 Serious Concern N/A Can’t Judge
PROMOTES DIVERSITY & POSITIVE TRANSFORMATION
Values and respects diversity
4 3 2 1 N/A
    
CONSIDERS MULTIPLE PERSPECTIVES & INTEGRATES INQUIRY, THEORY& PRACTICE
Content Knowledge
Displays command of content area(s).
    
Instruction
(Select either A or B)
A. Level I Candidate assists teacher, tutors, works with small groups, etc.
Uses sound judgment when working with children or youth
Shows interest and enthusiasm for teaching and learning
    
    
B. Level II Candidate teaches a lesson
Demonstrates appropriate instructional skills when teaching a lesson
Uses assessment to evaluate what students learned from lesson
Seeks feedback on how to adjust lesson to improve student learning
    
    
    
EXHIBITS PERSONALISM, PROFESSIONALISM, & FUNCTIONS AS A LIFE-LONG LEARNER
Collaboration
Cooperates with peers, faculty, and staff
    
Forms positive relationships in clinical experiences
    
Reflection/Professional Growth
27
Exhibits ability to critically analyze and reflect upon clinical experiences
    
Professional Conduct
Exhibits dependability and timeliness
Takes Initiative
Appears professional in clinical experiences
    
    
    
(OVER)
Please indicate your overall assessment of this candidate’s beginning abilities and attitudes
____This pre-service candidate demonstrated satisfactory abilities and attitudes.
____With additional work, this pre-service candidate has the potential to developed needed abilities and
attitudes. (What areas need improvement?)
____ I have serious concerns about this pre-service candidate’s abilities and attitudes. (Please list
concern(s).
Would you please comment about the student’s execution of his/her fieldwork project, for which s/he was
to interview three teachers, students, and parents and one administrator regarding five or seven
“organizing principles” for the world language program in your school?
*** This Teacher Candidate completed _______ hours of field experience in my classroom. ***
28
__________________________________________
Cooperating Teacher’s Signature
__________________________
Date
__________________________________________
___________________________
E-Mail address
Phone
RESOURCES
JOURNALS
FOREIGN LANGUAGE ANNALS
MODERN LANGUAGE REVIEW
SECOND LANGUAGE RESEARCH
APPLIED LINGUISTICS
JOURNAL OF LANGUAGE, IDENTITY AND EDUCATION
CRITICAL INQUIRY IN LANGUAGE STUDIES
CANADIAN MODERN LANGUAGE REVIEW
LEARNING STANDARDS
Illinois Learning Standards
http://www.isbe.state.il.us/ils/Default.htm
National TESOL Standards for Pre-K-12 Students
http://www.tesol.org/assoc/k12standards/it/01.html
Standards for Foreign Language Learning
http://www.actfl.org/public/articles/details.cfm?id=33
PARENT AND COMMUNITY INVOLVEMENT
National Coalition for Parent Involvement
http://www.ncpie.org/
Harvard Family Research Project
gseweb.harvard.edu/~hfrp/
Parent Institute
www.parent-institute.com
Center on School, Family and Community Partnerships
scov.csos.jhu.edu/p2000/center.htm
Family Friendly Schools
www.familyfriendlyschools.com
LEADERSHIP AND CURRICULUM
Association for Supervision and Curriculum Development
www.ascd.org
Mexican American Legal Defense and Educational Fund
www.maldef.org
National Alliance of Black School Educators
www.nabse.org
National Dropout Prevention Center
www.dropoutprevention.org
National Center for Family Literacy
www.famlit.org
29
Southern Poverty Law Center
http://splcenter.org/
GRANT SAMPLES
School Grant Index
http://www.k12grants.org/samples/samples_index.htm
Sample Proposals from the U.S. Department of Education:
http://www2.ed.gov/about/inits/list/fbci/grants2.html
PROFESSIONAL ORGANIZATIONS
 IAMME Illinois Association for Multilingual and Multicultural Education (IAMME)
www.iamme.com
 IATEFL International Association of Teachers of English as a Foreign Language
www.iatefl.org
 ISBE
Illinois State Board of Education ~ Bilingual Education
www.isbe.state.il.us/bilingual
 BEN
Bilingual/ESL Network
www.cde.ca.gov/cilbranch/bien/bien.htm
 NABE
National Association for Bilingual Education
www.nabe.org
 NCTE
National Council of Teachers of English
www.ncte.org
 NAME
National Association for Multicultural Education
www.inform.umd.edu/EdRes/Topic/multicultural/NAME/
 TESOL
Teachers of English to Speakers of Other Languages
www.tesol.edu/index.html
INFORMATION/RESEARCH CENTERS
 CAL
Center for Applied Linguistics
www.cal.org
 CARLA Center for Advanced Research on Language Acquisition
carla.acad.umn.edu
 CBER
Center for Bilingual Education and Research
www.asu.edu/educ/cber
 CMMR Center for Multilingual/Multicultural Research
www.bcf.usc.edu/~cmmr
 CLMER Center for Language Minority Education and Research
www.csulb.edu/~clmer/clmer.html
 CREDE Center for Research on Education, Diversity, and Excellence
www.crede.ecsc.edu/homepage/home/html
 LMRI
Linguistic Minorities Research Institute
http://lmrinet.gse.ucsb.edu
 NCELA
National Clearinghouse for English Language Acquisition
www.ncela.gwu.edu/
 NLRC
National Language Resource Center
carla.acad.umn.edu/NLRClinks.html
 OELA
The Office of English Language Acquisition
www.ed.gov/offices/OELA/
 TESL
The Internet TESL Journal
www.aitech.ac.jp/~iteslj/
 Directory of Two-Way Immersion Programs in the U.S.
www.cal.org/crede
30

US Department of Education
http://www.ed.gov/index.jsp
31