ESL for Educators
TED 4800/5800
Spring 2013
COE Mission:
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
education@uccs.edu
Professor: Stephanie E. Dewing, Ph.D.
Office: Columbine 3041
Phone: (719) 255-4170
E-mail: sdewing2@uccs.edu
Office Hours: Thursday 10-12; 1-3 and by appointment
Required Textbooks:
Echevarria, J., & Graves, A. (2011). 4th Ed. Sheltered content
instruction. Boston, MA: Allyn & Bacon.
Phone: 719-255-4996
Fax:
719-255-4110
Lightbown, P., & Spada, N. (2006). 3rd Ed. How languages are
learned. Oxford, UK: Oxford University Press.
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
Additional Resources (or Recommended Textbooks):
Echevarría, J., Vogt, M., & Short, D. J. (2013). Making content
comprehensible for English learners: The SIOP
model.Upper Saddle River, NJ: Pearson.
http://www.uccs.edu/~coe/
Course Format: This course consists of readings, in class and
out of class activities and assignments, in class and online
discussions.
Course Overview: This is a theory, methods, and materials
course that provides a comprehensive survey of ESL, bilingual
and multicultural education programs and effective materials
and teaching methods for culturally and linguistically diverse
students. The course emphasizes individual and collaborative
learning to develop knowledge and understanding of the various
models, philosophies and theoretical underpinnings of
bilingual/ESL education and instruction. Also included are: an
overview of the history of and legislation related to
bilingual/ESL education and discussion of the culture of ESL
classrooms, instructional strategies, appropriate materials and
important considerations for teaching English learners.
Students will have opportunities to explore theoretical concepts
of socio-cultural perspectives of language interaction and
literacy instruction and learning. They will also have
opportunities to integrate technology into their individual and
collaborative enterprises in the course.
Course Expectations:
1. Navigating the course website:
As part of our course, we will use Blackboard. This is where I will post assignment descriptions,
supplemental readings, announcements, and online discussions. It is very important for everyone
to become familiar with how the course website operates and how the particular features
function. The more you engage in the opportunities presented, the easier it will be for you to
navigate this course.
2. Preparation:
Your preparation should include a careful, critical reading of assigned materials so that you each
bring your questions and insights to the class discussions. Your membership in this class through
your reading, your writing and your sharing is valued and essential. Completion of required
readings and assignments, and participation in the online discussions and activities is expected,
and is indicative of your professional attitude and behavior. There is no substitute for actual
quality interaction with your peers.
The process of interacting involves reflection to challenge your personal beliefs, and listening to
the perspectives of others. Moreover, it requires that you ask questions to clarify your thinking,
building from a positive attitude or mindset. It is very simple to build discussions on what is
wrong with an approach, a method or a perspective to research processes; that is, be negative or
take a negative approach. It is more difficult, and the mark of a true professional, to build a
discussion based on constructive criticism of teaching and interacting with learners whose first
language is other than English.
3. Course Materials and Assignments:
This syllabus is your guide to the course, the contract with your instructor and your set of rules
for the course. Master the contents of this syllabus during the first week and use it as a reference
before you turn in any work. If you have any questions, please ask your instructor. These
assignments are designed to assist you in preparing for active participation in the learning
activities, to use writing as a tool for learning, and to develop skills that will be needed to
communicate in writing with individuals in the school setting. The course assignments cannot be
successfully completed without a thorough study of the assigned readings. If you follow the
syllabus, you shouldn't become lost.
SOME ADVICE: Keep up with the readings and the various assignments. If you fall behind, you
most likely will find yourself overwhelmed and frustrated. If you are behind in your assignments
for any reason, please discuss it with me before it becomes a chronic situation. Note that there
are deadlines throughout the syllabus that indicate what you must have completed and by what
date.
4. Evaluation Process:
There will be a number of evaluations as a usual part of this course. Furthermore, your
performance with the various assignments will indicate your level of understanding of the
concepts and the methods, and of your degree of preparedness to effectively engage students in
language and literacy acquisition processes. Your final reflection of your learning is an important
component of this course.
5. Academic Honesty
As a member of the CU-Colorado Springs academic community, please adhere to the following
guidelines: (a) reference all work; (b) do not use projects from previous courses; and (c) do not
plagiarize. Please also see UCCS Academic Ethics Code below.
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Course Objectives:
1. describe various learning theories and how they shape classroom instruction and learning
today (CLD: 1, 1a, 1b, 2, 2c, 2d, 3, 3a; CDE: 4.1, 5.1, 6.1, 6.2, 6.4; TESOL: 1, 3 INTASC:
1, 4, 7; NETS: 1i, 2iv, 3ii)
2. describe various models of ESL instruction programs that integrate theory, practice, and
assessment (CLD: 1, 1b, 2, 3c, 5a; CDE: 3.2, 5.1, 6.1, 6.2; TESOL: 1, 3, 4 INTASC: 1, 4,
7, 8; NETS: 2i, 3i, 4i)
3. identify the processes and theories that support current views about how children acquire
language and literacy (CLD: 1a, 2a, 2d, 3a, 3b; CDE: 4.3, 5.1, 5.4, 6.2; TESOL: 1
INTASC: 1, 2)
4. discuss the general stages of language and literacy development children experience, and
effective strategies that would promote their language and literacy acquisition (CLD: 1a, 1b,
1c, 2a, 2b, 2c, 3b; CDE: 1.1, 1.2, 1.3, 1.4, 3.1, 5.1, 6.1, 6.2; TESOL: 1, 3 INTASC: 1, 2, 3,
4, 7; NETS 3i)
5. discuss how children’s progressively intricate social and academic language development
are related with their increased use of conventional English in multiple contexts in school
(CLD: 1b, 1c, 1d, 2c, 2d, 3a, 3f; CDE: 5.1, 6.1, 6.2; TESOL: 1 INTASC: 2, 5; NETS: 3i,
3ii, 3iv)
6. describe important theories for effective systems and strategies for the instruction and
organization of classroom environments, methods, and materials that combined, will
promote student learning and language acquisition (CLD: 1b, 2b, 2c, 3b, 3c, 3d; CDE: 3.1,
3.6, 5.1, 5.5; TESOL: 1, 3; INTASC: 4, 5, 9; NETS 2i, 3i, 5i, 5ii)
7. describe the role of family as a factor for involvement in student literacy acquisition and
development (CLD: 4b, 4c, 4d, 4e; CDE: 5.8, 5.9; TESOL: 2; INTASC: 10)
8. recognize and appreciate the importance of alternative methods and materials for English
Language Learners (CLD: 1b, 2b, 3b, 3d; CDE: 3.1, 3.6, 5.3, 6.1, 6.2; TESOL: 3; INTASC:
2, 3, 4, 5; NETS: 3i, 6i, 6ii, 6iv)
9. identify and discuss effective strategies for setting up and maintaining a positive and orderly
classroom culture and environment that support all students’ learning (CLD: 3c, 3e; CDE:
5.1, 5.2, 5.3, 6.1, 6.2; TESOL: 3; INTASC: 1, 2; NETS: 3i, 6i, 6ii, 6iv)
10. identify and demonstrate a variety of resources, including the Internet and e-mail, the
community and the school, as critical factors that support and promote the engagement of
students in their language and literacy development (CLD: 1b, 3d, 4e; CDE: 5.6, 7.1;
TESOL: 3; INTASC: 6, 10; NETS: 2i, 2ii, 2iii, 3i, 3ii, 5iii)
11. demonstrate a basic knowledge of the role of assessment in the instruction of English
Language Learners. (CLD 5a, 5d; CDE: 3; TESOL: 4; INTASC: 3, 8; NETS: 4)
12. demonstrate a basic knowledge of Colorado state law and federal law, history and sociopolitical context related to CLD student populations (CLD: 4a).
CLD Standards Addressed in Course:
8.22 (1) The educator of CLD student populations must be knowledgeable, understand and be
able to use the major theories, concepts and research related to language acquisition and
language development for CLD students. In support of student learning, the candidate must
demonstrate understanding and ability to implement research-based knowledge about:
8.22 (1)(a) linguistics that include orthography, phonology, morphology, vocabulary,
syntax, semantics, and pragmatics applied to English language development for
linguistically and culturally diverse students;
8.22 (1)(b) instructional practices that support acquisition of English language as an
additional language for CLD students;
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8.22 (1)(c) written and oral discourse that includes intention and functions of speech,
genres, and organizational features and patterns; and,
8.22 (1)(d) sociolinguistics that include cultural references, register, varieties of dialects
and accents, and nonverbal communication.
8.22 (2) The educator of CLD student populations must be knowledgeable, understand, and be
able to apply the major theories, concepts and research related to literacy development for CLD
students. In support of student learning, the CLD educator must demonstrate understanding and
ability to implement research-based knowledge about:
8.22 (2)(a) literacy instruction, including the identification and use of linguistic
interdependence, to support development of the four components of language
development (listening, speaking, reading, writing and critical thinking) in English for
CLD students;
8.22 (2)(b) the basic elements of literacy and the ability to provide effective instruction
that is systematic, comprehensive and effective in support of the English language
developmental needs of CLD students;
8.22 (2)(c) language and literacy development for CLD students for social and
instructional purposes in the school setting, with an emphasis on communication of
information, ideas, and concepts necessary for academic success, particularly in
Language Arts, Mathematics, Science and Social Studies;
8.22 (2)(d) the contribution of native language to acquisition of English as an additional
language; and
8.22 (2)(e) the distinction between language differences and learning disabilities.
8.22 (3) The educator of CLD student populations must understand and implement strategies
and select materials to aid in English language and content learning. In support of student
learning, the CLD educator must demonstrate understanding and ability to implement researchbased knowledge about:
8.22 (3)(a) the functions of the English language to second language learners to support
their development of both social and academic language skills;
8.22 (3)(b) effective instructional techniques, methodologies, and strategies to develop
English language literacy and to meet the diverse needs of second language learners,
including those students with learning disorders;
8.22 (3)(c) effective instruction and instructional planning that is systemic, sequential,
well-articulated, and delivered in an engaging environment;
8.22 (3)(d) selection and utilization of instructional materials and resources that are age,
grade level, and language-proficiency appropriate, that are aligned with the curriculum,
English language proficiency standards, and English language arts content standards, and
that maintain and/or improve student achievement;
8.22 (3)(e) maintenance and support of high academic performance standards and
expectations for CLD student populations; and,
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8.22 (3)(f) providing content instructional strategies that integrate the development of
English language literacy and content literacy to improve student access to content
curricula, particularly in language arts, mathematics, science and social studies.
8.22 (4) The educator of CLD student populations must be knowledgeable, understand, and be
able to apply the major theories, concepts and research related to culture, diversity and equity in
order to support academic access and opportunity for CLD student populations. In support of
student learning, the CLD educator must be able to demonstrate knowledge and understanding
of:
8.22 (4)(a) Colorado state law and federal law, history and socio-political context
related to CLD student populations, education, multicultural education, and bilingual
education;
8.22 (4)(b) the role of culture in language development and academic success;
8.22 (4)(c) the relation of cultural identity and heritage language to English language
learning and academic success;
8.22 (4)(d) the contribution of heritage language maintenance to the development of
English language literacy; and
8.22 (4)(e) the relationship of culture to family and community involvement in schools in
order to communicate, collaborate, and enhance involvement.
8.22 (5) The educator of CLD student populations must be knowledgeable, understands, and be
able to use progress monitoring in conjunction with formative and summative assessments to
support student learning. In support of student learning, the candidate must demonstrate
knowledge and ability to:
8.22 (5)(a) assist content teachers in the interpretation of summative assessments of
content knowledge, including national content assessments and Colorado-approved
content assessments, for the purpose of guiding instruction and learning for CLD
students;
8.22 (5)(d) Demonstrate knowledge and ability to communicate and collaborate with
other educators, service providers, and student population family members to identify and
assist in the implementation of a comprehensive instructional plan that responds to the
socio- economic, academic, and linguistic needs of CLD students.
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes being adequately prepared, contributing to
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class discussions, submitting high caliber work and representing your own work fairly and
honestly. As an important member of a classroom community, attendance and punctuality is
mandatory. You must actively engage in class and group work to maximize your learning in this
course.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
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Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Assignments (graded activities):
It is important for teachers, who are responsible for teaching ELLs to read and write, to be able
to write well themselves. You will be role models for your students, and they and their families
will expect all communications from you to be accurate. You are expected to demonstrate a high
level of proficiency in all oral and written work. Therefore, all of your assignments should
reflect the high standard of excellence in literacy expected of teachers and other educators. All
written assignments must be typewritten/word processed. When turning in assignments,
please include a cover page with the title, the course and section number, and your name.
The general assignments are listed below.
A. Participation/Presentation. Each of you will be responsible for giving a short
presentation on a topic covered in class this semester. You will sign up for something
that interests you, and on the week that topic is covered, you will provide a brief
powerpoint presentation or some other technology-enhanced visual aid. (25 pts.)
B. Field Assignments. There are three field assignments to be done outside of class that
help you to link the ideas and the discussions in the class to the community, public
schools, and classrooms. Specific guidelines will be posted on Blackboard.
Field Assignment #1: Attend an activity or event that is different from your own
past cultural experiences (for example, attend a religious service of a faith that
you are not familiar with, attend a traditional cultural celebration). The
activity/event should be conducted in a language with which you are unfamiliar.
(50 pts.)
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Field Assignment #2: Observe a class or tutoring session with an ESL teacher or
paraprofessional. (50 pts.)
C. Comprehensive Assessment. This will be an online open-book assessment that will
cover material through the first 12 weeks of the course. (100 pts.)
D. Final Project: Collaborative Case Study. Using the framework from Chapter 8
(Echevarria & Graves, 2011), consider the needs of one of the learners profiled in this
chapter. (Or, you may select an ELL or ELLs you know.) Select a lesson plan from a
curriculum guide or a teacher-made plan. Describe how you would adapt the plan and
implement the lesson. Justify and support your rationale for the decisions you would
make referring to what you have learned in this class. Similar to Echevarria & Graves
suggestion to work collaboratively at your schools, partners and/or teams are
encouraged to work together for this project. Specific guidelines will be posted on
Blackboard. (100 pts.)
E. Self-evaluation/reflection journals. These are self-assessments evaluating your
learning in this course that start with your understandings of ELLs and ESL processes
the first day and culminate in taking stock of your growth by the end of the semester.
In Week 1, you will take 3 surveys indicating your personal and professional beliefs,
background knowledge of ELLs, and a pre-assessment of some ideas covered in this
class. You will then write your initial ideas about language learners and language
learning. Midway through the course, you will complete a journal entry about your
learning. At the end of the course, these journals will culminate in a final short paper
reflecting on your experience in the class. You will also revisit the surveys. See
specific guidelines posted on Blackboard. (75 pts. = 25pts x 3)
Graduate Credit: For graduate credit, you are expected to demonstrate thinking and work that is
in concert with graduate school expectations. All of your assignments will carry a graduate level
of expectation for scholarship.
Grades: Grades will be based on your projects, on your timely completion of the written
assignments, and on your participation in the discussions and the activities. The mechanics of
writing including spelling, punctuation, and grammar WILL affect your grade. Before you
submit anything as a final draft, be sure that it is a final copy. That is, be sure to proofread, spell
check, edit, check for logic and readability, grammar, etc. The Publication Manual of the
American Psychological Association (APA) must be used to guide your mechanics. (It is sold in
the bookstore, and is available in the library.) Reading your work out loud before you do your
final draft is a good way to edit it. You may also make appointments at the Writing Center for
help. Concise prose, clarity of ideas and creative synthesis of the concepts will be expected. All
work must be typed, double-spaced and on time. Late assignments will be penalized 10% for
each day past due. No papers will be accepted after scored papers are returned in class. Each
assignment will be awarded points based on criteria that fit the nature of the task. Grade points
for this course are weighted as follows:
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Grading Assignments and Points:
Presentation
Two Field-Based Assignments (2 x 50 pts. each)
Comprehensive Assessment
Collaborative Case Study
Self Evaluation/Reflection Journals (3 x 25 pts. each)
TOTAL
25
100
100
100
75
400 points
Grades will be computed as follows:
A = 94% to 100%
A- = 90% to 93%
B+ = 87% to 89%
B = 84% to 86%
B- = 80% to 83%
Please note that students who earn a grade of C or less must
repeat the course.
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T E D 4 8 0 0 /5 8 0 0 C la ss S c h e d u le
P le a se N o te : T h is sc h e d u le is s u b je c t to c h a n g e w ith s u ffic ie n t n o tic e .
Week
Date
1
1/24
Topics
Introductions
Required Readings/
Viewings
Assignments
& Activities
1) Syllabus
2) ESL acronyms explained
Carefully read the
syllabus
Introductions
Assessments
Journal entry #1
(by 1/28 at 10am):
complete in
Blackboard
Surveys and Initial
Journal
2
1/31
Who are our
ELLs?
Legal
considerations
for serving ELLs
Historical
Background
Sociological and
Cultural
Considerations
3
2/7
ELD Programs
4
2/14
5
2/21
Language
Development
Second
Language
Acquisition
6
2/28
Introduction to
Sheltered
Content
Instruction
1) Legal requirements
PowerPoint
2) CDE PowerPoint “State of
the State”
3) Sheltered Content
Instruction (SCI) Ch. 1 and
pgs. 27-29 of Ch. 2
4) Ovando, C. (2003).
“Bilingual Education in the
US”
5) Colorado Department of
Education’s Language
Culture and Equity Unit: ELL
Guidebook, section 1.3 (pp.
19-22).
1) Colorado Department of
Education’s Language
Culture and Equity Unit: ELL
Guidebook, (Appendix H).
Links found online.
2) SCI Chp. 2 (pgs. 29-31)
Find links to
supplemental
readings online
Sign up for
presentation
topic/date
HLL Ch. 1
1) HLL Ch. 2
2) SCI Ch. 2 (pgs. 31-51)
3) Wong Fillmore & Snow
(2000). “What Teachers Need
to Know about Language.”
Link found online.
4) Colorado Department of
Education’s Language
Culture and Equity Unit: ELL
Guidebook, section 1.2 (pp.
14-18. Link found in weekly
unit.
5) Second Language
Acquisition Stages and
Strategies (link found in
weekly unit)
1) SCI Ch. 3
2) Link to SIOP website
3) YouTube video on SIOP
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Field Assignment
#1 due (Cultural
field assignment)
7
3/7
8
3/14
9
3/21
Factors
Influencing
Second
Language
Development
Learner
Language
Learning
Strategies and
Curricular
Adaptations
1) SCI Ch. 4
2) HLL Ch. 3
1) HLL Ch. 4
2) Read through Language
Samples for Discussion
1) SCI Ch. 5, 6, 7
Mid-semester
Journal
Journal entry #2
due (3/18 at 10am)
SPRING BREAK: ENJOY! ☺
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4/4
11
4/11
12
4/18
13
4/25
Linking Theory
to Classroom
Observations
Approaches to
ELL Instruction
Review SCI Ch. 2
HLL Ch. 5
Literacy
Acquisition for
ELLs
Click and read links for:
1) Pikes Peak Literacy
Strategies Project
2) TPR
3) TPRS
SCI Ch. 8
Link to Colorin Colorado
website on assessment for
ELLs
Link to WIDA website and
CDE website
TPR & TPRS
Assessment
considerations
for ELLs
14
5/2
WIDA
15
5/9
Final reflections
16
5/16
Course wrap-up
Field Assignment
#2 due (Classroom
observation)
HLL Ch. 6
Begin
Comprehensive
Assessment
Continue/Complete
Comprehensive
Assessment
Comprehensive
Assessment due
(4/22 at 10am)
Begin working on
final Project
Turn in final project
Final project due
HLL Ch. 7
Surveys revisited
Final Reflection
Self-Assessment/
Final Reflection
due
No readings
Celebrate
**The last official day of class is 5/16. Anything turned in after that date will result in a zero.
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