SYLLABUS COVER SHEET
1.
Course number, name and credit hours
EDU/MLS 428 Cultural Awareness/Sensitivity for ESL/ELL Program Specialists
2.
Professor(s) name(s)
Dr. Theresa Stahler
3.
Method(s) of teaching
Lecture/Discussion
Cooperative Learning
Role Play
Resource Persons
4.
Course requirements
Research and writing
Case Studies
Group Projects
5.
Assessment
Assessment of each teacher candidate’s level of accomplishment with reference to
the course objectives will be based upon a subset of the following:
Discussion of assigned readings
Active participation in class and in discussions
Attend an event listed in the Cultural Event calendar and present an
oral testimonial about the event in class
Visit a web site devoted to issues of diversity (i.e.: tolerance.org), and report the
findings
Develop, conduct, write, role-play and present a case study of a person
from an underrepresented culture
Collaborate within a cooperative learning group to conduct an in-depth
study of an ethnic group and to share the most pertinent findings with
the class through written and oral group presentation (group project)
Midterm examination
Final examination
6.
Attendance/Participation (Optional)
Attendance is taken at all classes.
7.
Textbook, required readings
Trumbell, E. (2001). Bridging cultures between home and school: a guide for
teachers (4th ed.)
Boston: Allyn and Bacon.
COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
DEPARTMENT OF SECONDARY EDUCATION
DEPARTMENT OF MODERN LANGUAGE STUDIES
COURSE TITLE: EDU/MLS 433 Cultural Awareness/Sensitivity for ESL/ELL Program
Specialists
Course Description
This course is designed to prepare English as a Second Language (ESL) program specialists to
facilitate the integration of English Language Learners (ELLs) and their families into the host
school and community. As well, the course facilitates school staff members’ understanding of
multicultural and multi-language learners’ needs and support strategies so as to maximize the
educational experience. Participants in this course will undertake a comparative approach to
similarities and differences between the U.S. culture and other cultures with the goal of
developing cultural understanding and sensitivity of ELL/ESL students and families living in the
U.S. culture. 3.s.h. 3 c.h.
Course Rationale
Understanding the multi-cultural/multi-ethnic make-up of the United States is essential for
excellent communication, integration of ESL/ELL students and families into the American fabric,
as an aid to their adaptation to the dominant culture and as a means for native English speakers to
understand the multiple minority cultures in the U.S. This course, required by the State of
Pennsylvania for all teachers seeking the certificate as an ESL/ELL Program Specialist, will
enhance the teacher’s effectiveness in the multicultural education environment.
Course Objectives
Certified Program Specialists will:
1.
demonstrate a knowledge of behaviors, beliefs and attitudes of multi-cultural and
multi-lingual learners and families.
2.
demonstrate knowledge of current methods and techniques in teaching of ESL in
working with culturally and linguistically diverse students.
3.
demonstrate an understanding of how to facilitate collaboration between faculty
and other staff and families, ESL/ELL students and families.
4.
demonstrate an ability to promote cultural awareness and sensitivity toward
cultures other than American and languages other than English.
5.
demonstrate a comparative knowledge of U.S./non-U.S. cultures in the areas of
society, business, languages and education.
6.
demonstrate knowledge of ELL language and support services in terms of
assessment, school services, instructional evaluation techniques and development
of IEPs and ADA related adaptations.
7.
ability to promote parental/family involvement in educational programs of
children.
Course Outline
I.
Historical perspectives
A.
Studying other cultures
B.
Migrant education
II.
Philosophical issues in multicultural understanding
A.
Defining culture
B.
Teaching culture
C.
Comparing culture
III.
ESL Education: Goals & Practices
A.
Bilingualism vs. immersion
B.
Cross-culture competency
C.
Goals of cultural awareness/sensitivity
IV.
Concepts of ESL cultural programming
A.
Programs & practices
B.
Ethnicity, multiculturalism in the U.S.
V.
Strategies for integrating culture into ESL programs
A.
Goals for cultural understanding
B.
Models for teaching comparative cultural understanding
C.
Assessment
VI.
Implications for cultural awareness/sensitivity in U.S. today
A.
Comparative cultural awareness
B.
Ethnic identity and multiculturalism
VII.
Integrating the family and school
A.
Goals, practices and objectives
B.
Models for inclusion
C.
Applications for program development
VIII.
Curriculum guidelines for cultural understanding
A.
Teacher as facilitator
B.
Changing teacher attitudes and behaviors
IX.
Involving family and community in the cultural awareness training
X.
Problems associated with cultural awareness training
A.
Attitudes
B.
Beliefs
C.
Social issues
XI.
Assessment and evaluation for ESL Program Specialists
INSTRUCTIONAL RESOURCES
Banks, J.A. (2001). Cultural diversity and education: foundations, curriculum and teaching (4th
ed.). Needham Heights, MA: Allyn and Bacon.
Banks, J. A. (1999). An introduction to multicultural education (2nd ed.). Needham Heights, MA:
Allyn and Bacon.
Banks, J.A. and Banks McGee, C. A, ed. (2001). Multicultural education issues and perspectives
(4th ed.). New York: John Wiley & Sons.
Baruth, L.G. and Manning, L.M. (1996). Multicultural education of children and adolescents (2nd
ed.). Needham Heights, MA: Allyn and Bacon.
Davidman, L. and Davidman, P.T. (2001). Teaching with a multicultural perspective (3rd ed.).
NY: Longman.
Dunn, R.S. (1995). Multiculturalism and learning styles. NY: Praeger.
Garcia, E. (2002). Student cultural diversity understanding and meeting the challenge (3rd ed.).
Boston, MA: Houghton Mifflin.
Gollnick, D.M. and Chinn, P.C. (1998). Multicultural education in a pluralistic society (5th ed.).
Columbus: Merrill
Gorski, P.C. (2001). Multicultural education and the internet: intersections and integrations.
Boston, MA: McGraw Hill
Grant, C.A. and Sleeter, C.E., (1998). Turning on learning. Columbus: Merrill.
Hernandez, H. (1997). Multicultural education: a teacher’s guide to context, process and content.
Columbus: Merrill.
Manning, M.L. and Baruth, L.G. (2000). Multicultural education of children and adolescents (3rd
ed.). Needham Heights, MA: Allyn and Bacon.
Nieto, S. (1996). Affirming diversity (2nd ed.). White Plains, NY: Longman.
Pang, V.O. (2001). Multicultural education: a caring-centered, reflective approach. NY: McGrawHill.
Robinson, T.L. and Howard-Hamilton, M.F. (2000). The convergence of race, ethnicity, and
gender: multiple identities in counseling. Upper Saddle River, NJ: Merrill.
Sleeter, C. and Grant, C.A. (1994). Making choices for multicultural education: five approaches
to race, class, and gender (2nd ed.). Columbus: Merrill.