EDN 265 Cultural Advocacy and Policy for ESL Teachers Fall 2008 Catalog Description: Introduction to the field of English as a second language, including cultural, social, and political contexts of linguistic diversity from historical and critical perspectives. Topics include legal and administrative aspects of the field, including national and state regulations. A 10-hour participatory observation experience is required. Conceptual Framework: This course is designed to focus on key components of the Watson School of Education’s conceptual framework: The WSE develops highly competent professionals to serve in educational leadership roles. All educators must use data for decisions, reflect upon their practices, exemplify their commitment to professional standards, implement appropriate communication strategies, and strive to meet the needs of all learners and constituents. Assignments in this course will assist students in preparing to be competent professionals and effective leaders at the school district level and beyond. Course Objectives: 1. Students demonstrate understanding of the laws, regulations, and policies at the local, state and federal levels that apply to English language learners. 2. Students develop knowledge and skills to become cultural brokers within the school community. 3. Students use their knowledge of the important role of culture to facilitate student academic and affective development. 4. Students advocate for cultural accommodation and encourage maintenance of native languages and cultures. 5. Students advocate for English language learners and their families 6. Students serve as resources within their schools and communities. 7. Students display dispositions consistent with the belief that all students can learn. 8. Students effectively communicate with parents, administrators and other stakeholders to facilitate the educational opportunities and achievement of English language learners. Course Outcomes/Projects: 1. 2. 3. 4. Reflective Journals Cultural self-study Legislative comparison project Community resource project Instructional Methods and Activities: Students will learn in teams as well as individually to enhance course outcomes. Inquiry techniques will be employed to gain knowledge from school and community sectors. Community-based projects and activities will be implemented to increase student awareness of course issues, concepts and knowledge base. Students will be expected to attend class either on-line or face-to-face dependent upon the content delivery medium. Students will need to be proficient in their understanding of computer access to enable them to interact with students, and access databases. Evaluation and Grade Assignment: Evaluation of student performance will include assessment of products including on-line communication, projects, class activities, and tests. Grading is based on the successful completion of the course requirements. The grading scale will be based on the following percentages. A = 90 - 100 B = 80 - 89 C = 70 -79 D = 60-69 F = < 59 Texts Helmer, S. & Eddy, C. (1996). Look at me when I talk to you: ESL learners in the non-ESL classroom. Toronto, Ont.: Pippin Publishing. Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New York, NY: Teachers College Press Related Sources for Resource Access, Development and Implementation Beykont, Z.F.(Ed.) (2002). The power of culture: Teaching across language difference. Cambridge, MA: Harvard University Press. Delpit. L. (1995). Other people's children: Cultural conflict in the classroom. New York, NY: New Press. Delpit. L. (2003). The Skin That We Speak: Thoughts on Language and Culture in the Classroom. New York, NY: New Press. Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York, NY: Longman. Nieto, S. (2002). Language, culture, and teaching: Critical perspectives for a new century. Mahwah, NJ: Erlbaum. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York, NY: New Press. Santa-Ana, O. (2004). Tongue-tied: The lives of multilingual children in public education. Lanham, MD: Rowman & Littlefield. Suarez-Orozco, C & Suarez-Orozco, M. (2001). Children of immigration. Cambridge, MA: Harvard Press. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: SUNY Press.