EDN 265 Cultural Advocacy and Policy for ESL Teachers Fall 2008

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
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
8. Students effectively communicate with parents, administrators and other
stakeholders to facilitate the educational opportunities and achievement of
English language learners.
Course Outcomes/Projects:
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
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.