SEC410 ESL Topics for Secondary Educators Fall 2008 Catalog Description: This course will introduce Secondary Educators to the field of English as a second language, including issues of cross-cultural communication, ESL methodology, assessment and curriculum adaptation. A 10-hour participatory observation experience is required. The course will focus on helping Secondary educators meet the needs of older language learners, those with limited formal schooling, and long-term English language learners. 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: all course objectives are targeted at the secondary level Teachers demonstrate understanding of the major theories and research related to the nature of cultural and cultural groups that affect and support language development, academic achievement, and individual identities. Teachers demonstrate understanding of laws, regulations, and policies at the federal, state and local levels that relate to serving limited English proficient students. Teachers apply effective methods, practices, and strategies based on second language acquisition theories and research to plan, implement, and manage ESL and content instruction. Teachers identify, choose, and adapt a wide range of materials, resources, and technologies in ESL and content instruction. Teachers use a variety of assessments as they relate to the education of limited English proficient students. Teachers recognize how diverse languages, cultures, family backgrounds, and abilities affect the learning of English as a second language. Teachers affirm that all students with limited English proficiency can learn English, including those with limited formal schooling, and older English language learners. Teachers utilize and respect the diversity in the languages and cultures of limited English proficient students. Course Outcomes/Projects: 1. Reflective Journals 2. Cultural self-study 3. Article Reviews (Secondary Level) 4. Lesson Adaptation (Secondary level) Course Topics 1. Cross-cultural communication 2. Second language acquisition 3. ESL Methodology 4. ESL curriculum adaptation 5. ESL Assessment 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 Carrasquillo, A.L. (2002). Language minority students in the mainstream classroom. (2nd ed.) Bristol, PA: Multilingual Matters. Related Sources for Resource Access, Development and Implementation Diaz-Rico, L.T. (1995). The crosscultural language and academic development handbook: A complete K-12 reference guide. Needham Heights, MA: Allyn and Bacon. Zainuddin, H., Yahya, N., Morales-Jones, C.A., & Ariza, E.N. (2002). Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms. Dubuque. IA: Kendall/Hunt Publishing. Govoni, J. (2006). Perspectives on teaching K-12 English language learners. Boston, MA: Pearson Custom Publishing. Peregoy, S.F. & Boyle, O.F. (2001). Reading, writing & learning in ESL: A resource book for K-12 teachers (3rd ed.). Boston. MA: Pearson Education. Richard-Amato, P.A. (1996). Making it happen: Interaction in the second language classroom from theory to practice (2nd ed.). White Plains, NY: Longman Press.