COURSE TITLE:
MEETING THE NEEDS OF SECOND LANGUAGE LEARNERS:
An Educatorʼs Guide by Judith Lessow-Hurley
NO OF CREDITS:
1 QUARTER CREDIT
[semester equivalent = 0.66 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MARY ANN JOHNSON, M.ED ADM.
maryajohnson-advisor@comcast.net
206/367-8058
10
10
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
In six chapters, all very interesting and readable, the author has laid out the most important issues (and
some misconceptions) about the way best to work with a second language population. She includes
information about “Best Practices” and “What Educators Need to Know About Language.” She includes
the impact of national, state, and local requirements, and how to make the most of the realities a teacher
will face. Included are some practical teaching strategies, and where else to turn for more in-depth
information.
This would be a good preface or follow-up to the 2-credit course Getting Started with English Language
Learners, or an overview for the person who wants a brief introduction to what is going on in the real
world of second language learners.
$13.95 ASCD member price for text to be paid after registration. Text may be purchased from ASCD or
from online and local booksellers.
LEARNING OUTCOMES:
Upon completion of this course, participants will:
1. Learn the reason first language development should be fostered while learning a second
language
2. Understand the need for a goal of communicative competence over native-like proficiency
3. Understand the reason that frequent correction of language usage errors doesnʼt help the ELL
student
4. Have learned about the historical irony of the use of Navajo code-talkers in World War II
5. Have the answers to many Frequently Asked Questions
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 10 Washington State Clock Hours or 10 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to view online resources. Some of the reading
materials may be provided in the online environment as PDF documents, a format readable by with
Adobe Acrobat Reader. You may download a free copy of Acrobat Reader from our website.
REQUIRED TEXTBOOK:
• Meeting the Needs of Second Language Learners: An Educatorʼs Guide by Judith Lessow-Hurley.
This 92 page 6” x9” book, ISBN 0-87120-759-1, is available for about $16.95 at Amazon.
• For additional reading accessing an annotated Master Bibliography for this course that enhances any
teacherʼs toolbox. The Bibliography can be downloaded where you got the syllabus on www.hol.edu.
GETTING STARTED:
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed here in the online course environment and enter your responses.
• Write your responses in a WORD document and then ʻcopy/pasteʼ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint presentations
may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
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ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
(a) Briefly introduce yourself and tell why you have chosen this book.
Chapter 1 “Who Is the Second Language Learner?”
(b) Why is it difficult to estimate the number of English Language Learners (ELLs)?
What is the difference between Language Minority students and Limited English Proficient Students?
Assignment #2:
Chapter 1: Describe the difference between Cognitive Academic Language Proficiency and Basic
Interpersonal Communicative Skills.
Assignment #3:
Chapter 1:
EITHER:
What is culture and who has it?
OR
Describe the 2 extremes mentioned that provide for “mce” (multicultural education?)
Assignment #4:
Chapter 2: “What Educators Need to Know About Language”
What does it mean to “code-switch?” Is this the indicator of a lack of proficiency in either language?
Assignment #5:
Chapter 2: Because we, as teachers, are fond of correctness, what methods of language instruction
might we over-rely on, and what would be a preferable strategy? Why is it unwise to try to replace home
language with English?
Assignment #6:
Chapter 2:
EITHER:
Describe some of the strategies adults use to help babies learn language.
OR:
Why do doctors who do voluntary plastic surgery in underdeveloped nations usually fix a cleft lip before a
cleft palate, and what does this have to do with language acquisition?
Assignment #7:
Chapter 2: What are some of the factors that make second language learning vary in difficulty?
Assignment #8:
Chapter 3: “Best Practices”
What does research say about the value of using primary language in instruction to help students learn
English and foster academic success?
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Assignment #9:
Chapter 3:
EITHER:
Why is cooperative grouping an effective strategy for bilingual students?
OR:
What are some of the techniques used in sheltered instruction?
Assignment #10:
Chapter 4: “Teacher Qualifications”
Beyond language, make your own list of what qualifies teachers who work with second language learners.
Assignment #11:
Chapter 4: Describe the differences between enculturation, acculturation, and assimilation.
Assignment #12:
Chapter 5 “Language Politics, Language Policy, and Schooling”
EITHER:
What are some evidences that schools are political, and what are some repercussions for language
programs?
OR:
What are some historical ironies of restricting Bilingual Education?
Assignment #13:
Chapter 6 “Frequently Asked Questions About Language Teaching and Learning” Regarding the
question, “Should the United States have an official language policy?” find what programs an enforced
English-only policy would limit.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOT UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #14:
Option A) Create at least one lesson plan that you could use based on an idea you learned from the book
used for this course. Describe the idea or essential question(s) you are employing, the grade level and
subject for which the lesson is intended, specifics for introducing the lesson, steps of the content, student
work requested, and expectation for gauging effectiveness.
OR
Option B) Reflect on the results of use of a strategy from this book, either one you have tried or hope to
try. Start by describing the strategy you employed (or hope to employ) and analyze the outcomes (real or
possible) with specifics.
OR
Option C) using a strategy or issue advocated in this book. Describe why you think there is a
reservation(s). Create a response which acknowledges the reservation and presents information you
have found in this book or in additional reading you have done on this subject. (If you also have
reservations, describe both sides of the issue.)
500 LEVEL ASSIGNMENT
Assignment #15:
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A Create a presentation that could be given for a group of colleagues, based on your reading. It
can be in the form of a Power Point, or a “lesson plan.” The presentation should include a copy of any
handout(s) you will use. (If you ask for feedback, follow the “Peer Response as Part of Assignment
Response” directions in Choice #3.)
OR
Option B) Compare and contrast the material in this book with information you find in another book or
online research of articles. For online research, quote any important URL, write a summary of information
you found, and then compare/contrast with information in the book for this course.
OR
Option C) Do first hand interviews, including peer responses, of teachers/administrators in the district or
parent(s), student(s), or some other appropriate individual(s), and determine things like policy issues,
personal points of view, other important sources of information, and what does or doesnʼt work currently
in the area involved. Each interview event or individual response is rated as equivalent to three-four hours
of your work. How to do peer or interview response(s): -- use the following format:
a) Describe your interview questionnaire or topic you are presenting for peer review, and then
b) Post peer or interview response(s) to that assignment in the same response box. Use the
following format.
PEER RESPONSE or INTERVIEW RESPONSE
Respondent(s) Name:
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Relationship to you:
Date of response:
Comments of respondent (or summary of group response):
OR
Option D) Create an annotated bibliography of five or more books or articles related to the subject of your
course. The annotation should include Title, Author, Publisher (or URL), length of the book or article and
your review of information contained. Add your opinion of the value or your criticism of the contents of
each book or article, and rate the importance of the material in contrast to the subject of your course.
Continue to the next page for an additional assignment required for University Quarter Credit.
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C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #16:
Complete the requirements for university quarter credit by submitting a final Integration paper (1-2 pages).
A heading is required; please use the following format.
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisorʼs Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all course assignments, your instructor will provide final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to
gifted classes. She has also been a junior high vice principal and is now working with teachers for
continuing education in classes, distance learning and building leadership groups.
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