Pittsburg State University
College Of Education
Department of Curriculum and Instruction
Fall 2009
Course Number: 855-99
Title: Advanced Practicum with English
Language Learners
Credit Hours: 3
Course Time Schedule: Online
Instructor: Alice C. Sagehorn, PhD
Office Hours: 10:00-1:00 MWF, 4:00-5:00
W, 8:00-9:00 F and by Appointment
Office: 106 Hughes Hall
Phone: 620-235-4499
e-mail: asagehor@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON THE WEBSITE
1. Access your internet service provider.
2. URL address: http//www.pittstate.edu
3. Click on Login
4. Click on ANGEL
5. Type in the following information:
Name: PSU ID Number (use all 7 digits)
Password: Last 4 digits of your social security number or your personal ANGEL
Password
6. Click on CURIN 855-99 : Advanced Practicum with English Language Learners
7. Announcements – Course Home Page
8. SYLLABUS – Course Home Page
9. Assignments and Guidelines – Lessons Tab
10. Course Documents Lessons Tab
11. External Links – Important Web-sites for this class
12. Grades - Report
I.
COURSE DESCRIPTION
An advanced supervised, field-based, capstone experience in the education of
English Language Learners organized according to a platform for professional
practice and grounded in a best-practices framework. Specifically designed to
facilitate and expand upon the practitioner’s knowledge and ability to be an
effective ESOL teacher.
II.
PREREQUISITE
Graduate Status
CURIN 851, 852, 853, 854 and ENGL 714 Applied Linguistics for ESOL or
permission of instructor.)
III.
PURPOSE OF THE COURSE
This is a required course in the ESOL endorsement program.
IV.
COURSE OBJECTIVES
KSDE English for Speaker of Other Languages Standards and Indicators
Standard 1
The teacher of English for speakers of other languages understands the
contributions of general and applied linguistics to second-language
education, the understanding of the sound system, forms, structures, and
lexicon of English.
Performance #1
The teacher uses techniques and curricula that encourage students to demonstrate
English pronunciation for meaningful communication
Performance #2
The teacher engages students in activities that will enhance their grammatical
awareness and performance accuracy within a meaningful context.
Performance #3
The teacher effectively helps students relate knowledge of language to English.
Performance #4
The teacher develops and uses learning experiences that enable students to expand
their lexicon and their correct usage and use of word forms.
Standard 2
The teacher of English for speakers of other languages understands the
fundamentals, similarities, and differences of first- and second-language
acquisition.
Performance #1
The teacher develops and uses curricula that demonstrate an understanding of the
processes of and differences between first- and second-language acquisition.
Performance #2
The teacher develops and uses curricula that demonstrate an understanding of the
stages of second-language acquisition.
Performance #3
The teacher stimulates students’ reflection on their first-language acquisition
process as it compares with the second-language acquisition process.
Standard 3
The teacher of English for speakers of other languages acknowledges the
diverse, historical tapestry of cultures that make up the United States and the
role language plays n the development of cultural identities.
Performance #1
The teacher engages students in activities that demonstrate an appreciation of
cultural diversity of the United States.
Performance #2
The teacher promotes awareness of the diversity of cultures in the international
context.
Performance #3
The teacher creates an instructional environment, which enables students to
understand the role language culture play in cross-cultural understanding.
Standard 4
The teacher of English for speakers of other languages effectively
communicates with students, parents, and members of various cultural
groups in the community.
Performance #1
The teacher makes appropriate provisions for community and parental
involvement in the educational process and uses input from these sources in
designing the instructional program.
Performance #2
The teacher advocates for English language learners’ educational concerns and
works with other professionals to improve the quality of educational services
provided to
English language learners.
Performance #3
The teacher demonstrates a multicultural perspective in the communication
process, which includes attention to English language learners’ personal and
family
experiences.
Performance #4
The teacher uses basic works in other languages that pertain to safety or social
comfort (e.g., “stop” and “hello”).
Standard 5
The teacher of English for speakers of other languages understands the
importance of using language in socially and culturally appropriate ways by
developing communication skills in speaking, listening, reading, writing,
viewing, and representing visually across the curriculum.
Performance #1
The teacher effectively stimulates the development of English language learner’s
reading, speaking, listening, and writing skills by using a variety of instructional
techniques and learning strategies.
Performance #2
The teacher uses verbal, non-verbal, and multimedia resources to enhance English
language learners’ achievement, including communication technology.
Performance #3
The teacher models effective communications strategies that are appropriate for
the language proficiency and age of the English language learners.
Performance #4
The teacher communicates in ways that demonstrate sensitivity to cultural and
gender differences.
Performance #5
The teacher is able to adapt content of the curriculum to meet the learning needs
of the English language learner, in particular the teacher can use linguistic
analysis to determine teachable content prior to sheltered activities in the ESOL
classroom.
Standard 6
The teacher of English for speakers of other languages understands and uses
formal and informal first- and second-language assessment techniques to
evaluate the progress of English language learners, including knowledge and
use of assessment tools to determine program placement, exit criteria, and
participation in state assessments.
Performance #1
The teacher appropriately uses a variety of formal and informal assessment
techniques evaluate English language learners’ progress for making informed
instructional decisions.
Performance #2
The teacher constructs items and tests that provide an accurate picture of English
language learners’ knowledge and performance.
Performance #3
The teacher demonstrates appropriate use and interpretation of standardized tests
and communicates the results to English language learners and their parents in an
informative, positive manner.
Performance #4
The teacher evaluates the effect of class activities on both individuals and the
class as a whole.
Performance #5
The teacher collects information through observation of classroom interactions,
questions, and analysis of student work.
Performance #6
The teacher maintains useful records of English language learners’ work and
performance and communicates progress knowledgeably and responsibly to
students, parents and other colleagues.
Standard 7
The teacher of English for speakers of other languages understands and uses
a broad range of methodologies to provide academic learning experiences for
English language learners and understands and uses strategies that
encourage full participation of English language learners in the school
environment, and understands the foundations of second-language
instruction.
Performance #1
The teacher develops and uses curricula and methodologies that enables English
language learners to develop academic knowledge and skills.
Performance #2
The teacher develops and maintains effective working relationships with content
area specialists, administrators, and other professionals in the educational setting.
Performance #3
The teacher uses a variety of methodologies and communication technologies to
present
academic information in a culturally sensitive manner to meet the individual
academic needs of English language learners.
Performance #4
The teacher creates learning experiences based on students’ prior knowledge and
experiences that allow English language learners to integrate knowledge, skills,
and methods of inquiry from several subject-matter areas.
Performance #5
The teacher identifies and designs instructional activities based on the research
efforts of second language educators and advocates.
Standard 8
The teacher of English for speakers of other languages demonstrates a high
level of proficiency in English commensurate with the role of an instructional
model.
Performance #1
The teacher uses the grammar, usage, and conventions of standard written and
oral English.
Performance #2
The teacher models a high level of English language proficiency in reading,
writing,
and listening, speaking, viewing and presenting visually.
Standard 9
The teacher of English for speakers of other languages understands and uses
a variety of methods and techniques suitable for second-language instruction
for English language learners with special needs, including the ability to
adapt existing materials in collaboration with teachers of students with
exceptionalities to meet the needs of all English language learners.
Performance #1
The teacher identifies and designs instruction appropriate to English language
learners’ special needs.
Performance #2
The teacher identifies and designs instruction appropriate to English language
learners’
diverse learning styles, cultural background experiences, and performance modes.
Performance #3
The teacher collaborates with special needs teachers to effectively adapt learning
materials and instructional techniques to meet the needs of all English language
learners in a second language academic setting.
Performance #4
The teacher can identify when and how to access appropriate services to meet
exceptional learning needs beyond the scope of the regular second-language
education program.
Performance #5
The teacher establishes a learning environment respective of individual
differences.
Standard 10
The teacher of English for speakers of other languages understands and uses
a broad range of literacy methodologies, programs, and assessment tools for
English language learners and acknowledges the important role of family
literacy in second language acquisitions.
Performance #1
The teacher uses methods of literacy acquisition and development processes in
educating English language learners.
Performance #2
The teacher uses a variety of current research-based methods and best practices
for teaching literacy.
Performance #3
The teacher uses literacy methods appropriate for both literate and non-literate
at all grade levels.
Performance #4
The teacher uses individual and group literacy assessment tools and programs.
Performance #5
The teacher uses benchmarking and appropriate application in literacy to measure
achievement gains.
Performance #6
The teacher encourages families to engage in literacy for multiple purposes in
their daily lives.
Performance #7
The teacher uses literacy practices that represent the diverse cultures of students
while holding high expectations for students’ literacy learning.
Graduate Knowledge Base
A.Professionalism
1. The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect a commitment to a dependable and professional demeanor.
a. Acts with integrity and fairness in an ethical manner*
b. Demonstrates commitment to life-long learning
c. Participates in ongoing professional development
d. Demonstrates professional behavior*
e. Sets priorities through self-motivation and self-direction
f. Maintains confidentiality at all levels*
B.Communication
2. The educator will demonstrate specific attitudes, values, beliefs and behaviors which
promote effective communication.
a. Utilizes multiple collaborative strategies necessary in developing effective learning
opportunities for all
b. Demonstrates a high level of proficiency in oral and written communication skills
c. Adapts to a variety of unique cultural and ethnic communication styles*
d. Practices effective interpersonal skills that enhance communication*
C. Leadership
3. The educator will demonstrate specific attitudes, values, beliefs and behaviors which
exhibit leadership competencies.
a. Demonstrates the ability to make decisions based upon data and input from
stakeholders
b. Adheres to ethical and professional standards
c. Transforms ideas into action through effective team building
d. Utilizes a variety of problem-solving strategies and possesses strong critical
thinking abilities
e. Prioritizes tasks and manages time efficiently
D.Instruction and Assessment
4. The educator will demonstrate specific attitudes, values, beliefs and behaviors which
reflect advocating, nurturing and sustaining best practices and multiple
assessments.
a. Possesses pedagogical knowledge relevant to specific disciplines
b. Provides for instructional variation and integration with other disciplines
c. Establishes goals and expectations that lead to effective learning
d. Inspires all learners to develop self confidence and competence*
e.
f.
g.
h.
i.
j.
Demonstrates specialized preparation in specific area of study
Differentiates instruction appropriately for specific needs of learners*
Expects all students will achieve full potential and attain individual success*
Evaluates student knowledge and performance by using multiple methods of assessment
Utilizes assessment outcomes to develop instruction that meets the needs of all students*
Adheres to ethical and unbiased assessment practices*
E. Diversity
5.The educator will demonstrate specific attitudes, values, beliefs and behaviors
which provide equitable learning opportunities for all.
a. Demonstrates sensitivity to community and cultural norms*
b. Values students and encourages them to value self and others*
c. Promotes a bias free learning environment*
d. Believes in and encourages the success of all learners*
e. Appreciates individual variation and shows respect for the diverse talents of all
learners*
f. Responds appropriately to larger political, social, economic and cultural issues
through global awareness*
F. Technology
6.The educator will demonstrate specific attitudes, values, beliefs and behaviors
which enhance the integration of technology within the educational environment.
a. Maximizes learning by using technology
b. Enhances the educational environment through technology
c. Implements various instructional technology strategies
d. Tailors appropriate technology strategies to a specific content area
G. Research
7.The educator will demonstrate specific attitudes, values, beliefs and behaviors
which implements effective research within the educational environment.
a. Uses existing educational research to inform and guide practice
b. Maintains ethical standards in both conducting and applying educational research*
c. Identifies and solves problems by making decisions based upon accepted theory and
research
IV.
REQUIRED TEXT AND MATERIALS:
While there is not a required text for the class, a recommended text is:
Why TESOL?: Theories and Issues in Teaching English to Speakers of Other
Languages in K-12 Classrooms
Eileen N. Whelan Ariza
Carmen A. Morales-Jones
Noorchaya Yahya
Hanizah Zainuddin
Kendall Hunt Publishing 2006
ISBN – 0-7575-2700-0
This textbook is recommended for review before taking the PRAXIS ESOL
Content Test which is required for the Kansas Teaching Endorsement.
V.
INSTRUCTIONAL RESOURCES
Angel Management System
Internet Resources and Websites
Textbook
VI.
TEACHING STRATEGIES
Discussion Board
Video-Tape Review
Self-Reflection of Teaching
Instructor’s Critique
VII.
REQUIREMENTS AND EVALUATION
A.
ATTENDANCE
Because this is an on-line class and we will not be meeting as a class, attendance
will be defined differently than for site-based courses. Attendance for this online
course is defined as completion of assignments. If one assignment period goes by
without turning in any assignments, participation in group activities, or there is no
contact with the instructor of this course, then the student will be dropped from
the course. Active participation in the course is expected of all students.
B. EVALUATION AND ASSESSMENT
Time Sheet
Each student will keep a record of hours spent working with the English
Language Learner(s). A minimum of 90 hours is required for the course. (Use
the Time Sheet in the Lesson Tab on ANGEL.) Due Date: December 4
Case Study - 100 points
Each student will complete a case study of one English Language Learner.
(See the Case Study Guidelines on ANGEL) Due Date: November 23
Portfolio – 200 points
Each student will create a portfolio that represents the work completed in the
practicum and the ESOL endorsement courses. The Practicum Portfolio includes
the Kansas ESOL Teaching Standards and Performance Indicators. Each standard
and indicator will be evaluated as Exemplary (E), Satisfactory (S), or
Unsatisfactory (U). (See Portfolio Guidelines in the Lesson Tab on Angel) Due
Date: December 4
Video Tape Lesson Plans – 25 points each
Each student will video tape two lessons and reflect on the lessons using the Video
Tape Reflection. (See Video Tape Reflection in the Lesson Tab on Angel.) Due
Date: November 23
Discussion Board – 6 points per
Each student will post one question or comment and respond to a minimum of five
questions or comments by the following dates. The question or comments may
reference the case study, portfolio and/or video tape lessons. Students should use
the Discussion Board to communicate with and get ideas and support from other
class members.
September 4
September 18
October 2
October 16
October 30
November 13
November 24
December 11
C. GRADING
GRADING SCALE:
100% - 90% A
89% - 80% B
79% - 70%
C
69% - 60%
D
59%– 0%
F
Academic Honesty:
Please refer to the catalog for the university policy on academic dishonesty. You
are expected to do and submit your work and not that of others.
Late Projects
Points equivalent to one letter grade will be deducted for each day the
project/assignment/test is late.
NOTE: The instructor may find it necessary to modify assignments as the course
progresses.