EDBL 401
Principles and Practices for Educating Linguistically Diverse Students
Craig A. Hughes
Black Hall 204-15 509-963-1269
hughesc@cwu.edu; http://www.cwu.edu/hughesc
Office Hours Tuesday & Thursday 10:00 – 11:30 AM
Catalog Course Description
Required coursework that provides the fundamental background in language and learning theories
needed to educate linguistically diverse students. The basics of sheltered instruction are
introduced.
Purpose of the Course
The purposes of this course are consistent with the university’s mission, “by teaching we learn;”
the Center’s mission, “facilitating learning for a diverse world;” Teacher Education Program
department’s mission, “ensuring graduates are prepared to be outstanding educational leaders
who demonstrate the knowledge and skills necessary to educate and work within a diverse school
population.” The course uses a critical-constructive approach which allows students to explore
issues of importance and examine how these issues relate to larger social constructs. Fulfills
requirement for WAC 181-78A-270(c) and the following CWU-CTL proficiencies: CTL2011.1.ii.1.1, 1.ii.1.2, 1.ii.1.3, 1.ii.1.4, 1.ii.3, 1.2.1, 1.i, 1.i.1, 1.i.2, 1.i.3
Learner Outcomes
Upon completion of this course students will be expected to:
A.
Understand classroom-based theories leading to methodologies.
1.
Students will document SLA & learning theories needed for
implementing instruction in the classroom.
2.
Students will document the relationship between the theories and
classroom practices.
B.
Use sheltered instruction methodology to better the educational experiences of
linguistically diverse students.
1.
Students will be able to prepare lesson plans that include methods and
techniques needed by ESL students.
2.
Students will be able to facilitate interaction between ESL and English
speaking students.
Outcome Assessment:
1: Class participation (20%): All students are expected to be in class and participating in
classroom activities such as role playing, discussions, and presentations.
2: Annotated Sheltered Instruction Lesson Plan (30%): All students will develop lesson plan(s)
that: A) demonstrate effective sheltering techniques, B) document the theoretical support for such
lesson plans, and C) differentiate for multiple levels of language proficiency.
3: Theory Presentation (20%): All students will present an analysis of how second language
acquisition theories and learning theories impact instructional practices.
4: Quizzes (10%): There will be four quizzes that will be based on readings for the class.
5: Final activity (20%)
Required Texts
Rothenberg, Carol & Fisher, Douglas (2007). Teaching English Language Learners: A
Differentiated Approach. Upper Saddle River, NJ: Pearson Education.
Deussen , T., et al. (2008) What Teachers Should Know About Instruction for English Language
Learners: A Report to Washington State. http://www.k12.wa.us/MigrantBilingual/pubdocs/
NWREL-Report-ELLInstruction-Nov2008.pdf
Electronic Resources
Washington State English Language Development (ELD) Standards.
http://www.k12.wa.us/MigrantBilingual/ELD.aspx
Hanson, S. and Filibert, C. (2006). Teaching English Learners the SIOP Way. Pacific Educator
(pp. 12-15). http://www.cwu.edu/~hughesc
Course Overview
Week of
Jan 5
Jan 10
Jan 17
Jan 24
Jan 31
Feb 7
Feb 14
Feb 21
Feb 28
March 6
March 13
Topic
Introduction and Syllabus,
Overview
Second Language Acquisition
Theories & Learning Theories
Stages of Language Development
Sheltered Instruction Introduction
Assessment
Oral Language Development
Academic Language
Instructional Modification
Instructional Modifications
Finals
Readings
Assignments Due
R&F 1; D pp. 7-24
R&F 2
ELD Standards
R&F 3; H&F
R&F 4
R&F 5, epilogue
R&F 6; D pp 25-end
R&F 7
R&F 8
Final Activity
Qz1
Presentations
Qz2
LP 1
Qz3
LP 1 & 2 Qz4
Annotated Lesson Plan
EDBL 401
The major assignment in EDBL 401 will be two Annotated Lesson Plans using one of the Sheltered
Instruction Observation Protocol (SIOP) lesson plan templates as a starting point. There is no single
required format for the lesson plan, but as documented below, certain items must be included for full credit.
Each of the two lesson plan should encompass a time period between 30 and 50 minutes. The first of the
lesson plans should be geared toward full class instruction. The second should be geared toward group
structured activities.
The required portion of the lesson plan are:
 student population language expectations
 objectives and/or outcomes
 subject area (required)
 language (required)
 skill/strategy development (optional)
 standards. These are the state/professional organization standards that provide the overall
framework for instruction of all students.
 materials
 preparation activities. These are the activities that are used to prepare the students for the majority
of instruction to follow.
 instructional activities. A step by step overview of instructional activities to be used in this lesson.
 review. An overview of the review activities, if any, that will be used during this lesson.
 assessment. Assessment procedures are an intricate part of lesson planning and need to be directly
related to the outcomes/object presented above.
In addition to the standard formatting of the lesson plans there will need to be the "annotation" of the plans.
What is meant by annotation, in this context, is 1) that you explain why you have included certain
components of your plan based on what we have studied in class and 2) the modification of instruction to
be used with students at different levels of language development, if this is not included directly in the
lesson plan. Please see the sample lesson plan for how the annotation can occur.
These annotated lesson plans can be done either as a webpage with links to the annotations or as a Word
document. If you use Word following steps will help you with the formatting of your lesson plans.
1.
2.
3.
4.
5.
Write out your lesson plan using the format of your choice that includes information required
about.
At the end of the document include the notes required as explained above. Be sure to separate each
of these annotations into a new paragraph.
Move your cursor to the beginning of each of these annotation paragraphs. Click on the "insert"
tab and then click on "bookmark." The Bookmark box will open. Label each of these annotations
using a system that makes sense to you. In the sample lesson plan you will see that I used "An1"
for annotation one etc.. After labeling bookmark, click on the add
Move your cursor to the part of the lesson plan where this annotation should occur. If needed,
click on the "insert" tab. Then click on the "hyperlink" button. In the left-hand column you will see
several choices. Choose "place in this document." Your annotation bookmarks will appear. Click
on the correct one and then move on to the next.
To make your professor happy, repeat steps three and four reversing the process. In other words,
you'll be creating a book mark in your lesson plan and then linking your notation paragraphs with
those bookmarks. This allows the reader to return to the exact spot they were before going to the
annotation.