KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 7781 TESOL
Department Special Education
Degree Title (if applicable) M.Ed Special Education/Collaborative Practices/TESOL
Proposed Effective Date January 2006
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
X Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog p. 112
Course Prefix and Number
Course Title
Credit Hours
Prerequisites____________________________________________
This course is designed to develop a knowledge base about culture, its influence on
learning and teaching, and its role in intercultural classroom settings. In this course
prospective ESOL teachers will examine major theories related to educating a culturally
diverse student body, and teachers will develop strategies for ensuring that ESOL
students develop knowledge of mainstream culture as they become proficient in English.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ________________________________
Course Title __Cultural Issues for ESOL Teachers____________
Credit Hours
Prerequisites
This course is designed to develop a knowledge base about culture, its influence on
learning and teaching, and its role in intercultural classroom settings. In this course,
prospective ESOL teachers will examine major theories related to educating a culturally
diverse student body, and teachers will develop strategies for ensuring that ESOL
students develop knowledge of mainstream culture as they become proficient in English
III.
.
Justification
The Department of Special Education at Kennesaw State University has
historically offered a program in Collaborative Practices, with endorsement in
ESOL. The proposed changes in this course are necessary to bring the exiting
endorsement program into alignment with national TESOL standards. Many of
the research-based practices for students with disabilities are also efficacious for
students who are culturally and linguistically diverse. This effort will pave the
way for classroom teachers in Georgia to educate all students within the Georgia
Performance Standards, including those who have disabilities and those who are
culturally and linguistically diverse.
The purpose of this course is for candidates to increase their understanding of the impact
of culture on teaching and learning in the ESOL classroom. Candidates will study and
utilize terms and theories from intercultural communication that will help them to be
effective
.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
VII Attach Syllabus
I.
EDUC 7781 Cultural Issues for ESOL Teachers
Department of Special Education
Kennesaw State University
Spring 2006
II.
Instructor:
Name:
Office:
Phone:
e-mail:
III.
Class Sessions:
Day and Time: M 5:00-8:00 pm
Place:
KH
IV.
Texts:
(1) Igoa, Cristina, (1995) The Inner World of the Immigrant Child. Mahwah, New Jersey:
Erlbaum Associates.
(2)Martin, Judith & Nakayama, Thomas. (2003) Intercultural Communication in
Context. New York: McGraw Hill.
V.
Catalogue Description:
This course is designed to develop a knowledge base about culture, its influence on learning and teaching, and its
role in intercultural classroom settings. In this course, prospective ESOL teachers will examine major
theories related to educating a culturally diverse student body, and teachers will develop strategies for
ensuring that ESOL students develop knowledge of mainstream culture as they become proficient in
English
VI.
Purpose/Rationale:
The purpose of this course is for candidates to increase their understanding of the impact of culture on
teaching and learning in the ESOL classroom. Candidates will study and utilize terms and theories from
intercultural communication that will help them to be effective
teachers of English to students of diverse cultural backgrounds.
VII.
Conceptual Framework Summary & Related Requirements
Collaborative Development of Expertise in Teaching and Learning.
The Kennesaw State University teacher education faculty is committed to preparing
teachers who demonstrate expertise in facilitating learning in all students. Toward that
end, the KSU teacher education community strongly upholds the concept of collaborative
preparation requiring guidance from professionals inside and outside the university. In
tandem with this belief is the understanding that teacher expertise develops along a
continuum which includes the stages of preservice, induction, in-service, and renewal;
further, as candidates develop a strong research-based knowledge of content and
pedagogy, they develop their professional expertise in recognizing, facilitating, assessing,
and evaluating student learning.
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
Knowledge Base. Teacher development is generally recognized as a continuum that
includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and
Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central
to analyzing the teaching-learning process, the teacher education faculty at KSU believes
that the concept of expertise is central to preparing effective classroom teachers and
teacher leaders. Researchers describe how during the continuum phases teachers progress
from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is
not an end-state but a process of continued development.
The knowledge base for methods of teaching students with disabilities continues to develop rapidly. The
historical framework included perceptual training, behavior modification and task analysis. Current
directions include multiple intelligence models, systematic instruction, strategy approaches to teaching and
learning, and direct instruction. The field draws on research literature from educational psychology,
medicine, psychology and special education. The emphasis in this class will be on developing skills in
application of research-based best practice in the area of behavior management, documenting impact on
student learning, and reflective practice.
Technology Standards
Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve
student learning and meet Georgia Technology Standards for Educators. During the
courses, candidates will be provided with opportunities to explore and use instructional
media, especially microcomputers, to assist teaching. They will master use of productivity
tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic
learning portfolio.
Candidates in this course will be expected to apply the use of educational technology in classrooms for
students in their classrooms. Specifically, candidates will use spreadsheet software to develop graphs, charts,
and tables, word processing to write papers, and e-mail to communicate with the instructors and their peers.
Diversity Standards
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background
for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to support
students with disabilities within their academic program. In order to make arrangements
for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and develop an individual assistance plan. In some cases, certification of
disability is required. Please be aware there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables
outlined above.
Professional Portfolio Requirements
As you know…”..a required element in each portfolio for the Graduate Program is the portfolio narrative.
The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies
on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio,
you need to include a narrative, which includes descriptive, analytic and reflective writing in which you
reflect on each of the proficiencies and how you make the case that the evidence you have selected in your
portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. The narrative
should be comprehensive, documenting research-based best practices. In this class you will do projects
that have been specifically designed to assist you in portfolio development. For example, you will
videotape you and a co-teaching engaging in one of the five most common approaches to co-teaching in a
general education classroom. A videotaped lesson, along with critical analysis, is a required element for
graduation from the Bagwell College of Education. Therefore, attend carefully to the assignments in this
course and how they will assist you in meeting future college requirements.
Extensions. Candidates should keep ongoing documentation of ways in which they extended their learning
and skills from this and other courses. For this course, this could include identifying students who gain
access to more inclusive educational environments, actual changes implemented in the school as a result of
the Building Plan, changes in student behavior or learning that results from co-teaching, interactions with
parents, committees formed or served on related to inclusive education, peer mediated strategies
implemented in your class or other classrooms, workshops on co-teaching conducted at the school, the
establishment of additional co-teaching teams at your school and etc.
Graduate Field Experience Requirements
While completing your graduate program at Kennesaw State University, you are required
to be involved in a variety of leadership and school-based activities directed at the
improvement of teaching and learning. Appropriate activities may include, but are not
limited to, attending and presenting at professional conferences, actively serving on or
chairing school-based committees, attending PTA/school board meetings, leading or
presenting professional development activities at the school or district level, and
participating in education-related community events. As you continue your educational
experiences, you are encouraged to explore every opportunity to learn by doing.
VIII.
Course Standards, Outcomes, Performance Indicators & Objectives
The KSU teacher preparation faculty is strongly committed to the concept of teacher
preparation as a developmental and collaborative process. Research for the past 25 years
as described this process in increasingly complex terms. Universities and schools must
work together to successfully prepare teachers who are capable of developing successful
learners in today’s schools and who choose to continue their professional development.
For the purposes of this syllabus, course goals and objectives are first delineated
according to development of candidate knowledge, skills & dispositions and then crossreferenced to the national professional standards of Teachers of Speakers of Other
Languages.
TESOL
Performance Indicators
5.c.4 Model academic
proficiency in the English
language
2.a.1. Understand & apply
knowledge about cultural
values & beliefs in context of
teaching ESOL.
2.a.3. Understand and apply
knowledge about home/school
communication to enhance
ESOL teaching and build
partnerships with ESOL
families.
2.a.4 Understand and apply
concepts about the
interrelationships between
language and culture.
2.a.2. Understand and apply
knowledge about the effects of
CPI Outcomes & Proficiencies
NCATE Standards
CPI Outcome 1: SME
1.1; 1.2; 1.3;.l.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
CPI Outcome 3: CP
3.1;.3.2
Course Objectives
Understand general
intercultural
communication
terminology and theories
Evidence of
Mastery
Discussion
Short essay answers
Group project
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
Understand how culture
impacts teaching and
Quizzes
Discussion
racism, stereotyping and
discrimination to ESL,
teaching and learning.
2.a.4 Understand and apply
concepts about the
interrelationships between
language and culture.
2.b.1. Use a range of resources
to learn about world cultures
in their classrooms & apply to
learning to instruction.
2.b.3. Understand and apply
knowledge about cultural
conflicts and home-area events
that impact learning.
2.b.1. Use a range of resources
to learn about world cultures
in their classrooms & apply to
learning to instruction.
2.b.5. Understand and apply
knowledge of US immigration
history and patterns in
teaching ESL.
2.b.3. Understand and apply
knowledge about cultural
conflicts and home-area events
that impact learning.
2.b.2. Understand and apply
knowledge about how cultural
identify affects learning
CPI Outcome 2: FL
2.1; 2.2; 2.4
Individual/group
activities
Develop strategies for
identifying, analyzing, and
comparing culture
Discussion
Short answer essays
Group project
Individual projects
Develop strategies for
analyzing
immigrant/subcultures as
they relate to school
culture
Short answer essays
Written paper
Discussion
Understand the linguistic
and cultural challenges of
language minority students
Discussion
Written paper
Group project
Examine teaching
strategies during field
experience
Discussion
Observation
Reflections
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.3; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
CPI Outcome 1: SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2: FL
2.1; 2.2; 2.4
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
2.b.1. Use a range of resources CPI Outcome 1: SME
to learn about world cultures
1.1; 1.2; 1.3; 1.4
in their classrooms & apply to CPI Outcome 2: FL
learning to instruction
2.1; 2.2; 2.3; 2.4
CPI Outcome 3: CP
3.2
NCATE Standard I (KSD)
NCATE Standard II (Diversity)
* TESOL Standards addressed in this course are:
2.a.
Nature and Role of Culture
2.b.
Cultural Groups and Identity
IX.
learning
Course Requirements:
Assignment
Quizzes (2)
Reflection papers
Group project
Participation/Field Experience
Points Assessed
20%
20%
40%
20%
Quizzes
Quizzes will consist of short definitions or short questions.
Reflection Papers
Candidates will respond to questions from specific reading and class discussions
Group Project
This project is divided into two specific areas. Each group will choose a specific culture and present an overview of
the culture. Candidates will then choose appropriate methods and materials and teach a model class,
demonstrating best practices that offer the most effective strategies for educating candidates from the target
culture. The professor will model this project during the fifth class.
X.
Evaluation and Grading:
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
XI.
Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate candidates will
pursue their academic programs in an ethical, professional manner. Any
work that candidates present in
fulfillment of program or course requirements should represent their own efforts, achieved without giving or
receiving any unauthorized
assistance. Any student who is found to have violated these expectations will be
subject to disciplinary action.
XII.
Class Attendance Policy
Since we only have six class days, it is vital that you attend each day.
XIII.
Course Outline
This is a tentative outline. The reading assignments assigned as homework are to be completed before
coming to class on the assigned day (except for the first day and those marked “during class”).
First Class
Second Class
Third Class
Introduction/Course
Policies/Course Overview/What
is Culture?
Facts/Fiction about Hispanics
Article #1(handout)
What is Intercultural
Communication?
Hispanics in the U.S., Ga., and
Cobb County
CR p. 1-13
What is your ethnic background?
To what extent do you feel your
ethnic background influences
who you are? If you think it has
little influence, what other
variables do you feel have a
significant influence on your
behavior? To what extent do you
think people are aware of your
background? Do you think this
influences how people
communicate with you?
Refection paper on article #1
IC p. 2-23
How have notions of high/low
culture influenced people’s
perspective of culture?
Forth Class(virtual class)
Fifth Class
Sixth Class(virtual)
Why study Intercultural
communication continued
Article #2 (handout)
History of I.C
Questions/comment on CR.
Article #3 (handout)
Seventh Class
Eighth Class(virtual)
History
Con Respeto p. 40-71
Article #4 (handout)
Ninth Class
History continued
Review of Intercultural
communication
Tenth Class(virtual)
Eleventh Class
Twelfth Class
Last Class
IX.
Review of Con Respeto
Con Respeto p. 72-93 Article #5
handout
Identity
Identity continued
Discussion of CR
Wrap-up
CR p. 15-40
Reflection paper on article #2
IC, p. 24, question #2
I.C. p. 27-49
What are the advantages of a
dialectical approach to
intercultural communication?
Reflection paper on article #3
IC p. 83-107
IC. P. 107 Activities (Concentrate
on Hispanics in the U.S.)
Reflection paper on article #4
Reflection paper on article #5)
IC. P. 111-143
CR p. 94-115
IC p. 148, #5
Bibliography
Asant, M.F. and Gudykunst, W. B. (Eds.) (1998) Handbook of International Communication.
Newbury Park, CA: Sage.
Baldwin, J.R. and Lindsley, S.L. (1994) Conceptualizations of Culture. Tempe: Arizona State
University Urban Studies Center.
Gergen, K. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. New York:
Harper Collins Basic Books.
Hatch. E. (1983). Culture and Morality: The Relativity of Values in Anthropology. New York:
Columbia University Press.
Hirschberg, Stuart, and Hirschberg, Terry. (1998) One World, Many Cultures. Needham Heights: MA: Allyn and
Bacon.
Kroeber, A.L. and Luckhohn, C. (1952). Culture: A Critical Review of Concepts and Definitions. New York:
Vintage.
Nakayama, Martin, and Flores, L.A. (1998). Reading in Cultural Contexts. Mountain View, CA:
Mayfield
Paz, Octavio. (1985). The Labyrinth of Solitude. New York: Grove Press.
Philipsen, G. (1992). Speaking Culturally: Exploration in Social Communication. Albany: State
University of New York Press.
Romo, Harriett. (1999). Reaching Out: Best Practices for Educating Mexican-Origin Children and
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.Singer, M.R. (1987). Inte4rcultural Communication: A Perceptual Approach. Englewood Cliffs,
NJ: Prentice-hall.
Tajfel, H. (1982). Social Identity and Intergroup Relations. Cambridge: Cambridge University
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