KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name EDUC 7781
Department Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Fall 2007
Check one or more of the following and complete the appropriate sections:
New Course Proposal
Course Title Change
X Course Number Change
Course Credit Change
X Course Prerequisite Change
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 College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog 125
Course Prefix and Number EDUC 7781
Course Title
Credit Hours
Prerequisites Admission to M.Ed. or ESOL Endorsement Program
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___INED 7781___________________
Course Title _________________
________
Credit Hours
Prerequisites Admission to M.Ed., MAT or ESOL Endorsement Program
Description (or Proposed Degree Requirements)
III.
Justification
In the fall of 2006, the Board of Regents changed the name of the department from the
Department of Special Education to the Inclusive Education Department. At that time, the
faculty voted to change the prefixes of all courses listed in the various programs of
student from EXC or EDUC to INED.
The change in prerequisite is needed due to the recent approval of the MAT in
TESOL. Because the current graduate catalog was published prior to approval of
the MAT in TESOL by the Georgia Professional Standards Commission.
INED 7781 Cultural Issues for ESOL Teachers
Department of Inclusive Education
Kennesaw State University
Summer 2006
Instructor:
Name: Dr. Karen Kuhel
Office: 3207 Kennesaw Hall
Phone: 678 797-2287 / 678 862-6506 (cell)
e-mail: kkuhel@kennesaw.edu
Office Hours:
Class Sessions:
Day and Time:
Place:
Texts
Required:
(1) Díaz-Rico, L. T., & Weed, K. Z. (2006). The crosscultural, language, and academic development
handbook: A complete K-12 reference guide. Boston: Pearson Education Group. (also to be used
in EDUC 7782, EDUC 7783, and internships/practicums.
(2) Igoa, Cristina, (1995). The inner world of the immigrant child. Boston: Erlbaum Associates.
(3) Moran, P.R. (2001). Teaching culture. Boston: Heinle & Heinle.
(4) The Education Alliance at Brown University. (2002). The Diversity Kit. Providence, RI: Brown
University. (located on WebCT)
Recommended:
Boutte, G. S. (2001). Resounding voices: School experiences of people from diverse ethnic
backgrounds. Upper Saddle River, NJ: Allyn Bacon.
Espinoza-Herold, M. (2003). Issues in Latino education: Race, school culture, and the politics of
academic success. Boston: Pearson Education Group.
Fu, D. (2003). An island of English: Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.
Fu, D. (1995). “My trouble is my English”. Portsmouth, NH: Heinemann.
Hirsch, E.D., Jr. (2006). The knowledge deficit. Boston: Houghton Mifflin.
Howard, G.R. (2005) We can’t teach what we don’t know: White teachers, multiracial schools. New
York: Teachers College Press.
Maalouf, Amin. (2003). In the name of identity: Violence and the need to belong. New York: Penguin
Group.
Stotsky, S. (2002). Losing our language: How multiculturalism undermines our children’s ability to
read, write and reason. New York: Encounter Books.
Tatum, B.D. (1999). “Why are all the Black kids sitting together in the cafeteria?” New York: Basic
Books.
Tse, L. (2001). “Why don’t they learn English?”: Separating fact from fallacy in the U.S. language
debate. New York: Teachers College Press.
Valdés, G. (2001). Learning and not learning English: Latino students in American schools. New
York: Teachers College Press.
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 candidates will develop
strategies for ensuring that ESOL students develop knowledge of mainstream culture as they become
proficient in English.
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.
Disruptive Behavior
The University has a stringent policy and procedure for dealing with behavior that disrupts the learning
environment. Consistent with the belief that your behavior can interrupt the learning of others, behavior
that fits the University's definition of disruptive behavior will not be tolerated. (See Campus Policies and
Procedures in the KSU Graduate Catalog).
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/ falsification of University
records or academic work, malicious removal, retention, or destruction of library materials,
malicious/intentional misuse of computer facilities and/or services, and misuse of student identification
cards. Incidents of alleged academic misconduct will be handled through the established procedures of the
University Judiciary Program, which includes either an "informal" resolution by a faculty member,
resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy,
which has the appearance of improving grades without increasing knowledge, will be dealt with in
accordance with the University's policy on academic honesty. In addition, students in the graduate
program in inclusive education are held accountable by the Georgia Professional Code of Ethics for
Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the Council for Exceptional
Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic
programs in an ethical, professional manner. Any work that students present in fulfillment of program or
course requirements should reflect 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.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning
environment, which recognizes individual worth. That policy is found in the KSU Graduate Catalog. It
is expected, in this class, that no Professional should need reminding but the policy is there for your
consideration. The activities of this class will be conducted in both the spirit and the letter of that policy.
CONCEPTUAL FRAMEWORK
Collaborative Development of Expertise in Teaching, Learning and Leadership
“The Collaborative Development of Expertise in Teaching, Learning and Leadership” is the basis
for all of Kennesaw State University’s teacher education programs. Working from a solid content
background, the teacher as facilitator demonstrates proficient and flexible use of different ways of
teaching to actively engage students in learning. Teachers as facilitators are well versed in the
characteristics of students of different ages, abilities and cultural backgrounds. They are skilled in
integrating technology into instruction and create an environment in which students can be successful and
want to learn. Teachers as facilitators know when and how to assess learning by means of various forms
of traditional and authentic assessments. They are well prepared for successful careers in teaching and are
expected to act in a professional manner in all circumstances with colleagues, parents, community
members and their own students. As a professional educator, the teacher facilitator values collaboration
and seeks opportunities to work with other professionals and community members to improve the
educational experiences for children and youth. This course contributes to the candidates’ understanding
of their developing role as a professional facilitator by supporting their educational growth as they learn
to effectively teach students.
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 English Language Learners (ELLs) in inclusive classrooms
continues to develop. The field draws on research literature from general education, bilingual education,
multicultural education, intercultural communication, critical theory, second language acquisition,
linguistics, and special education. The emphasis in this class will be on developing increased
understanding of the impact of culture on teaching and learning in the ESOL classroom.
Diversity Statement
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.
OUTCOMES, EXPERIENCES & ASSESSMENTS
Candidate Performance Instrument (CPI)
PTEU Outcomes & Proficiencies
Outcome 1: SUBJECT MATTER EXPERTS:
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues,
parents and students.
1.2 Possesses an interdisciplinary understanding of curriculum and its applications to real life and accurately represents
understanding through use of multiple explanations, technologies and/or strategies.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional
challenges.
1.4 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated,
flexible, elaborate and deep
Outcome 2: FACILITATORS OF LEARNING:
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and
adjusting (or assisting teachers in adjusting) practices accordingly.
2.2 Understands human development and learning and uses this understanding to create enriching educational experiences
and/or environments for all students.
2.3 Creates safe, well-managed, supportive, inclusive and challenging learning environments.
2.4 Uses multiple methods, technologies, resources and organizational arrangements to meet goals articulated for individual
students, class instruction and the overall school improvement plan.
2.5 Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student
learning.
2.6 Is accountable to multiple audiences, accurately interprets student performance data and communicates results to
multiple audiences in multiple formats.
Outcome 3. COLLABORATIVE PROFESSIONALS:
3.1 Collaborates with colleagues, parents and/or other professionals and leads appropriately to strengthen school
effectiveness, to advance knowledge, and to influence policy and practice.
3.2 Reflects regularly upon daily practice, and draws upon experience and the professional literature to design and conduct
research aimed at improved student achievement.
3.3 Proactively involves and leads parents and other members of the community in support of instruction and education.
3.4 Engages in on-going professional development by joining professional organizations, participating in conferences,
mentoring new staff, etc.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
Assessments
Portfolio Graduation Requirement: To fulfill the portfolio graduation requirements for this graduate
program, each candidate will be required to create a professional portfolio that provides evidence of
mastery of the outcomes and proficiencies articulated on the Candidate Proficiency Indicators (CPI) as
Subject Matter Expert, Facilitator of Learning and Collaborative Professional. Your portfolio is to
document your professional growth related to the Preceding each piece of evidence used to document
your proficiencies, you are required to provide an introductory narrative that uses descriptive, analytic and
reflective writing. This introductory narrative should be a concise, comprehensive reflection documenting
research-based best practices and indicating how your evidence supports the proficiency at a Level 3 or
Level 4, using the Portfolio Narrative Rubric as a guide. In the introductory narrative, you need to
indicate how the evidence meets the proficiency, how it was used in your daily practice and cite where
appropriate at least one foundational source to support it use as a best practice (APA format). At the
conclusion of the program, your portfolio should have two or more pieces of evidence and reflections
documenting your professional growth on each proficiency.
Portfolio Entries: Critical Book Review
Each semester, in each course, you will be required to prepare an Application Paper that explains how
your work meets the graduate outcomes and proficiencies articulated on the Candidate Performance
Instrument (CPI). The Application Paper consists of a brief introduction of the assignment, along with a
detailed explanation of how completing the assignment demonstrates that you have met at least one of the
Advanced Candidate Proficiencies on the CPI. (The rubric used to assess the Application Paper will be
provided by your instructor.) To ensure that the evidence that is ultimately up-loaded into your electronic
portfolio is representative of your best effort, your instructor will provide feedback describing necessary
revisions. Each candidate is required to make the revisions, and have the final product reviewed by a peer,
prior to uploading the evidence into their electronic portfolio. This exercise will be worth 10% of the
total points given for each course.
Extensions of Learning: Candidates should keep ongoing documentation of ways in which they
extended their learning and skills from this and other courses. In your final portfolio, at least one piece of
evidence for each domain is required documenting professional growth beyond course requirements.
Candidates should also keep documentation data of the impact on student academic and/or behavior
learning that result from any intervention extensions.
TECHNOLOGY
Technology Standards & Use: Technology Standards for Educators are required by the Professional
Standards Commission. 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 their classrooms. Specifically, word processing to write papers; WebCT
Vista to access course materials and submit assignments; WebCT Vista and e-mail to communicate
with instructors and peers; and PowerPoint to develop a class presentation. Candidates will have
access to the ERIC CD-ROM database, TRAC and the Educational Technology Center. Library research
required in this course is supported by the Galileo system. The password for this semester is
_______________________.
KSU Student Email: As of Fall 2004, Kennesaw State University mandated that all official university
communication would be delivered via the KSU student email system. All candidates seeking degrees
from the Department of Inclusive Education will be required to use their KSU student email accounts as
the primary communication mode. Program updates, information from faculty, and other important
university communication will be sent to your KSU student email account. You are expected to check
this email at least several times a week, and to use this email account when sending email to departmental
faculty. The KSU student email is a web-based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and
accessing your account please contact KSU Service at 770-423-6999.
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 WIDA (World-class Instructional Design and Assessment) English Language
Proficiency (ELP) Standards, and the national professional standards of Teachers of Speakers of Other
Languages, Inc.
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
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
NCATE Standard I
(KSD)
NCATE Standard
II (Diversity)
Georgia PSC
ESOL
Endorsement
Standards
Standard II,
IV, VII, IX
Georgia
QCC
All QCC
Standards:
listening,
reading,
writing,
speaking +
culture – all
levels, P-12
Course
Objectives
Understand
general
intercultural
communication
terminology and
theories
Evidence of
Mastery
Discussion
Reflection
Journal
Proficiency
Exam
Cultural
Media
Project
Critical Book
Review
Boundary
Crossing
Field
Experience
Cultural
Media
Project
Proficiency
Exam
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
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
CPI Outcome 1:
SME
1.1; 1.2; 1.3; 1.4
CPI Outcome 2:
FL
2.1; 2.2; 2.4
Standard II,
IV, VII
Beginning
Standards 8, 9
Advanced
Standards 2,
10, 12, 13, 19,
20
Understand how
culture impacts
teaching and
learning
Critical Book
Review
Boundary
Crossing
Field
Experience
Discussion
Individual/gr
oup
activities
Cultural
Media
Project
Proficiency
Exam
Standard II,
IV, VII,
All QCC
Standards:
listening,
reading,
writing,
speaking +
culture – all
levels, P-12
Develop
strategies for
identifying,
analyzing, and
comparing
culture
Critical Book
Review
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)
Standard II,
IV, VII, IX
Beginning
Boundary
Crossing
Field
Experience
Reflection
Journals
Cultural
Media
Project
Develop
Discussion
Critical Book
strategies for
Review
analyzing
immigrant/subcu Boundary
Intermediate
Standards 7, 8, ltures as they
Crossing
relate to school
14
Field
culture
Experience
Advanced
Reflection
Standards 19,
Journal
20
Cultural
Media
Standards 5, 8,
9
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
Project
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)
Standard II,
IV, VII
Understand the
linguistic and
cultural
challenges of
language
minority
students
Discussion
Critical Book
Review
Boundary
Crossing
Field
Experience
Reflection
Journal
Cultural
Media
Project
Course Requirements:
Assignment
Points Assessed
Reflection Journals
30
Cultural Media Project
50
Boundary Crossing Field Experience
70
Critical Book Review
Assignment
80
Downloading & narrative for portfolio 30
Proficiency Exam
10
In-class Participation
30
Total Points
300
Evaluation and Grading:
A =100 to 90%
B = 89 to 80%
C = 79 to 70%
D = 69 to 60%
F = 59% and below
Reflection Journals
Candidates will post responses to questions weekly from specific reading and class discussions on
WebCT as specified by the instructor.
Cultural Media Project
Each week specific participants will bring to class current newspaper articles, magazine articles, or other
media that address immigrant, foreign student, or relevant cultural issues. The responsible participants
will lead a 30-40 minute class discussion regarding the issue addressed in the media. The focus of the
discussion should be on how the issue critically impacts students, their communities, teachers, etc. The
purpose of this activity is: 1) to develop awareness of issues that affect ESOL students, families and
ESOL teachers in the United States; 2) to develop skills to critically read, see and understand how
information is presented from specific points of view. The issue should be introduced using a short
PowerPoint presentation. The discussion should utilize both small group and large group discussions
and/or activities.
Boundary Crossing Field Experience
Participants are to go alone or with one other person (no more) to an unfamiliar cultural place. This could
include a social event, outdoor experience (e.g., ethnic music festival), religious service, or a number of
other opportunities where it is possible to feel “the other.” The experience must last at least 3 hours. The
purpose of the activity is to gain insight into how ESOL students and their families feel as newcomers to
the United States. Foreign students might consider hiking up Kennesaw Mountain on an organized nature
walk, attending a Friday night concert at Marietta Square, or a festival in Piedmont Park, for example). A
previous experience can only be used with the consent of the instructor. Assignments based on passed
experiences without instructor consent will receive a reduced grade. Participants will write a 3-5 page
paper describing and reflection on their experience as guided by the rubric found on WebCT.
Critical Book Review
This event builds upon what has been learned through the cultural media project. Stories are selective
versions of reality based upon a particular point of view. The author of a story positions the reader to
respond to his/her writing in particular ways through the use of language, setting, point of view, etc. Each
participant is to choose a book from the list of recommended books on the front page of this syllabus, or
another book with instructor approval. Each participant will write a book review according to the rubric
on WebCT; produce a poster; and a one-page handout. If two participants choose to read the same book,
the review must be written individually; however, the poster presentation and handout may be done in
pairs (individual work and viewpoint must be evident).
Proficiency Exam
The proficiency exam will consist of matching, true/false statements, multiple choice, short definitions or short
responses regarding words and concepts important to understanding culture and its influence on teaching and
learning.
Class Attendance Policy
Candidates are expected to attend all class sessions and be active participants in the learning process. Class activities
will include discussion, role-playing and group collaborative activities requiring the participation of all candidates.
Candidates have many experiences and skills, which they can share to facilitate everyone's learning. Evaluation will
include attendance, communication and collaboration skills demonstrated during class. There are so few classes that
missing an entire class is the equivalent of 2 classes during a semester and will therefore result in a full grade
reduction.
References
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Park, CA: Sage.
Banks, J. A. (Ed.) (2001). Multicultural education: Issues and perspectives (4th ed). New York: John
Wiley.
Banks, J. A. & Banks, C. A. M. (Eds.), Handbook of research on multicultural education (2nd ed). San
Francisco: Jossey-Bass.
Brown, S. C., & Kysilka, M. L. (2002). Applying multicultural and global concepts in the classroom and
beyond. Boston: Allyn and Bacon.
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education.
New York: Teachers College Press.
Darder, A., Baltodano, M. & Torres, R.D. (Eds.), The critical pedagogy reader. New York: Routledge
Falmer.
Delpit, L. D. (1995). Other people’s children: Cultural conflict in the classroom. New York: New Press.
Diaz, C. F. (2001). Multicultural education for the 21st century. New York: Addison Wesley Longman.
Garcia, E. (2002). Student cultural diversity: Understanding and meeting the challenge (3rd ed). Boston:
Houghton Mifflin.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers
College Press.
Goodwin, A. L. (2000). Teachers as (multi)cultural agents in schools. In R. Carter (Ed.), Addressing
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Hall, E. T. (1976). Beyond culture. New York: Doubleday.
Harry, B. (2002). Trends and issues in serving culturally diverse families of children with disabilities. The
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Hinchey, P. H. (2001). Finding freedom in the classroom: A practical introduction to critical theory. New
York: Peter Lang.
Hirschberg, S., & Hirschberg, T. (1998). One world, many cultures. Needham Heights, MA: Allyn and
Bacon.
Irvine, J. (2003). Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers
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King, S. H., & Castenell, L. A. (Eds.). (2001). Racism and racial inequality: Implications for teacher
education. Washington, DC: American Association of Colleges for Teacher Education.
Ladson-Billings, G. (1994). Dreamkeepers: Successful teachers of African American children. San
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Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory
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Oaks, CA: Sage.
Lange, D. L., & Paige, R. M. (2003). Culture as the core: Perspectives on culture in second language
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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”).
Date
Topics
Readings
Assignments
First Week
June 9
Introduction/Course Policies/Course
Overview/What is Culture?
What is Media Literacy?
Second Week
June 16
Cultural Experience
Defining Culture
Understanding the Needs and Feelings of
Immigrant Children
Moran Ch 1, 2 & 3
Igoa Preface, Ch 1
WebCT Reflection
Third Week
June 23
Language & Culture
Cultural Products
Cultural Practices
The Phenomenon of Uprooting
Moran Ch 4, 5, 6
Igoa Ch 2
WebCT Reflection
Cultural Perspectives
Cultural Communities
Entering the Inner World of an Immigrant
Child
Cultural Persons
Cultural Media Presentations
Moran Ch 6, 7, 8, 9
Igoa Ch 3
Cultural Learning Outcomes
The Cultural Learning Process
Teaching Immigrant Students
Schoolwork
Moran Ch 10, 11
Igoa Ch 4, 5
Fourth Week
June 30
Fifth Week
July 7
WebCT Reflection
Cultural Media
Presentations
WebCT Reflection
Cultural Media
Presentations
WebCT Reflection
Cultural Media
Presentations
Boundary Crossing Paper
due
Sixth Week
July 14
Teaching Culture
Cultural Continuity
Moran Ch 11, 12
Igoa Ch 6
WebCT Reflection
Cultural Media
Presentations
Poster Fair
Proficiency Exam
Critical Book Review due
July 29
Revision of Critical Book Review must be downloaded to portfolio site (with narrative attached)
by this date.