KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7750
Department of Inclusive Education
Degree Title (if applicable)
Proposed Effective Date Summer 2007
Check one or more of the following and complete the appropriate sections:
x
x
x
New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
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
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Approved
Approved
Approved
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Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
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Vice President for Academic Affairs Date
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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. 130
Course Prefix and Number EXC 7750
Course Title Language Learning
Credit Hours 3
Prerequisites
Description (or Current Degree Requirements)
The development and interaction of oral, written, and social language are presented.
Students will learn ways to access and enhance oral, written and social language
development in students with mild disabilites. The effect of cultural context and different
language backgrounds will be addressed.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ___ _INED 7750____________________________
Course Title ____ Language, Power and Pedagogy _____________
__________________________
Credit Hours 3
Prerequisites
Description (or Proposed Degree Requirements)
This course is designed to engage candidates in critically examining a) the role of
language and the implications of language policy on educational discourse, b) the nature
and power of culture in the performance of students, c) the cultural context of children’s
lives in school, including values, worldviews, and language, d) how children can be
misidentified, misunderstood, mislabeled, and misplaced because of language
differences, e) institutional and structural discrimination in educational settings, f) the
education related challenges culturally and linguistically diverse families experience, and
g) pedagogical benefits of bilingualism
III.
Justification
This course was specifically designed for the M.Ed. in Inclusive Education:
Concentration in TESOL and the MAT in TESOL. It is already part of the MAT
program of study and is to be added to the M.Ed. program of study so that
program requirements in both programs align. This course replaces EDUC 7735
Current Issues and Trends, which addresses current issues in Special Education
rather than TESOL.
IV.
Additional Information (for New Courses only)
Instructor: Karen Kuhel, Karen Harris, or Judy Holzman
Text:
Bigalow, B. (2001). Rethinking our classrooms: Vol. 2. Milwaukee, WI: Rethinking Schools, Ltd.
Hinchey, P., (2004) Becoming a critical educator: Defining a classroom identity, designing a critical
pedagogy. New York: Peter Lang.
Macedo, D., Dendrinos, B., & Gounari, P. (2003). The hegemony of English. Boulder, CO: Paradigm
Publishers
Ramanathan, V. (2002). Politics of TESOL education: Writing, knowledge, critical pedagogy. Oxford, UK:
Routledge Falmer
Prerequisites:
Objectives:
The purpose of the course is to critically examine the roles of language, literacy, and diversity on the
schooling practices of students who are English language learners, as well as other language minorities.
The demographics of American society are rapidly changing. Currently, more than three million K-12
students come from homes where standard American English (SAE) is not the primary language of
communication (Beykont, 2000). In addition to meeting the difficult tasks of schooling (e.g., learning to
read, write, and perform complex math computations) that all students face, students who are English
language learners also face the challenge of acquiring English as a second language and using it to learn
academic content (Beykont, 2000). The course is intended to stimulate thought and action among future
leaders in the field of ESOL to increase levels of cultural competence.
Instructional Method
Interactive discussions, presentations, journal, research paper
Method of Evaluation
1) Critical Reviews of Readings
2) In-Class Journal Reflections
3) Research Paper
4) WebCT Discussion Threads
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
none
none
VII Attach Syllabus
I.
Course: INED 7750 Language, Power, and Pedagogy in Education
Credit Hours: 3
Department of Inclusive Education
Kennesaw State University
Summer 2007
II.
Instructors:
Dr. Karen Kuhel
Office: KH 3207
Phone: 678 797-2287
E-mail: kkuhel@kennesaw.edu
Office: Hours: Monday & Wednesday 4:00-5:00 pm, Tuesday & Thursday, 3:00-4:00 pm & 7:45-8:45 pm
& by appointment
III.
Class Sessions:
Day and Time: Tuesday & Thursday, 4:00-7:45 pm
Place: KH 1107
IV.
Required Readings:
Bigalow, B. (2001). Rethinking our classrooms: Vol. 2. Milwaukee, WI: Rethinking Schools, Ltd.
Hinchey, P., (2004) Becoming a critical educator: Defining a classroom identity, designing a critical
pedagogy. New York: Peter Lang.
Macedo, D., Dendrinos, B., & Gounari, P. (2003). The hegemony of English. Boulder, CO: Paradigm
Publishers
Ramanathan, V. (2002). Politics of TESOL education: Writing, knowledge, critical pedagogy. Oxford, UK:
Routledge Falmer
Assigned readings from the Diversity Kit – http://www.lab.brown.edu/pubs/diversity_kit/index.shtml (click
on download)
V.
Catalogue Description:
This course is designed to engage candidates in critically examining a) the role of language and the
implications of language policy on educational discourse, b) the nature and power of culture in the
performance of students, c) the cultural context of children’s lives in school, including values,
worldviews, and language, d) how children can be misidentified, misunderstood, mislabeled, and
misplaced because of language differences, e) institutional and structural discrimination in
educational settings, f) the education related challenges culturally and linguistically diverse families
experience, and g) pedagogical benefits of bilingualism
VI.
Purpose/Rationale:
The purpose of the course is to critically examine the roles of language, literacy, and diversity on the
schooling practices of students who are English language learners, as well as other language minorities.
The demographics of American society are rapidly changing. Currently, more than three million K-12
students come from homes where standard American English (SAE) is not the primary language of
communication (Beykont, 2000). In addition to meeting the difficult tasks of schooling (e.g., learning to
read, write, and perform complex math computations) that all students face, students who are English
language learners also face the challenge of acquiring English as a second language and using it to learn
academic content (Beykont, 2000). The course is intended to stimulate thought and action among future
leaders in the field of ESOL to increase levels of cultural competence.
Conceptual Framework Summary:
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 candidates. 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.
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.
Use of technology:
Opportunities will be provided for candidates to demonstrate appropriate incorporation of technology in the
teaching of English as a Second Language as well as to use technology for continued professional
development. Demonstrations of proficiency in technology are part of the requirements for all courses in
the College of Education.
Diversity Statement:
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 help disabled students with their academic work. In order to
make arrangements for special services, students must visit the Office of Disabled Student Support Services
(ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required.
Learning about first and second language acquisition, the role of culture in language development, and
techniques that are sensitive to learner needs will increase prospective ESOL teachers’ awareness of
diversity in the classroom.
VII.
Goals and 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 has 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.
Course Standards, Outcomes, Performance Indicators & Objectives
TESOL
Standards
2.a.2 Understand and apply
knowledge about the effects of
racism, stereotyping, and
discrimination to ESL
teaching and learning
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
CPI Outcomes & Proficiencies
NCATE Standards
NCATE Standard I (KSD)
NCATE Standard IV (Diversity)
Course Objectives
Dispel language myths
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 IV (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 IV (Diversity)
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 IV (Diversity)
Understand and apply how
linguistics can influence
issues related to
identification and
placement of ELLs and
students with disabilities
Describe the impact of the
nature and power of culture
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 IV (Diversity)
* TESOL Standards addressed in this course are:
1.a. Describing Language
1.b. Language Acquisition and Development
2.a. Nature and Role of Culture
2.b. Cultural Groups and Identity
Examine the cultural
context of children’s lives
in school, including values,
worldviews, and language
1.b.7. Recognize the ESOL
student’s home language and
language varieties and build
on skills as foundation for
learning English.
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.b.2. Understand and apply
knowledge about how cultural
identify affects learning
VIII.
Understand and examine
the challenges that CLD
families experience
Evidence of
Mastery
Discussion
Critical Review
Discussion
Group activity
Discussion
Journal reflection
WebCT discussion
thread
Case Study
reflection
Discussion
Critical review
Journal reflections
Research paper
Discussion
Research paper
Journal reflection
Course Requirements:
While completing this course, 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.
1)
2)
3)
4)
Assignment
Critical Reviews of Readings (3)
In-Class Journal Reflections (6)
Research Paper
WebCT Discussion Threads (3)
Points Assessed
75
60
50
15
________
200
Critical Issue Review (3):
Candidates will write 2-3 page critical issue reviews based on issues in course readings and class
discussions. As a class we will keep a list of potential issues that can be reviewed. Two issues will be
addressed by the class as a whole and one issue will be at the discretion of the each candidate.
In-Class/At Home Journal Reflections (12):
Candidates will be given time (10 minutes) at the end of each class to reflect on daily discussions.
Candidates will use these reflections to fuel their WebCT weekly discussions. It is expected that the inclass journals will be expanded upon at home. The journal will be collected at the end of the semester.
WebCT Discussion Threads
Each week a discussion topic will be posted on WebCT. Candidates will post comments and
respond to a minimum of two colleagues.
Research Paper
Over the course of the semester, candidates will collect articles from newspapers, the internet,
magazines, and other media regarding examples of issues discussed over the course of the
semester. Candidates will also find two articles in education journals that support or dispute the
stances presented in the popular media pieces. Candidates will write a 5-page paper discussing
the pros and cons of an issue.
IX.
Evaluation and Grading:
A = 100% to 90%
B = 89% to 80%
C = 79% to 70%
D = 69 %to 60%
F = 59% and below
X.
Academic Honesty Statement
KSU expects that course participants will pursue their academic programs in an ethical, professional
manner. Any coursework or course requirements should represent their own efforts, achieved without
giving or receiving any unauthorized assistance. Any participant who is found to have violated these
expectations will be subject to disciplinary action.
XI.
Class Attendance/Participation Policy
To facilitate your learning as individuals, as well as the development of a collegial learning community,
attendance is expected and will be recorded. Three or more absences will result in a reduction of your
course grade by one letter grade. Six or more absences will result in a reduction of your course grade by
two letter grades.
This course is a serious academic endeavor. You will be required to spend a significant amount of time
both in and outside of the classroom doing readings, activities, research, and online discussions. It will be
participatory in nature. Occasionally, lectures will be given, but with a focus on group discussion. It is
expected that you will be present and highly involved in the class discussion and activities.
Dispositions for learning
Open-mindedness; whole-heartedness; intellectual curiosity; respect for the voices, beliefs, and feelings of
others; and responsibility for your words and actions are critical to the success of our class sessions.
Content that is focused on issues related to diversity is potentially emotionally charged and/or
controversial. Some students may find themselves offended or disturbed by particular topics, theories, and
perspectives addressed and discussed in this class. Please be prepared to think past your prior experiences
and biases.
Preparation for engagement
Please come to class prepared for the day’s activities. A candidate demonstrates preparedness by reading
the assigned readings (text and articles) prior to coming to class, as well as taking notes and generating
questions based on what was read.
XII.
Course Outline
Date
June 7
June 14
June 21
Topics/Activities/In-Class Assignments
Assignments Due
Course Introduction/ Defining Self and Other/The Power of
In-class Journal
Language/Power and Politics in Education “Othering”
Reflection #1
Group Activities
Socialization of Immigrants
In-class Journal
 Language debates
Reflection #2
 Separating fact from fiction
WebCT Discussion
 Examining language myths
Thread #1
Critical Review Due
Language Acquisition, Second Language Acquisition, Social and
Academic Language
Videos: California Proposition 227 and Foreign Language Lesson
Language policy and Educational Discourse
 Hegemony of English (L2 & Dialectal
Variations)
 Language in a global environment
 Multiple perspectives
 Critical Theory/Pedagogy in Research &
Education
Group Activities
In-class Journal
Reflection #3
In-class Journal
Reflection #4
WebCT Discussion
Thread #2
Critical Review Due
July 5
Language, Culture, and Schooling (Diversity Kit pp. 199-220)
The Interface between Bilingual and Special Education
July 12
Teacher preparation
 Issues relative to language variability
 Dispositions
Group Activities
Critique paper due
In-class Journal
Reflection #5
In-class Journal
Reflection #6
WebCT Discussion
Thread #3
Critical Review Due
July 19
Research on Instructional Practices
 SIOP, CALLA, and HOTS
June 28
XIII.
DRAFT SAMPLE OUTLINE
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