KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
I. Proposed Information
Course Prefix and Number: INED 4430
Course Title: Applied Linguistics and Adolescent Additional Language Literacy
Credit Hours (format should be # - # - #): 3-0-3
Prerequisites:
Prerequisites are courses or requirements that non-negotiable and must be successfully completed by any
student before enrolling in the course or program under consideration. Corequisites are courses that can
be taken before or in the same semester as the course under consideration. Courses at the upper-division
level will require lower-division competencies or prerequisites.
This course has two courses, EDUC 220 and EDRD 3320, that have been designated as prerequisites.
Course Description for the Catalog:
This course is an introduction to linguistic systems and their acquisition as they occur in the language
development of English (ELs) and other limited English proficient learners. There is a strong focus on
cognitive and social processes of language acquisition, including how functional, cultural and critical
literacies are constructed and promoted. Students will explore relationships among the four language
domains, their connections to language proficiency levels and development of academic vocabulary.
Prerequisites: EDUC 2120 and EDRD 3320
Justification for Course
In 2006, the Georgia Professional Standards Commission (GPSC) revised the certification rules and
recognized reading as a fifth content area in middle grades education. This is a significant rule change as
there is currently a lack of highly qualified reading teachers, particularly at the middle grades level in the
state of Georgia (Wiseberg, 2006). Further, Georgia students have performed poorly in reading on the
National Assessment of Educational Progress (NAEP). Georgia’s 8th grade students’ scores have shown
no significant increase in the area of reading achievement from 1998 to 2007 (Perie, Grigg, & Donahue,
2005; Lee, Grigg, & Donahue, 2007). As a result, the Department of Secondary and Middle Grades
Education (SMGE) have added reading as a fifth concentration area.
Mastery of literacy skills is essential to successful learning in every school subject at every grade level.
The reading concentration of the middle grades program will facilitate teacher acquisition of skills and
competencies needed to help students read, write, and understand a wide variety of materials. It will also
aid teachers in identifying reading problems, providing required interventions, and assisting all students in
improving skills in reading and writing. The reading concentration will prepare teachers to work with
other content area teachers to support the literacy needs of students within content area classrooms.
1
The purpose of this course is to increase preservice teacher understanding of additional language
acquisition by studying and utilizing terms and principles from general linguistics, applied linguistics, and
sociolinguistics. A critical issue frequently noted in both research and education policy literature is the
need to prepare teachers to work with non-native English speaking students (Echevarria, Vogt & Short,
2008; Janzen 2008, Short &Fitzsimmons, 2007) and those who are economically disadvantaged (Batt,
Kim & Sundermam; Darling-Hammond, 2006). The National Center for Education Statistics (2009)
determined that a high proportion of teachers, 41% nationwide, have English learners (ELs) in their
classrooms, but only 12.5% of those teachers had had more than limited training in how to effectively
teach them. In Georgia, the need for qualified teachers is particularly great. The EL population increased
by 364% between 1995 and 2004 (GADOE, 2008) and the numbers continues to increase. The 2007
Georgia Test Performance Data indicates that both ELs and economically disadvantages students have
significantly less success than students overall on standardized tests in Reading and Math (Council of
Chief State School Officers, 2009). In Reading, ELs in grades 6th through 8th (combined) did not meet
expectations 38.2% of the time and 18.3% for students from economically disadvantaged backgrounds
versus 12.2% for students overall. ELs in 11th grade did not meet expectations 46.7% and those who are
economically disadvantaged 14.8% as opposed to 8.5% overall. As a result, the Department of Secondary
and Middle Grades Education has asked the Department of Inclusive Education to develop a course that
specifically focuses on providing their preservice teachers knowledge and skills in the area of linguistics,
in particular the intersection between linguistics and reading, writing, and vocabulary development. This
course will also assist in the preparation of teachers to work with other content area teachers to support
the literacy needs of all students with limited academic English proficiency.
Batt, L., Kim, J., & Sunderman (2005). Limited English proficient students: Increased accountability
under NCLB (Policy Brief). Harvard University, Boston: The Civil Rights Project.
Council of Chief State School Officers (2009). School Data Direct – Georgia Public Schools and
Districts. Retrieved September 2, 2009, from
http://www.schooldatadirect.org/app/data/q/stid=11/llid=111/stllid=211/locid=11/catid=1013/seci
d=4662/compid=859/site=pes
Darling-Hammond, L. (2006). Securing the right to learn: Policy and practice for powerful teaching and
learning. Educational Researcher 35(7), 13-24.
Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The
SIOP Model. Boston: Allyn & Bacon
Georgia Department of Education (2008). Mapping Georgia’s educational progress 2008.
Janzen, J. (2008). Teaching English language learners in the content areas. Review of Educational
Research 78 (4), 1010-1038.
Lee, S., Grigg, W. S., & Donahue, P. L. (2007). The nation’s report card: Reading 2007. Washington,
DC.
National Center for Education Statistics (2009). Characteristics of public, private, and Bureau of Indian
Education elementary and secondary schools. Results from the 2007-08 Schools and Staffing
Survey. Retrieved August 31, 2009, from
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2009321
Perie, M., Grigg, W. S., & Donahue, P. L. (2005). The nation’s report card: Reading 2005. Washington,
DC.
Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language
and academic literacy for adolescent English langauge learners (Report to Carneigie
Corporation of New York). New York: Alliance for Excellent Education.
Wiseberg, J. (2006). Literacy educator preparation in Georgia. Paper presented at the Literacy and
Literacy Teacher Education Summit in Georgia: A Summit for Higher Education.
B. Explain for Prerequisites:
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What is the substance of content in each prerequisite that commands its inclusion as a prerequisite to the
proposed course?
EDUC 2120 and EDRD 3320 are the prerequisite for EDRD 4430. EDUC 2120 provides the
preservice teachers opportunities to examine their personal and sociocultural perspectives on diversity
and the implications of these perspectives for educational practice. The course also provides
foundational knowledge of the diverse populations the preservice teacher will encounter. In the field
experience connected to EDUC 2120 (15 field hours), the preservice teachers tutor an English
language learner. EDRD 3320 provides the candidates with foundational knowledge of the essential
five dimensions of reading as well as the theoretical underpinnings of the current research-based
practices in the teaching and learning of reading and writing. Specifically, EDRD 3320 examines
language development, reading acquisition, phonemic awareness, word identification, phonics,
vocabulary, fluency, comprehension, and motivation. It explores historical perspectives of reading,
reading research and theory, and introduces students to a wide range of instructional practices and
curriculum materials that meet the needs of all adolescent learners.
What is the desired sequence of prerequisites? EDUC 2120 followed by EDRD 3320
What is the rationale for requiring the above sequence of prerequisites? It is important for preservice
teachers to examine their personal and sociocultural perspectives and preconceptions of students from
minority backgrounds prior to developing foundational knowledge in academic literacy (reading and
writing). This background knowledge will provide them with a wider perspective on the need for the
literacy development of all students in content area classrooms.
How often are the required prerequisites offered? EDUC 2120 and EDRD 3320 are currently offered
every semester.
A. Give any other justification for the course.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of study.
Sequentially it would fit towards the end of the program so that knowledge, skills, and dispositions
learned/acquired regarding all students can be more easily transferred to teaching students who come to
school with limited academic English proficiency.
Philosophically, this course emphasizes the knowledge, skills, and strategies that middle grades teachers
need to increase the literacy of all students in their classrooms. These topics are closely aligned with the
new diversity standards of the International Reading Association as well as standards of Teaching English
to Speakers of Other Languages (TESOL), Inc. and the goal of the initial teacher preparation programs
offered through the Bagwell College of Education at Kennesaw State University.
B. What efforts have been made to ensure that this course does not duplicate the content of other college
courses with similar titles, purposes, or content?
In designing this new and innovative teacher preparation program in language and literacy, the faculty
researched KSU course catalogs to assure that there were no other courses that address teaching
adolescents with limited academic English proficiency in reading and writing offered at the undergraduate
3
level. With that said, the proposed new course EDRD 3360 introduces candidates to the idea of new and
multiple literacies. That course is an introduction to new literacy. This course, INED 4430, will address
the implications of new literacies with respect to second language learners.
C. Where will the course be located in the program (elective, required in Area F, required or elective for
the major)? Indicate and justify its placement in the curriculum.
Applied Linguistics and Adolescent Additional Language Literacy is a required course in the reading
concentration for middle grades education. This course meets the diversity standards of the International
Reading Association’s Standards for Professionals. As the student population in Georgia becomes
increasingly diverse, and the achievement gap widens, it is important for classroom content teachers to
learn strategies to increase the literacy of students who come to schools with limited academic English
proficiency.
D. How often will this course be offered?
This course will (minimally) be offered one time per year.
E. All sections of the course will be taught with the understanding that the following apply:
1. Purpose of the course
This course prepares prospective content area teachers with the knowledge skills and dispositions to
increase the literacy skills of students with limited academic English proficiency. NCLB requires that
all students, including ELs, take and achieve at least “meets expectations” status on statewide content
area standardized tests. To that end, all classroom teachers must know how to teach both basic
literacy and content area specific literacy skills in order that all students may achieve academic
success. Finally, this course was developed as part of a unified response to the SREB’s (2009) call to:
(a) build the capacity of middle and high school teachers to increase literacy in adolescents in
Georgia; and (b) close the achievement gaps of sub-populations of students based upon ability, race
and/or income.
2. Objectives of the course
Course Objectives
TESOL
Performance Indicators
IRA Standards
Understand and apply
the theories and
terminology of
additional language
acquisition,
linguistics,
sociolinguistics, and
connections to
development of social
and academic
language skills
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.10. Serve as good
language model.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.2.1 Summarize
historically shared
knowledge (e.g.,
procedures) that addresses
the needs of struggling
readers.
2.2.1 Understand and select
instructional approaches to
meet the specific needs of
struggling readers
1.1.1 Interpret major
theories of reading and
writing processes and
development to understand
the needs of struggling
readers
2.2.3 Read, understand and
CPI Outcomes &
Proficiencies
NCATE Standards
Evidence of Mastery
Outcome 1: SME
Outcome 2: FL
Outcome 3: CP
Proficiency Exams
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
4
1.b.13. Help ESOL students
develop effective language
learning strategies.
Understand and apply
language proficiency
levels (WIDA + Can
Do Descriptors)
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.10. Serve as good
language model.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.b.13. Help ESOL students
develop effective language
learning strategies.
Dispel myths of
additional language
development
1.b.5. Understand and apply
current theories & research
in language development.
Develop familiarity
with and expertise in
vocabulary
development in
content areas
1.a.6. Demonstrate ability
to help ESOL students
develop social and academic
language skills in English.
share the literature and
research that supports the
use of various instructional
approaches.
4.1.4 Be familiar with the
research on diversity and
how it impacts reading and
writing development.
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
3.1.1 Understand
established purposes for
assessing the performance
of struggling readers,
including tools for
screening, diagnosis,
progress monitoring, and
measuring outcomes.
3.1.2 Recommend
appropriate tools for
measuring student
performance including
screening, diagnosis,
progress monitoring, and
measuring outcomes and
includes online tools.
3.1.3 Understand large scale
assessment designs, state
and district assessment
frameworks, proficiency
standards, and benchmarks.
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
1.2.1 Summarize
historically shared
knowledge (e.g.,
procedures) that addresses
the needs of struggling
readers.
2.2.1 Understand and select
instructional approaches to
meet the specific needs of
struggling readers
2.3.2 Select quality online
and offline materials guided
by an evidence-based
rationale
2.2.3 Read, understand and
share the literature and
research that supports the
use of various instructional
Outcome 1: SME
Outcome 2: FL
Proficiency Exams
Reading Discussions
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Outcome 1: SME
Outcome 2: FL
Outcome 3: CP
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Language
Acquisition/Linguistics
ELL Interview Project
Proficiency Exams
Word Study
Assignments
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
Proficiency Exams
5
Understand the
linguistic and cultural
challenges of
language minority
students and
determines resources
to help overcome
those challenges
Understand how
language policy
impacts the
learning/acquisition
of an additional
language
Understand how
distribution and use
of multiple literacies
resources impacts
ELLs and bidialectical students in
their development of
English
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.8. Understand of World
English, dialect variation,
etc.
1.a.9. Use linguistic
resources to learn about
English and of student’s
home language.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.7. Recognize the ESOL
student’s home language
and language varieties and
build on skills as foundation
for learning English.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.b.13. Help ESOL students
develop effective language
learning strategies.
5.b.2 Serve as professional
resource in their educational
communities.
1.a.6. Demonstrate ability
to help ESOL students
develop social and academic
language skills in English.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
approaches.
1.1.2 Analyze language and
reading development across
the life span including
word-level components,
text-level components, and
reading writing connections
with supporting evidence
theory and research.
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
2.3.1 Are knowledgeable
about various materials and
their use.
2.3.2 Select quality online
and offline materials guided
by an evidence-based
rationale
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
6.5.1 Are knowledgeable
about local, state, and
national policies that affect
reading and writing
instruction.
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
2.3.1 Are knowledgeable
about various materials and
their use.
Outcome 1: SME
Outcome 2: FL
Internet Research –
language/language
variety
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Internet Research –
Acquisition/Learning of
Linguistics
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
Outcome 1: SME
Outcome 2: FL
Internet Research –
Language Policy
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Reading Discussions
Outcome 1: SME
Outcome 2: FL
Interview: Multiple
Literacies
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Reading Discussions
6
3. Course content Topics of Discussion/Course Calendar
F. What instructional methodologies will be incorporated into the course to stimulate group
process, writing skills, multiculturalism, and educational outcomes?
G. Outline the plan for continuous course assessment. What are the department, school, college, or
professional standards which will be used for the assessment? How will it be determined that the course is
current, meeting the educational needs of students and responsive to educational standards? How often
will the course assessment be done by the department?
H. Required Syllabus Contents (See Faculty Handbook, page 3.17-3.18 for details about KSU syllabi).
SEE ATTACHED SYLLABUS.
1. Course Prefix Number and Title
2. Instructor:
a. Office:
b. Telephone:
3. Learning Objectives
4. Text(s)
5. Course Requirements/Assignments
6. Evaluation and Grading
7. Weekly Schedule of Topics
8. Academic Honesty Statement
9. Attendance Policy
IV. Resources and Funding Required
A. What resources will be redirected to accommodate this course?
n/a
B. Explain what items will cause additional cost to the department/school/college
Personnel
n/a
Computer Technology
n/a
Library resources n/a
Equipment n/a
Space n/a
7
V. 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: TESOL
COURSE NUMBER: 4430
COURSE TITLE FOR LABEL: Linguistics & Add Lang Literacy
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS: 3-0-3
PREREQUISITES: EDUC 2120 and EDRD 3320
Approval, Effective Semester: Fall 2010
(Note: This can be no earlier than the term after approval by the UPCC.)
Grades Allowed (Regular or S/U): Regular
If course used to satisfy CPC, what areas? no
Learning Support Programs courses which are
required as prerequisites: n/a
APPROVED:
_______________________________________________________________________
Vice President for Academic Affairs or Designee
8
KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (Not General Education)
Course Prefix and Number: INED 4430
Responsible Department: INED
Proposed Effective Date: Fall 2010
(Note: This can be no earlier than the term after approval by the UPCC.)
Signature Page
Submitted by:
Name Karen Kuhel
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
___ Approved ___ Not Approved
Date 9/5/09
_____________________________
Department Curriculum Committee, Date
_____________________________
General Education Council*, Date
_____________________________
Professional Teacher Education
Unit Program Area*, Date
_____________________________
Department Chair, Date
_____________________________
College/School Curriculum Committee AND/OR
Teacher Education Council*, Date
_____________________________
College/School Dean, Date
_____________________________
Undergraduate Policies and Curriculum Committee,
Date
_____________________________
Associate VP of Academic Affairs, Date
*For curriculum proposals involving General Education courses, there should be collaboration by the
Department Curriculum Committee and the General Education Council. For Teacher Preparation
proposals, there should be collaboration by the Department Curriculum Committee, the Professional
Teacher Education Unit (PTEU) Program Area Committee, the Teacher Education Council, and the
College/School Curriculum Committee.
Form updated March 26, 2009.
9
KENNESAW STATE UNIVERSITY
DEPARTMENT OF INCLUSIVE EDUCATION
INED 4430
APPLIED LINGUISTICS AND
ADOLESCENT ADDITIONAL LANGUAGE LITERACY
Fall 2010
COURSE NUMBER/SECTION
INED 4430
COURSE TITLE: Applied Linguistics and Adolescent Additional Language Literacy
INSTRUCTOR: Name:
Office:
Office Phone:
Cell Phone:
Office Hours:
Email: E-mail:
Class Meetings:
Required Texts:
Bear, D.R., Helman, L., Templeton, S., Invernizzi, M., & Johnston, F. (2007). Words their way with
English learners: Word study for phonics, vocabulary, and spelling instruction. Upper Saddle
River, NJ: Pearson.
Freeman, D.E., & Freeman, Y.S. (2004). Essential Linguistics: What you need to know to teach reading,
ESL, spelling, phonics, and grammar.
The Diversity Kit http://www.alliance.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf
Readings on the language of math, science, social studies, and language arts – depending upon content
area of students.
Suggested References:
Boyd, F. and Brock, H. (Eds.). (2004). Multicultural and multilingual literacy and language: Contexts
and practices. New York: Guilford Press.
Garcia, G. (Ed.) (2003). English learners: Reaching the highest level of English literacy. Newark,
Delaware: International Reading Association.
Soto-Hinman, I., & Hetzel, J. (2009). The literacy gaps: Bridge-building strategies for English language
learners and standard English learners. Thousand Oaks, CA: Corwin.
Moats. L.C. (2000). Speech to print: Language essentials for teachers. Baltimore: Paul H. Brooks.
10
Parker, F., & Riley, K. (2005). Linguistics for non-linguists: A primer with exercises (4th ed). Boston:
Allyn Bacon.
Piper, T. (2003). Language and learning: The home and school years. (3rd ed). Upper Saddle River, NJ:
Merrill Prentice Hall.
Catalog Description
This course is an introduction to linguistic systems and their acquisition as they occur in the language development
of English learners (ELs). There is a strong focus on the cognitive and social processes of language acquisition,
including how functional, cultural and critical literacies are constructed and promoted. Students will explore the
relationships among the four language domains, their connections to language proficiency levels and the
development of academic vocabulary. EDUC 2120 and EDRD 3320 are prerequisites.
Purpose/Rationale
The purpose of this course is to increase preservice teacher understanding of additional language acquisition by
studying and utilizing terms and principles from general linguistics, applied linguistics, and sociolinguistics. A
critical issue frequently noted in both research and education policy literature is the need to prepare teachers to work
with non-native English speaking students (Echevarria, Vogt & Short, 2008; Janzen 2008, Short &Fitzsimmons,
2007). The National Center for Education Statistics (2002) determined that a high proportion of teachers, 41%
nationwide, have English learners (ELs) in their classrooms, but only 12.5% of those teachers had had more than
limited training in how to effectively teach them. In Georgia, the need for qualified teachers is particularly great.
The EL population increased by 364% between 1995 and 2004 (GADOE, 2007) and the numbers continues to
increase. The 2007 Georgia Test Performance Data indicates that ELs have significantly less success than students
overall on standardized tests in Reading and Math (GADOE, 2009). In Reading, ELs in grades 6 th through 8th did not
meet expectations 38.2% of the time vs. 12.2% overall. ELs in 11 th grade did not meet expectations 46.7% as
opposed to 8.5% overall. As a result, the Department of Secondary and Middle Grades Education has asked the
Department of Inclusive Education to develop a course that specifically focuses on providing their preservice
teachers knowledge and skills in the area of linguistics, in particular the intersection between linguistics and reading,
writing, and vocabulary development. This course will also assist in the preparation of teachers to work with other
content area teachers to support the literacy needs of ELs.
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 special 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).
11
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
Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning. The
Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise
among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and
expertise to facilitate high levels of learning in all of their students through effective, research-based practices in
classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the
development of candidates as they progress through stages of growth from novice to proficient to expert and leader.
Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an endstate. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct meaning and
reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally,
the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia
schools in bringing all students to high levels of 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.
The knowledge base for diversity in educational contexts continues to develop rapidly as our world shrinks. The
historical frameworks include changing demographics, political action, and policy issues. Current directions are
more focused on the development of personal understanding of the impact of culture on the worldview and practices
of the teacher and on understanding the impact of culture on student learning needs. The field draws on research
literature from educational psychology, psychology and sociology.
The knowledge base for teaching and learning of 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 knowledge of the cognitive and social process
of acquiring an additional language, including how multiple literacies are constructed and promoted and the
language development needs of ELLs in specific academic content areas.
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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.
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and
community members.
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3.4: Candidate displays professional and ethical behavior.
Field Experiences
Completion Requirements for INED 4430: Each candidate is required to successfully complete the field component
for this course. This requires each candidate to respond professionally by: Keeping the commitment by being
present at the time and location specified. You will be informed on Vista of the field sign up procedures and times.
If you do not complete the field component, you will not be able to complete the requirements for the course.
Failure to complete these components will lead to an incomplete for the semester and could lead to the need to
retake the course.
The field component consists of:
Preservice candidates will interact with an ELL: conversations, interviews, possible tutoring, observation, etc.
The primary focus of the interactions will be to learn about the language development of the ELL, aid them in
their English language development, and make connections to course content, including: second language
acquisition, linguistics, vocabulary development related to content area classes the students are taking, and
multiple literacies. While working with the ELL, the preservice candidate will collect data on the additional
language development of the ELL. The preservice teachers will write up a report.
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 a) search for
literature on the internet, through the KSU library (both on-site materials and electronic databases to develop a
literature that supports the Impact on Student Learning Assignment, and b) use WebCT Vista features to download
course materials and communicate with instructor and peers. 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.
GeorgiaView Vista will be the primary communication tool used for emails, announcements, collaborative discussions,
access to course materials, and grade results. It is expected that you will check our course WebCT Vista area on a regular
basis.
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. Effective this semester (Fall 2005), all
candidates seeking degrees from the Department of Special 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.
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Quality of Writing: It is expected that all candidate work will include full sentences, paragraphs of appropriate
length, and formal English grammar conventions. To facilitate completion of quality work, candidates will do the
following:
 Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
 Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
 Read all documents with a critical eye to ensure that grammar conventions are followed;
 Use APA (5th ed) format for all coursework; and
 If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:


The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing assistants
will help you learn strategies to become a better writer on your own. For more information or to make an
appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring in
writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
COURSE GOALS/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. As a result of the
satisfactory fulfillment of the requirements of this course, the candidate will demonstrate a broad base of
Knowledge, Skills and Dispositions (i.e., professional attitudes and behavior) demonstrated through performance as
indicated by the ability to:
Course Objectives
TESOL
Performance Indicators
IRA Standards
Understand and apply
the theories and
terminology of
additional language
acquisition,
linguistics,
sociolinguistics, and
connections to
development of social
and academic
language skills
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.10. Serve as good
language model.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.b.13. Help ESOL students
develop effective language
1.2.1 Summarize
historically shared
knowledge (e.g.,
procedures) that addresses
the needs of struggling
readers.
2.2.1 Understand and select
instructional approaches to
meet the specific needs of
struggling readers
1.1.1 Interpret major
theories of reading and
writing processes and
development to understand
the needs of struggling
readers
2.2.3 Read, understand and
share the literature and
research that supports the
CPI Outcomes &
Proficiencies
NCATE Standards
Evidence of Mastery
Outcome 1: SME
Outcome 2: FL
Outcome 3: CP
Proficiency Exams
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
15
learning strategies.
Understand and apply
language proficiency
levels (WIDA + Can
Do Descriptors)
Apply knowledge of:
1.a.1. Phonology
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.10. Serve as good
language model.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.b.13. Help ESOL students
develop effective language
learning strategies.
Dispel myths of
additional language
development
1.b.5. Understand and apply
current theories & research
in language development.
Develop familiarity
with and expertise in
vocabulary
development in
content areas
1.a.6. Demonstrate ability
to help ESOL students
develop social and academic
language skills in English.
use of various instructional
approaches.
4.1.4 Be familiar with the
research on diversity and
how it impacts reading and
writing development.
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
3.1.1 Understand
established purposes for
assessing the performance
of struggling readers,
including tools for
screening, diagnosis,
progress monitoring, and
measuring outcomes.
3.1.2 Recommend
appropriate tools for
measuring student
performance including
screening, diagnosis,
progress monitoring, and
measuring outcomes and
includes online tools.
3.1.3 Understand large scale
assessment designs, state
and district assessment
frameworks, proficiency
standards, and benchmarks.
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
1.2.1 Summarize
historically shared
knowledge (e.g.,
procedures) that addresses
the needs of struggling
readers.
2.2.1 Understand and select
instructional approaches to
meet the specific needs of
struggling readers
2.3.2 Select quality online
and offline materials guided
by an evidence-based
rationale
2.2.3 Read, understand and
share the literature and
research that supports the
use of various instructional
approaches.
1.1.2 Analyze language and
Outcome 1: SME
Outcome 2: FL
Proficiency Exams
Reading Discussions
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Outcome 1: SME
Outcome 2: FL
Outcome 3: CP
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Language
Acquisition/Linguistics
ELL Interview Project
Proficiency Exams
Word Study
Assignments
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
Proficiency Exams
16
Understand the
linguistic and cultural
challenges of
language minority
students and
determines resources
to help overcome
those challenges
Understand how
language policy
impacts the
learning/acquisition
of an additional
language
Understand how
distribution and use
of multiple literacies
resources impacts
ELLs and bidialectical students in
their development of
English
1.a.2. Morphology
1.a.3. Syntax
1.a.4. Semantics
1.a.5. Pragmatics
1.a.8. Understand of World
English, dialect variation,
etc.
1.a.9. Use linguistic
resources to learn about
English and of student’s
home language.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.7. Recognize the ESOL
student’s home language
and language varieties and
build on skills as foundation
for learning English.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
1.b.12. Help ESOL students
develop academic language
proficiency
1.b.13. Help ESOL students
develop effective language
learning strategies.
5.b.2 Serve as professional
resource in their educational
communities.
1.a.6. Demonstrate ability
to help ESOL students
develop social and academic
language skills in English.
1.b.5. Understand and apply
current theories & research
in language development.
1.b.11. Help ESOL students
communicate in socially and
culturally appropriate ways
reading development across
the life span including
word-level components,
text-level components, and
reading writing connections
with supporting evidence
theory and research.
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
2.3.1 Are knowledgeable
about various materials and
their use.
2.3.2 Select quality online
and offline materials guided
by an evidence-based
rationale
4.2.1 Use curriculum and
instructional practices that
are sensitive to the needs of
struggling readers and
represent a range of their
diversity
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
6.5.1 Are knowledgeable
about local, state, and
national policies that affect
reading and writing
instruction.
1.3.1 Value fairmindedness, empathy, and
ethical behavior in
professional activity
2.3.1 Are knowledgeable
about various materials and
their use.
Outcome 1: SME
Outcome 2: FL
Internet Research –
language/language
variety
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Internet Research –
Acquisition/Learning of
Linguistics
Language
Acquisition/Linguistics
ELL Interview Project
Reading Discussions
Outcome 1: SME
Outcome 2: FL
Internet Research –
Language Policy
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Reading Discussions
Outcome 1: SME
Outcome 2: FL
Interview: Multiple
Literacies
NCATE Standard I
(KSD)
NCATE Standard II
(Diversity)
Reading Discussions
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COURSE REQUIREMENTS/ASSIGNMENTS
Assignment Title
Upload Location – Candidate
Reading Discussions
Vista  Discussion
Internet Research into Language and Linguistics
Vista  Assignment
Language Policy
Vista  Assignment
Multiple Literarcies Interview
Vista  Assignment
Language Acquisition/Linguistic Project
Vista  Assignment
Date Due
Proficiency Exams – 100 points (50 point X2)
Candidates will pass 2 basic proficiency examinations on the basic constructs and vocabulary related to theories of
language acquisition, linguistics, and developing social and academic skills (including vocabulary) in English.
Discussion of Readings – 70 points (5 points each)
Each week, you will post to Vista discussion board the responses to questions posed by the professor. This activity’s
purpose is both to show that you are keeping up with the readings, and to allow you the opportunity to reflect on and
apply the information from the readings to your own experiences and prior knowledge. In addition to your personal
responses, you must comment on two of your colleague’s responses (maximum of 3 comments per response). Initial
response must be more than 150 words. Each additional comment on colleagues response must include reflection on
what is said in order to receive full points (i.e., response of “I agree” or similar is not sufficient. Critical thought
must be evident.) (5 points for each discussion)
Word Study (Vocabulary Development in Writing and Content Areas) – 30 points total (5 points each)
In these in-class assignments, you will work in pairs and groups to develop familiarity and expertise in word study
activities.
Internet Research into Language and Linguistics -- 20 points (10 points each)
You will have two Internet research projects:

You will create an annotated bibliography of web resources:
o At least 3 resources that must focus on a particular language or language variety (e.g., Korean, African
American Vernacular English, Tex-Mex Spanish, Vietnamese, etc.) Each resource will list the URL and
an annotation of what the site contains plus a short evaluation of the site’s usefulness for teachers. You
will be assigned a language. The purpose of this assignment is to develop an understanding of the
phonemic/morphologic properties of potential student home languages and to see how these sites could
assist a teacher to better understanding of the challenges ELLs face in the classroom.
o
At least 3 resources that must focus on acquisition/learning of linguistics (phonology, morphology,
semantics, syntax, pragmatics) of English. Each resource will list the URL and an annotation of what the
site contains plus a short evaluation of the site’s usefulness for teachers. The purpose of this assignment is
to determine how well designed web resources can be utilized as tools in lesson planning and one-on-one
work with ELLs and bi-dialectical English speakers.
Language Policy Regarding English as an Additional Language – 20 points
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You will investigate and analyze a language policy website (see approved list). You will include: an overview of the
language issue(s) covered; at least 2 specific arguments or points made on the website about how English language
development is perceived and analyze the strength and/or weaknesses of the arguments/ideas in light of our course
readings and discussions.
Interview: Accessibility of Multiple Literacies in Public Schools for ELLs and Bi-Dialectical Students – 10
points
Interview a graduate from one of the KSU TESOL programs or a teacher who has the ESOL Endorsement and
regularly teaches ELLs (with approval of instructor) regarding multiple literacies resources available in his/her
school. The purpose of this assignment is to determine what resources exist, how multiple literacies (functional,
cultural, critical) are addressed in the school and classroom, and what the interviewee sees as challenges
instructional and policy challenges.
Language Acquisition/Linguistic Semi-Structured Interview of an ELL Project – 50 points (40 points –
Interview/Research Assignment; 10 points – presentation)
This activity entails a linguistic/language development study of a middle school, high school, or college English
language learner. You will
a. Contextualize your description of the language learner and language learning situation, including language
proficiency level by domain
b. Collect informal and formal additional language acquisition and linguistic information on the student
through conversations about additional language acquisition, observation, writings, possible reading
activities
c. Make explicit links to language acquisition, linguistic elements, and literacy (vocabulary, reading and
writing) development, to both course materials and articles on specific content areas or specific to reading
or writing. Be sure to consider the learner’s achievements with the language, not simply perceived deficits.
d. Provide instructional/assessment recommendations for the student based on what you have learned. You
will turn in a report (about 3-5 pages), and will make a short presentation of your findings. (50 points total)
See the Rubric for more details.
Assignment
Points Assessed
100 (50 pts each x 2)
Proficiency Exams (2)
Vista Discussion Threads – discussion of readings
70 (5 pts. each)
Word Study
Internet Research into Language and Linguistics
Annotated Bibliography of Web Resources – specific language
Annotated Bibliography of Web Resources – acquisition/learning of
linguistics
30 (5 pts each)
Language Policy Assignment
20
Interview: Multiple Literacies
10
Language Acquisition/Linguistic ELL Interview Project
Presentation
TOTAL
10
10
40
10
200
Evaluation and Grading
A = 100% to 90%
B = 89% to 80%
C = 79% to 70%
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D = 69 %to 65%
F = 64% and below
References
Ariza, E.N.W., Morales-Jones, C.A., Yahya, N., & Zainuddin, H. Why TESOL? Theories and issues in teaching
English to speakers of other languages in K-12 classrooms. Dubuque, IA: Kendall/Hunt.
Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology of second-language acquisition.
New York: Basic Books.
Boyd, F. and Brock, H. (Eds.). (2004). Multicultural and multilingual literacy and language: Contexts and
practices. New York: Guilford Press.
Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). White Plain, NY: Prentice Hall.
Chomsky, N. & Mitsou, R. (1998). On Language: Chomsky’s classic works: Language and responsibility and
reflections on language in one volume. New York: The New Press.
Cummins, J, & Dennis, S. (1999). Brave new schools - Challenging cultural illiteracy through global learning
networks, St. Martin's Press, New York.
Crystal, D. (2003). English as a global language (2nd ed). Cambridge: Cambridge University Press.
Cummins, J. (1994). The acquisition of English as a second language. In K. Spangenberg-Urbschat & R. Pritchard
(Eds.), Kids come in all languages: Reading instruction for ESL students (pp. 36-62). Newark, DE: IRA.
Echevarria, J., Vogt, M. E., Short, D. (2004). Issues of reading development and special education for English
learners. In Making content comprehensible for English learners: The SIOP model (2nd ed), (pp. 163-177).
Boston: Pearson Education.
Hadaway, N. , Vardel, S. & Young, T. (2002). Literature-based instruction with English language learners.
Boston: Allyn and Bacon.
Justice, P. W. (2006). Relevant linguistics (2nd ed). Stanford, CA: Center for the Study of Language and Information.
Krashen, S., & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed). Oxford: Oxford University Press.
Nunan, D. (1998). Second language teaching and learning. New York: Heinle & Heinle.
Pinker, S. (2000). Words and rules. The ingredients of language. New York: HarperCollins.
Reagan, T. G., & Osborn, T. A. (2002). Whose language is real? Language variation and language legitimacy. In
The foreign language educator in society: Toward a critical pedagogy. Mahwah, NJ: Erlbaum.
Richards, J.C., McKenna, M.C., & Richards, A.M. Jr. (2003). Integrating multiple literacies in K-12 classrooms:
Cases, commentaries, and practical applications. Mahwah, NJ: Erlbaum.
Selinker, L. (1972). Interlanguage. International review of applied linguistics, 10, 209-231.
Short, D.J., & Fitzsimmons (2007). Double the work: Challenges and solutions to acquiring language and academic
literacy for adolescent English language learners (Report to Carnegie Corporation of New York). New
York: Alliance for Excellent Education.
Tse, L. (2001). Why don’t they learn English? Separating fact from fallacy in the U.S. language debate. New York:
Teachers College Press.
Web Sites:
 Teachers of English to Speakers of Other Languages (TESOL): http://www.tesol.org
 Center for Applied Linguistics: http://www.cal.org
 Georgia Performance Standards: http://www.georgiastandards.org Until the ESOL performance
standards are completed, you will continue to use the QCC. You will find a link on the menu on the
left side of the page under “Headlines” to connect with Georgia Learning Connections/Quality Core
Curriculum: http://www.glc.k12.ga.us
 National Board for Professional Teaching Standards (curriculum standards, assessment, professional
development, portfolios and national board certification): http://www.nbpts.org
 American Council on the Teaching of Foreign Languages (Standards and proficiency guidelines—
click on special projects): http://www.actfl.org
 Cobb County School District (ESOL resources): http://www.cobbk12.org/esol
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



Title VI U.S. Dept. of Education Grant Projects—National Foreign Language Resource Centers:
http://nflrc.msu.edu (National Capital LRC, San Diego State University, and University of Minnesota
all focus on language acquisition)
National Center for Education Statistics: http://nces.ed.gov
National Assessment of Educational Progress (NAEP), known as the Nation’s Report
Card:
http://nces.ed.gov/nationsreportcard
U.S. Census Bureau: http://www.census.gov
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