Tuesday
EBA 258
PLC 915b Teaching in the Content Area:
English Language Development and Specially Designed Academic Instruction in English
Spring 2014
Margaret A. Gallego, Ph.D. EBA 217A
mgallego@mail.sdsu.edu
Phone 619-594-2707
Office Hours: by appointment
Textbooks and Materials Required
Richard-Amato, P.A. & Snow, M. A. (2005/2008). Academic Success For English
Language Learners: Strategies for k-12 mainstream teachers. Longman, NY.
Herrell, A. L. & Jordan, M. (2011). 50 Strategies for teaching English Language Learners
Course Description
This course is designed to equip Cross-cultural Language and Academic Development
(CLAD) teacher candidates with the knowledge and skills to effectively organize and
implement instruction for limited English proficient students in bilingual and English
language development programs through the use of methods of English Language
Development (ELD) and Specially Designed Academic Instruction in English (SDAIE).
We will explore the historical development of L2 teaching theory and methods in the
United States. We will examine the psycholinguistic and socio-linguistic principles upon
which modern methods of second language (L2) teaching are based. Students will master
instructional strategies and design lessons compatible with these principles. The course
content will be learned through the kinds of experiential, participatory and processoriented strategies that are used in successful bilingual/English language development
classrooms and that build reflective practices and shared decision-making in CLAD
programs.
COURSE OBJECTIVES:
Content/Academic Objectives:
• Define the basic principles of ELD/SDAIE methods and describe their implementation
in CLAD classroom contexts.
• Identify and apply the principles and procedures of different L2 methods in lesson plans
and learning activities.
• Identify and describe instruments and rating scales for assessing language proficiency
and diagnosing language skills of L2 learners in order to effectively plan instruction.
• Design an integrated thematic instruction for students of various levels of language
proficiency in English language development in the four language skills using the 4X4
model and principles of English Language Development (ELD) and Specially Designed
Academic Instruction in English (SDAIE) in the content areas in conjunction with the
SIOP model.
Language Objectives:
• Demonstrate understanding of key vocabulary associated with teaching/learning
language acquisition: (e.g. affective filter, comprehensible input, transfer, interference,
communicative competence, ELD, SDAIE, etc.)
1
• Demonstrate ability to use vocabulary/language effectively in a range of settings and
class arrangements (small group, whole group discussion, presentation).
Social Objectives:
• Participate effectively in small working groups (in class; thematic unit).
• Constructively critique peers’ work.
• Maintain a professional attitude throughout the development of lessons/unit
• Actively participate in all in class activities and discussions.
• Come to class/small group meetings prepared to participate fully
Grading /Assignment Description
Assignment #1 Reading Article /quiz
10%
Claude Goldenberg (2008). Teaching English Language Learners: What the Research
does and does not say. American Educator
http://www.aft.org/pdfs/americaneducator/summer2008/goldenberg.pdf
Assignment: Generate multiple-choice questions for each of the 3 sections of the article
and one “discussion” question.
Intro: 1 – 14 page
Theme one: page 14 -17
Theme two: page 17-18
Theme Three: page 18- till end
Assignment #2
Reading Log
15%
Reading log responding to the following three prompts. (a) Why is this [concept,
topic, issue] important? What are the consequences of not knowing? (b) What evidence is
there of this [topic] in my own learning experience (example from own university
classroom or from student teaching classroom), (c) what questions do I have about
[topic]? Questions can relate to classroom practice as well as language policy; make sure
that at least one of your questions is thought provoking and generates discussion. You
must write one log written on one among chapters 1-6 (theoretical considerations); one
log written on one among chapters 7-10 (socio cultural implications); and one log written
on one among chapters 11-17 (instruction and assessment) Submit your written response
ON THE DAY the chapter is discussed in class via email (have a hard copy in class to
refer to during discussion). NO LATE papers accepted; since the intention is that our
class discussion will be based upon and include/address your written questions regarding
the given chapter. Please Label assignment and subject line on email:
TUESDAYlastname#2(1,2,3)
Assignment #3
Webcast Presentation Responses
15%
http://www.colorincolorado.org/atoz/
This website is a incredible professional resource; Two web casts are assigned; the third
is your choice from among several topics. Each requires a written response (use the same
as writing prompts as assignment #2 above). Please Label assignment and subject line on
email: TUESDAYlastname#3(1,2,3)
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Assignment #4
30%
Lesson plans: A thematic instructional unit of 3 lessons constructed using the
4x4 model and ELD/SDAIE principles presented in class will be submitted. See “4x4
overview” for additional details.
Assignment #5 Partner Content Chapter Presentation (50 strategies) 15%
Choose one of the 50 strategies (Herrell & Jordan). Conduct a mini lesson demonstrating
the utility of this strategy for ELL students in Elementary/Secondary Grade classrooms
that highlight the information presented in chapters18-24 (content areas). The Content of
your lesson IS the Chapter; your lesson should be to highlight the themes of the math
content; but we are peers to peers. Partners (2 people = 20 min. or 3 people = 30 min.)
will sign up in advance for presentation during face-to-face class sessions. Rubric
distributed in-class and via email.
Assignment #6
Essential Question Essay
draft 10% final 5%
Essay (2-3 pages, double-spaced, 1 inch margins all around, 2-5 references)
response to the Essential Question (below). This essay should provide YOU with a
summary of the most important features for YOU to consider (remind yourself) about the
instruction of English language learners (ELLs). The use of citations throughout the
paper will provide the necessary bibliographic information for quick retrieval of this
information for your own review or use with teacher colleagues, principal. There is no
ONE correct answer. Suggestion: Review your reading logs to identify themes that are
important to you. A sample will be distributed via email.
How can classrooms be structured so that all students, including those who are
English Language Learners, access rigorous standards, demonstrate their
learning across the curriculum, and achieve excellence?
Important Reminders
•
Attendance/Participation. The combination of face-to-face and on-line
assignments is intended to ease the physical burden of attending class on campus.
Nonetheless, learning is an interactive process among peers so it is important to be
prepared. Chronic tardiness or leaving class early during face-to-face class sessions will
negatively affect your grade.
•
If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact Student
Disability Services at (619) 594-6473.
Class Format:
Face-to-Face. These are class sessions dates on which we meet physically as a
group in our classroom (e.g., class discussions and in-class activities).
Independent task: These are assignments that are conducted individually off
campus (e.g., article readings, chapter responses; lesson plan, webcasts).
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Collaborative task: When available in class time will be provided (however be
prepared to coordinate with partners outside of class time to sufficiently prepare
for presentation).
Class Date/
Class Topic & Activities and Assignments
Wk 1
1/ 28
Independent Task: Welcome Letter; On-line assignment.
Wk 2
Face-to-Face
2/4
Review Article (assignment #1) in class activity; Syllabus review
--------------------------------------------------------------------------------------------------Theme One: Teaching students to read in their first language promotes
higher levels of reading achievement in English
-------------------------------------------------------------------------------------------------WK 3
2/11
Face-to-Face
Theoretical Considerations
Amato (Ch. 1-6)
WK 4
2/18
Face-to-Face
Socio cultural Issues/Implications
Amato (ch.7 -10)
Wk 5
2/25
Independent Task
On-line Web cast #1 http://www.colorincolorado.org/webcasts/teaching/
“Teaching English Language Learners to read”
Written Response due via email to instructor by midnight.
--------------------------------------------------------------------------------------------------Theme Two: What we know about good instruction and curriculum in general holds true
for English learners as well.
WK 6
3/4
Face-to-Face
Instruction and Assessment
Amato (chap. 12, 15, 16)
PREVIEW 4x4 lesson plan and Essential Essay
Collaborative task: 50 strategies presentations (sign-up)
Wk 7
3/11
Independent Task
4x4 Lesson plan (read article distribute via email/complete activity);
Review 4x4 FAQ/guide sheet; Review sample 4x4 lessons
Review Essential Essay sample
Wk 8
3/18
Face-to-Face
Field Questions/Clarification for 4x4 lesson plan and Essential Essay
Instruction and Assessment (Amato chap. 11,13,14,17)
4
Wk 9
3/25
Independent task
On-line Web cast #2: Assessment of ELLs
http://www.colorincolorado.org/webcasts/assessment/
Webcast written response due by midnight (via email)
Wk 10
NO CLASS/SDSU Spring Break
4/1
-------------------------------------------------------------------------------------------------Theme Three: When instructing English learning in English, teachers must modify
instruction to take into account students’ language limitations.
-------------------------------------------------------------------------------------------------WK 11
Face-to-Face Class
4/8
Essential Essay (open submission for draft)
Collborative Task :
Content Chapter/strategy presentation (Amato book)
(ch.18 Math; chap 19 English; chap 20 Social Studies)
WK 12
4/15
Face-to-Face Class
Essential Essay (open submission for draft)
Collborative Task : Content Chapter/strategy presentation Amato book
(ch.21 Science; ch. 22 Physical Education; ch. 23 Music; and ch. 24 Art)
WK 13
4/22
Independent Task: YOUR Choice
On-line Web cast #3: http://www.colorincolorado.org/webcasts/
Webcast written response due by midnight (via email)
Wk 14
4/29
Face-to-Face Class (4x4 drafts to class/in class office hours)
4x4 Lesson Plan Roundtables with Content peer groups
WK 15
5/6
Independent Task (work on essential question essay; lesson plans)
“CATCH UP” week.
WK 16
5/13
All Assignments Doe
4x4 Lesson Plans Final Draft
Essential Essay Final Draft
5
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