DLE 915b
Margaret A. Gallego, Ph.D. EBA 217A
Phone 619-594-2707
Fall 2014
mgallego@mail.sdsu.edu
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. (4th edition). 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 teaching are based. Students will master
instructional strategies and design lessons compatible with these principles.
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.
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.)
• 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).
• Contribute and constructively critique each other’s work.
• Maintain a professional attitude throughout the development of lessons/unit
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(e.g. arrive on time to every work meeting, come prepared, etc.).
• Actively participate in all in class activities and discussions.
• Come to class/small group meetings prepared (read articles, assignments) to participate fully
Students with a disability.
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. To avoid any
delay in the receipt of your accommodations, you should contact Student Disability Services as
soon as possible. Please note that accommodations are not retroactive, and that accommodations
based upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
Grading /Assignment Description
Assignment #1 Reading Article /quiz
10% DUE: 9/4
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 three multiple-choice questions for the “Introduction” and each of
the 3 sections/themes of the article.
Intro: 1 – 14 page
Section/theme one: page 14 -17
Section/theme two: page 17-18
Section/theme three: page 18- till end
Assignment #2
Reading Log
15% DUE: varied dates
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 your first reading log written on one chapter among chapters 1-6 (theoretical
considerations); the second reading log written on one chapter among chapters 7-10
(socio cultural implications); the third reading log written on one chapter 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 class
session). NO LATE papers accepted; since the intention of this assignment is that our
class discussion will be based upon and include/address your written questions and
comments on the chapter.
Assignment #3
Webcast Presentation Responses
15% DUE: varied dates
http://www.colorincolorado.org/atoz/
This website is a very useful 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).
Assignment #4
30% DUE: Finals week
Lesson plans: A thematic instructional unit of 3 lessons constructed using the
4x4 model and ELD/SDAIE principles presented in class will be submitted.
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Assignment #5
Partner Content Chapter Presentation (50 strategies)
15% DUE: varied dates
Choose one of the 50 strategies (Herrell & Jordan). Conduct a mini lesson demonstrating
the utility of this strategy for ELL students in 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. Partners
will sign up in advance. Rubric distributed in-class and via email.
Assignment #6
Essential Question Essay
draft 10% (beginning Due: 11/06) final 5% DUE: 12/15
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 essay with notations 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
•
All written assignments must be typed, double-spaced and edited for mechanical
errors. Any papers not submitted on the date due will be designated late. Late papers will
be deducted by 10% per day late.
•
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.
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, webcast).
Collaborative task: These are assignments that require your collaboration with
peers (e.g., partner strategy presentation); 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 Independent Task: Welcome Letter; Syllabus Review; On-line assignment (#1).
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8/28
Wk 2
Face to Face:
9/4
Review Article (Assignment #1 due)
--------------------------------------------------------------------------------------------------Theme One: Teaching students to read in their first language promotes
higher levels of reading achievement in English
-------------------------------------------------------------------------------------------------WK 3
Face-to-Face
9/11
Theoretical Considerations
Amato (Ch. 1-3)
WK 4
9/18
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.
WK 5
9/25
Face-to-Face
Theoretical Considerations
Amato (Ch. 4-6)
WK 6
Face-to-Face
10/2
Socio cultural Issues/Implications
Amato (Ch. 7 -10)
--------------------------------------------------------------------------------------------------Theme Two: What we know about good instruction and curriculum in general holds true
for English learners as well.
WK 7
10/9
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 8
10/16
Face-to-Face
Instruction and Assessment
Amato (Ch. 12, 15, 16)
Collaborative task: 50 strategies presentations (sign-up)
Wk 9
10/23
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 distributed via email
Wk 10
10/30
Face-to-Face
Field Questions/Clarification for 4x4 lesson plan and Essential Essay
Instruction and Assessment (Amato chap. 11,13,14,17)
(JIGSAW activity)
-------------------------------------------------------------------------------------------------Theme Three: When instructing English learning in English, teachers must modify
instruction to take into account students’ language limitations.
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-------------------------------------------------------------------------------------------------WK 11
Face-to-Face Class
11/06
Essential Essay (open submission for draft)
Collborative Task :
Content Chapter/strategy presentation (Amato/Herrell book)
WK 12
11/13
Independent Task
Webcast #3: Your Choice
http://www.colorincolorado.org/webcasts/
Webcast written response via email
WK 13
11/20
Face-to-Face Class
Essential Essay (open submission for draft)
Collborative Task :
Content Chapter/strategy presentations (Amato/Herrell book)
WK 14
11/27
Thanksgiving Week (most public/private schools closed)
Independent Task (work on essential question essay; lesson plans)
“CATCH UP” week.
WK 15
12/4
Face-to-Face Class (4x4 drafts to class/in class office hours)
4x4 Lesson Plan Roundtables
All final assignments due: Finals Week, Monday 15th
•
4x4 lesson plans
•
Essential question essay
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