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 1 (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. 2 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). 3 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. 4 -------------------------------------------------------------------------------------------------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 5