San Diego State University
Department of Dual Language and English Learner Education
Psychological Foundations for Biliteracy Teachers in Grades K-6
Course Number DLE 523, Multiple Subjects Block
Fall 2016
Instructor: Dr. Jorge Ramírez
Email: jorge.ramirez@cvesd.org
Office: Chula Vista Learning Community Charter School
Office phone number: 619 946 4200
Office hours: Thursdays, 3:00 – 5:00 PM and by appointment
Class dates: Thursdays, 7:00 – 9:40 PM, CVLCC – Room 601 (Dr. Pacheco
Professional Development Room)
Course Overview
This course provides a basic understanding of psychological theories and research
that informs teaching and learning in the bilingual classroom. The course is divided
into three sections, each with an overarching objective. In the first section of the
course, key developmental theories are presented and discussed in relation to the
application in everyday teaching and learning. The following aspects of child
development are discussed:
The application of Piagetian concepts in the middle and high school classroom
The application of Vygotskian concepts in the middle and high school classroom
The nature of adolescent cognition and implications for teaching and learning
Self-concept, self-esteem and identity formation during adolescence resulting in
social and educational implications
o The pertinence of decision-making and peer relations during adolescence to
classroom behavior and learning
o
o
o
o
In the second section of the course, fundamental topics in teaching and learning are
presented. This section of the course addresses core issues in educational practice
that have been shaped and informed by educational and psychological theory and
research. The following topics are discussed:
o The application of key aspects of cognitive processing to classroom instruction
o The application of Gardner’s Multiple Intelligences to planning and instruction
o The implementation of various instructional strategies to promote learning and
growth
o The application of motivational concepts to promote engagement, learning and
growth
o The types of assessments and utilization of various assessment strategies to
monitor student learning
o The reflection of teaching practices that promote student engagement
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
In the third section of the course, theory and research pertinent to cultural, family,
gender, linguistic, and socioeconomic diversity are presented. Critical educational
and social policy issues relevant to teaching and learning in the bilingual classroom
are discussed in this section of the course. The following topics are discussed:
o The (dis) connection between culture and schooling that results from students’
sociocultural background (i.e. linguistic, cultural, familial, etc.).
o The nature and structure of students’ family backgrounds as it relates to
educational access, equity, and performance.
o The (dis) continuity between home and school settings and the implementation
of parent involvement strategies to strengthen linkages between the two
contexts.
o The dynamics of gender and ethnicity in the classroom specifically pertaining to
immigrant and non-immigrant English learners and bilinguals.
o The implementation of Culturally Responsive Teaching practices as a means to
address the strengths and needs present within socioculturally diverse
classrooms.
Mission of the Dual Language and English Learner (DLE) program
The goal is to prepare teachers to effectively teach students who come to school
with a primary language other than English and to facilitate the learning process
for students to become bilingual and biliterate.
The Dual Language and English Leaner program’s primary focus is to support
educators at all levels in creating bicultural democratic practices and bring
bicultural voices to the center of classroom discourse.
Ideological and pedagogical clarity: to develop a roadmap toward ideological
clarity as it relates to and informs classroom practice. Students know who they are
as teachers, their personal beliefs about teaching and learning, and how this affects
the students that they teach. This is a complex area of understanding that involves
self-knowledge and dispositions that ensure that educators have a strong belief in
the worth of all students and their ability to achieve.
Collaborate with peers, students, parents, administrators, and community: to
recognize that complex social relationships dictate equitable access to knowledge
and power inside and outside of the classroom. The focus is to work side by side
with key stakeholders in receiving and providing feedback at all levels. Critical to
this process is the ability to build authentic relationships by engaging in community
scans and asset mapping.
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
Create inclusive learning environments: to create inclusive learning communities,
where teacher, student, and parent each play an integral role in supporting
students’ success. It includes considering students’ cultural and linguistic
background as assets, as well as using data on learning outcomes and performance,
to inform differentiation and personalization of each student’s instruction and
services, and creating bridges between home and school.
Biliteracy development and success across the content areas: to possess the
theoretical knowledge on important issues and tensions surrounding language
policy. To recognize the role as advocates for English and dual language learners in
their classrooms and communities. To promote dual language learner student
success through standards-based instruction in Spanish and English and create rich,
authentic opportunities for students to read, write, speak and listen and to use the
appropriate, grade-level academic language while doing so.
Global (linguistic and cultural) competence: to model and teach principles of
global competence through respect of linguistic and cultural diversity in the
classroom. This perspective of critical-global literacy combined with their unique
worldviews empowers graduates of DLE to develop and enact 21st century
pedagogies.
California Teaching Performance Expectations Addressed:
A. Making Subject Matter Comprehensible to Students
TPE 1 – Specific Pedagogical Skills for Subject Matter Instruction
Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
 Understanding the state-adopted academic content standards
 Understanding how to teach the subject matter in the standards
 Planning instruction that addresses the standards
 Demonstrating the ability to teach to the standards
B. Assessing Student Learning
TPE 2 – Monitoring Student Learning During Instruction
 Determining student progress toward achieving the state-adopted academic
content standards
 Using instructional strategies and techniques to support students’ learning
TPE 3 – Interpretation and Use of Assessments
 Understanding a range of assessments
 Using and interpreting a range of assessments
 Giving feedback on assessment results
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
C. Engaging and Supporting Students in Learning
TPE 4 – Making Content Accessible
 Addressing state-adopted academic content standards
 Prioritizing and sequencing content
 Selecting and using various instructional strategies, activities, and resources to
facilitate student learning
TPE 5 – Student Engagement
 Understanding of academic learning goals
 Ensuring active and equitable participation
 Monitoring student progress and extending student thinking
TPE 6 - Developmentally Appropriate Teaching Practices
Developmentally Appropriate Practices in Grades K-6
 Understanding important characteristics of the learners
 Designing instructional activities
 Providing developmentally appropriate educational experiences
TPE 7 – Teaching English Learners
 Understanding and applying theories, principles, and instructional practices for
 English Language Development
 Understanding how to adapt instructional practices to provide access to the
state-adopted student content standards
 Drawing upon student backgrounds and language abilities to provide
differentiated instruction
D. Planning Instruction and Designing Learning Experiences for Students
TPE 8 – Learning about Students
 Understanding child and adolescent development
 Understanding how to learn about students
 Using methods to learn about students
 Connecting student information to learning
E. Creating and Maintaining Effective Environments for Student Learning
TPE 11 – Social Environment
 Understanding the importance of the social environment
 Establishing a positive environment for learning
 Maintaining a positive environment for learning
F. Developing as a Professional Educator
TPE 12 – Professional, Legal, and Ethical Obligations
 Taking responsibility for student academic learning outcomes
 Knowing and applying professional and ethical obligations
 Knowing and applying legal obligations
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
TPE 13 – Professional Growth
 Evaluating teaching practices and subject matter knowledge
 Using reflection and feedback to improve teaching practice and subject matter
knowledge
Required Reading
Seifert, K. and Sutton, R. (2009). Educational Psychology. Second Edition
The Global Text Project. Jacobs Foundation: Zurich, Switzerland.
(Please download the textbook from http://home.cc.umanitoba.ca/~seifert/EdPsy2009.pdf)
The professor will provide additional Readings during sessions to deepen dialogue
with regards to psychological issues affecting curriculum, pedagogy, and human
development.
Course Requirements
Lectures, group discussions, and group activities will make up this course. Your
grade will be based on the following assignments that will be explained in greater
detail throughout the semester. A brief description of each requirement is provided
below.
Professionalism and Participation (10 points)
Your professionalism and participation in class are extremely important to the
success of the course and your development as an educator. Therefore, you are
expected to attend all classes.
If you must be absent, please notify the instructor by email. Two points will be
deducted for each unexcused absence. You are expected to present yourself
professionally in terms of attitude, behavior, and ethics. You are expected to
participate in all instructional activities and discussions.
Note on Class Courtesy: Please turn off or place all cell phones on “silent” mode
prior to the start of each class session. Please do not leave the class to receive or
make phone calls unless it is an emergency.
As we collectively engage in dialogue, reflect on Ramon Ruiz’s, The Four
Agreements, which include:
Be Impeccable to your Word
Speak with integrity. Say only what you mean. Avoid using the Word to speak
against yourself or to gossip about others.
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
Don’t take anything personally
Nothing others do is because of you. What others say and do is a projection of their
own reality, their own dream. When you are immune to the opinions and actions of
others, you won’t be the victim of needless suffering.
Don’t Make Assumptions
Find the courage to ask questions and to express what you really want.
Communicate with others as clearly as you can to avoid misunderstandings, sadness
and drama. With just this one agreement, you can completely transform your life.
Always do your Best
Your best is going to change from moment to moment; it will be different when you
are healthy as opposed to sick. Under any circumstance, simply do your best, and
you will avoid self-judgment, self-abuse, and regret.
Journal (10 Points)
Students will maintain a classroom journal that will focus on student’s perspectives
of content shared throughout the course. Journals will be used for topics to further
discussion on psychological and educational theory. Journals will be submitted for
grade.
Theoretical Presentation (20 points)
You will sign-up for one or two of the readings and present the research
findings/implications/essential ideas discussed in the reading. Your
presentation needs to address key theoretical issues discussed in the article
and open up an essential discussion that are relevant to teaching. The use of
PowerPoint/Prezi is required.
Observation projects (20 points)
You will complete two observation projects. For each of the projects, you will
observe K-12 classrooms for at least 4 hours and write a paper
(undergraduate students: 4-6 pages) that discusses the classroom activities.
Your observations could be in the same classroom or different classrooms in
different schools. A detailed guideline will be handed out in class.
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
Clinical Interview Project (40 points)
DUE: December 11
You will conduct a clinical interview with a K-6 student in order to enhance
your ability to learn from students about their learning, belief, motivation,
development, etc. First, you will submit a proposal on your project that
includes the topic of the project and the tentative interview protocol. You will
be given detailed feedback on your proposal from your instructor and peers.
After receiving the feedback, you will conduct a short clinical interview with
an individual student (ideally with a different ethnic/language background
from yours) and write a paper (undergraduate students: 5-7) that discusses
the result in reference to the theories, research and literature discussed in
our class. You are required to submit both a hard copy of your paper to your
instructor and an electric copy to the TaskStream. A 10-15 minute Power
Point presentation of your project is also required at the end of the semester.
A detailed guideline will be handed out in class.
Course Grading
•100 – 94 = A
• 93 – 90 = A• 89 – 87 = B+
• 86 – 83 = B
• 82 – 80 = B• 79 – 77 = C+
• 76 – 73 = C
• 72 – 70 = C• 69 – 67 = D+
• 66 – 63 = D
• 62 – 60 = D• 59 or less = F
Students with Disabilities
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.
Multiple Subjects
San Diego State University
Department of Dual Language and English Learner Education
SECTION ONE: CHILD DEVELOPMENT
Developmental issues to consider: Who are my students? Who am I as educator?
Date
Topic
Reading
Aug 27
Introduction to Course
Teacher as Educator
Journal One
The Learning Process
Teacher’s perspectives on Learning
Cognitive Development
Teaching in the Bilingual/Dual Language Classroom
Journal Two
Self-Concept, Self-Esteem and Self-Efficacy
Ch. 1 (Freire)
Ch. 1 (Seifert)
Sept 03
Sept 10
Sept 17
Sept 24
School and Peer Socialization
Prepare for Peer Chapter Presentation
Journal Three
Ch. 2 (Freire)
Ch. 2 (Seifert)
Ch. 3 (Seifert)
Article - hooks
Ch. 4 & 6 (Seifert)
Article - hooks
Ch. 4 & 6 (Seifert)
Article - Shor
SECTION TWO: TEACHING AND LEARNING IN THE CLASSROOM
Learning issues to consider: How do my students learn or how do I teach my
students?
Date
Oct 01
Oct 08
Oct 15
Oct 22
Oct 29
Topic
Multiple Intelligences
Memory, Meta-cognition and Learning
Prepare for Peer Chapter Presentation
Instructional Planning
Student Engagement
Journal Four
Instructional Strategies and Student Interaction
Classroom Management
The nature of Communication in the classroom
Creating and Effective Learning Environment
Assessing Student Growth and Learning
Journal Five
Reading
Ch. 9 (Seifert)
Article - Gardner
Ch. 10 (Seifert)
Article - hooks
Ch. 10 (Seifert)
Article – Cadeiro
Kaplan
Ch. 7 & 8 (Seifert)
Article - Freire
Ch. 11-12 (Seifert)
SECTION THREE: THE CONTEXT OF TEACHING AND LEARNING
Home/community issues to consider: Where do my students come from? Where
do I come from?
Date
Nov 05
Nov 12
Nov 19
Dec 03
Dec 11
Topic
Psychological theory at work – creating and establishing
critical consciousness
Families and Schooling
Socialization, Structure and Parent Involvement
Journal Six
Culture and Schooling
Culturally Responsive Teaching
Journal Seven
Final Presentations
Final Presentations/Clinical Interview Project Due
Multiple Subjects
Reading
Ch. 4 (Freire)
Article – Flor Ada
Article – Cadeiro
Kaplan
San Diego State University
Department of Dual Language and English Learner Education
Multiple Subjects