Intern Seminar: Meeting the Needs of Linguistically & Cultural Diverse Students
DLE 596
Instructor:
Magda E. Maldonado, Adjunct Lecturer
History Instructional Leader
Chula Vista Learning Community Charter School
Phone: (619) 426-2885
e-mail: magda.maldonado@cvesd.org
Office Hours: By Appointment
Course Day/Time:
4:30-7:00 p.m.
Fridays: January 22, February 26, March 11, April 15, April 22
Location: NE ?
Seminar Description:
This seminar will be offered every semester as a support to interns working in classrooms with
English learners, the seminar is designed to support Teacher Intern Candidates throughout their
credential program to effectively organize and implement research-based instruction that
meets the needs of diverse language learners in a variety of classroom settings. The seminar
will build upon knowledge gained in the DLE 686 Summer Seminar for preparing to meet the
needs of Diverse Learners and intersect with the DLE 915A or B that provides more specific
methods related to the psycho-linguistic and socio-linguistic principles upon which modern
methods of second language acquisition teaching are based. This seminar will provide ongoing
engagement with the California ELD Standards and the recently adopted English Language
Arts/English Language Development Curriculum Framework. These documents will be utilized
in a general sequence and overview to support candidates in their teaching experiences and they
will be more strategically utilized within DLE 915A and 915B to address specific lessons and
assessments in the content areas. This seminar will require candidates to use their classroom as
a point of reflection and a space for implementing specific strategies and support for English
learners. The seminar content will be learned through readings, in-class discussions and
experiential, participatory and process-oriented strategies in classrooms and that build
reflective practices.
This course meets the CTC Intern requirements for a total of 45 English Language Learner
Instructional support thought the internship program.
Course Objectives:
Upon completing the seminar series students will be able to:
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1. Examine their own knowledge about and attitudes toward language issues involving
the education of language minority students (TPE 13);
2. Implement ELD/SDAIE methods and describe their implementation in classroom
contexts (TPE 1-9, 11);
3. Apply the California State ELD Standards and English Language Arts/ELD
Curriculum Framework to classroom practice (TPE ); and
4. Practice and reflect on using formative and summative assessments to assess both the
language skills and content understanding of English learners in order to effectively
plan instruction based on California State ELD Standards and Common Core Content
Area Standards; and, students’ linguistic and content understanding strengths and
needs (TPE 2, 3, 8);
Americans with Disabilities Act Policy
It is the policy of SDSU to make reasonable accommodations for qualified students with
disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student
with disabilities needs accommodations, the student must notify the Director of Student
Disability Services. Procedures for documenting student disability and the development
of reasonable accommodations will be provided to the student upon request.
Students will be notified by the Director of Student Disability Services when each request
for accommodation is approved or denied in writing via a designated form. To receive
accommodation in class, it is the student’s responsibility to present the form (at his or her
discretion) to the instructor. In an effort to protect student privacy, the Department of
Student Disability Services will not discuss the accommodation needs of any student with
instructors. Faculty may not make accommodations for individuals who have not been
approved in this manner.
Required Texts:
1. The Online Version: State Board of Education, adopted July 9-10, 2014, ELA/ELD
Framework, Sacramento: California Department of Education Press:
www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp.
2. State Board of Education, adopted November, 2012: California English Language
Development Standards. California Department of Education Press or online at:
http://www.cde.ca.gov/sp/el/er/eldstandards.asp
3. Herrell, A. & Jordan, M. (2012). Fifty Strategies for Teaching English Language
Learners, 4th Ed. New Jersey: Pearson Education.
Grading and Evaluation
Class work, projects and written assignments and tests will be weighed for the total
course grade according to the following weighted scale:
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1.
2.
3.
4.
Attendance
Active Participation
Field Work Assignments
Reading Response Assignments
TOTAL
25%
25%
30%
20%
100%
Assignment Guidelines All written assignments will be typed, double-spaced, 12 font with 1
inch margins and edited for use of Standard Academic English (SAE). The content of all writing
assignments will be evaluated based on the level of higher order thinking skills demonstrated by
the student according to the criteria for grading included in this syllabus. Late assignments will
be penalized five percent.
Course Evaluation (policy on grading):
As a graduate student, one is expected to produce high quality work that does not fall lower than
a “C”; conversely, a grade of “A” is not simple or easy to earn. Should the quality of a product
not be up to the professor’s standards, the student may be asked to resubmit work so that it
reflects an understanding and adherence to the criteria included in the grading rubric.
(93-100%) = A
(90-92.9%) = A-
(87-89.9%) = B+
(86.9-83%) = B
(82.9-80) = B(77-79.9) = C+
(76.9-73) = C
(70-72.9) = C-
Description of Seminar Requirements:
The seminar requirements outlined below are guidelines with which to begin the seminar; in
keeping with problem-posing format of the class, it is possible that course products may change
to more accurately reflect the needs of the students and professor.

Attendance and Participation: Attendance and participation are necessary elements to
succeed in class and to accomplish your professional and educational goals in the
program. Participation includes coming prepared to class having completed all
assignments, online assignments, and readings and actively engaging in whole and small
group discussions and demonstrations. You will be allowed one absence during the
session. After that absence, 5% will be deducted from your final course grade. In the
case of ongoing medical needs, please consult instructors for special arrangements. It is
your responsibility to get course notes and any information missed from a peer who is
enrolled in the course. Cell phones and laptops are prohibited during class including text
messaging. If there is an emergency the instructor must be notified.

o
Attendance: Weekly (Be sure to sign in each class!) This class has both face-to-face
and online sessions. Attendance will be taken weekly. Attendance at all class sessions,
including online sessions, is required. More than 1 absence or excessive tardiness
(more than 2 days tardy) will result in lowering of final grade by ½ a grade.
Tardiness is arriving 5 minutes or more late OR leaving class before the end time.
Either will be counted towards an absence. More than 1 absence or excessive tardiness
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o
will result in lowering of final grade. A student with more than 2 absences cannot
earn an A in the course. Students who are excessively late for class or who leave class
early will receive a final grade that is at least one grade lower than the computed grade.
Participation: Weekly: Participation in class and online is valuable to you and to the
community of learners to which we belong. Therefore, interaction with peers is an
essential component of this course and our learning. Because our time together is short
and precious, it is important that you come to class having read the assignments and
prepared to engage in discussions and activities centered on the readings. In class
activities and discussions (for both f2f and online sessions) have been designed for you to
demonstrate your ability to apply your knowledge. I also learn about you and your
interaction with others through our class discussions and activities.

Field Work Assignments: Throughout the seminar, students will be given specific
assignments related to their field-work. This will include, but not be limited to:
documenting classroom experiences with English Learners, teaching a common lesson,
engage in formal and informal assessment activities and document outcomes. Participants
will be required to reflect on these activities both in writing and in class to debrief
experiences and outcomes. The purpose of the field-work assignments is to implement
specific activities or strategies based on the ELD Standards and informed by student data
which can then be implemented with small groups (designated ELD) or whole class
(integrated ELD). The content from the activities and reflections will also be a critical
element for the class and documents the field work hours as required by this seminar.

Reading Response Assignment: Throughout the seminar, participants will be required
to respond to readings and videos via written reflective responses and/or classroom
activities (e.g., demonstration lesson, presentation). These reflective responses and
activities serve to help you gain clarity on concepts and information from class, by
bringing together your own personal classroom observations and experiences, while
making connections to readings, and critically examining the information and concepts
covered. These activities help the instructor to better understand the meaning participants
are making of the concepts and information covered in class. A rubric describing criteria
for the Threaded Discussion Board (TBD) postings will be distributed in class and posted
on our BB site.
Note on Submitted Work: All written assignments should be typed, double-spaced and
edited for usage and mechanical errors. Appropriate references to readings and other
resources should be included. Journal may be maintained either in writing notebook format or
electronically.
The content of all assignments will be evaluated based on the level of higher order thinking
skills demonstrated by the student according to the criteria for grading included in this syllabus.
Please submit work that demonstrates the quality of a future teacher and of a post-baccalaureate
course. See policy for attendance and late papers.
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Points and Grade Equivalents
(100-95%)
=A
(79-75%)
(94-90%)
= A(74-70%)
(89-85%)
= B+
(69-65%)
(84-80%)
=B
(64-60%)
= B= C+
=C
= C- (Not Passing)
Credential students are expected to produce high quality work that does not fall lower than a
“C”; conversely, the grade of “A” is not simple or easy to earn. Should the quality of a
product not be up to the professor’s standards as outlined in the rubrics, the student may be asked
to resubmit the work so that it reflects an understanding and adherence to the criteria included in
the grading rubric.
Homework Policy:
1. All assignments must be completed by the due dates. I only accept late assignments if
you make arrangements PRIOR to class time. If you are sick or have a personal
emergency, email or call me BEFORE class. We will then discuss your options for
turning in the assignment. All late assignments, without exception, will automatically be
penalized 10% off the total score for each day late, even if you make arrangements to
turn it in late. Assignments submitted five or more days late will not receive credit.
2. All assignments must be submitted in order to earn a passing grade for the course.
Electronics Policy:
1. No cell phones or texting permitted during class. Phones must be kept out of eyesight (off
the table or desk, and inside a closed purse or backpack) and on “silent” during class. Do not
take out your phone during class time to check voice or text messages. If you have an
emergency situation (e.g., relative in the hospital, etc.) and need to keep your phone on and
in eyesight, let the instructor know before class.
2. Laptops are permitted if used for the following purposes:
∙ Taking class notes (you may be asked to send me your notes at the end of class)
∙ Referring to PLC 915A materials
If a student uses a laptop for other purposes, s/he will be asked to put it away and
discontinue use of the laptop during class for the balance of the semester.
Plagiarism is defined as “the unauthorized use or close imitation of the language or thoughts of
another author and the representation of them as one’s own original work.” (Random House
Dictionary of the English Language, 1987). All sources of reference from which students take
quotations, major theories or concepts or instructional materials for lesson plans or papers must be
properly cited. Plagiarism will not be tolerated. Such work will result in a zero for the assignment
and referral to Student Affairs for possible suspension or expulsion.
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Calendar:
Fall Semester Schedule
Date
Seminar Topic
Week 1 Introductions, Seminar Overview
Week 2
Teaching Ideology & Practice
Assignment
Interns will share their background, interest
in TFA and teaching assignment.
KWL – English Learners
Reading: Common Core ELA/ELD:
Introduction and Chapter 9: Equity & Access
On-Line Resources Overview
Create My Digital Chalkboard account for
access to ELA and ELD Learning Modules
Week 3 Student Engagement & Assessment
Week 4 Proficiency Level Descriptors: Teaching
English Learners
Week 5 Sharing Field Experiences & Applications
ELA/ELD Framework: Chapter 2 Overview
ELD Standards Introduction & Overview of
PLDs
Lesson or Activity from Field Experience
Spring Semester Schedule
Date
Week 1
Friday,
January
22
Week 2
Friday,
February
26
Week 3
Friday,
March 11
Week 4
Friday,
April 15
Week 5
Friday,
April 22
Seminar Topic
Grade Level Students: Areas of Engagement
for ELA and ELD
Assignment
ELA Framework – Grade Level Chapter
and ELD Standard – Grade Level
Standard
Engaging English Learners in Content Areas
Reading: Grade Level Content Standard
(Math, Science, Social Studies)
Assessing English Learners in Mainstream
Classroom
ELA/ELD Framework: Assessment
Chapter
Assessing English Learners: Reviewing Data
and Making Decisions
Data and Profile of two students from
classroom
Sharing Field Experiences & Applications
Lesson or Activity from Field Experience
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