Arizona State University
BLE 408 SEI for Linguistically Diverse Students
3 semester hours
Course Syllabus
Professor of Record: Dr. Jeanne G. fain
E-Mail: jeanne.fain@asu.edu
Office Phone: 480-965-2777
Office: 408G
Class Time: Wednesdays
Office Hours: by appointment only
Class Location: Payne L1-36
In this introductory course, preservice teachers will explore, critique, and reflect on
theory and teacher practice that relates to teaching children who are learning English as a second
language. The purpose is to prepare teachers for ethnically diverse classrooms in which
there are students learning English as a second language and meet the four major
requirements for a provisional Structured English Immersion (SEI endorsement). These
areas include: foundations of SEI, ELL Proficiency Standards and SEI Strategies and
provides a more extensive examination of SEI methods for teaching immigrant and
elementary English learners in elementary school.
Students will demonstrate sensitivity to linguistic and cultural awareness by learning to
create curriculum designed to meet the individual needs of first and second language learners
based on language acquisition research. In particular, we will focus on language policy at the
local and national level that has brought us to current language policies. We will discuss
theoretical foundations in language acquisition and content area instructional strategies.
Together, we will read professional literature framing classroom discussions, which connect
theory and teaching practice in the area of teaching second language learners. We will examine
our classroom teaching experiences with second language learners and connect those contexts to
readings from the professional literature.
Course Focus:
 How do children learn? Do ELL students learn differently? What is the role of culture,
language, and identity in students’ learning?
 How do children learn/acquire a second language?
 Describe the teachers’ roles as mediators of students’ learning.
 What are the contexts that best support ELL’s students’ learning? What SEI strategies
can better support ELL students’ learning within the mainstream classroom? What
theories of learning inform that strategy (Benefits & Limitations of specific strategies)?
Standards-based Focus: The state of Arizona has implemented Arizona Academic Standards
for K-12 students as well as Arizona Professional Teaching Standards for the preparation of K-12
teachers. This course utilizes both sets of standards in identifying course goal/objectives, course
experiences, assigning course requirements, and in creating course assessments. Bold indicates
congruence with Structured English Immersion Standards by the Arizona State
Department of Education.
 The following list of course goals/objectives identifies which of the Arizona Professional
Teaching Standards match the goal/objectives for the course:
Course Goals and Competencies
(Arizona Professional Teaching Standards related to each goal/competency are indicated in
parentheses below.)
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As a result of taking part in class discussions, assigned readings, and doing the course projects,
students should:
 Be able to identify and assess personal ideas and philosophy in issues in language minority
education (6.1, 7.2, 7.3)*
 Be able to assess the socio-political nature of language standards via the history of
language policy nationally and locally (7.2, 7.3)
 Identify the research-based theories underlying teaching practice related to language minority
education (7.2, 7.3, 7.4, 7.5, 8.4)
 Identify and apply the components of inquiry-based curriculum development (1.5, 1.10, 3.3,
3.10, 7.1a, 7.3, 7.5, 8.2, 8.4)
 Become familiar with current language assessment practices and issues connected to
them (2.4, 8.9, 8.10)
 Develop curriculum and classroom routines based on current best practices in language
minority education that facilitates English language proficiency (1.2, 1.4, 1.5, 1.8, 1.9,
2.1, 3.10, 8.1, 8.3)
 Identify and apply strategies for cooperative learning in a setting appropriate for English
language learners (2.5, 2.6, 2.7, 3.8, 3.12, 8.1)
 Identify and apply ELL proficiency standards and strategies for communicative
classroom processes that are consistent with the need of English language learners (1.6,
1.7, 2.4, 3.6, 3.7)
 Be able to identify approaches to reading and writing and ways in which they relate to issues
of second language learning (1.6, 1.7, 2.4, 3.6, 3.7)
 Identify appropriate assessment practices used for student self-assessment including
analyzing the content and the use of the SELP assessment in guiding ELL instruction
(1.6, 1.7, 1.11, 2.3, 3.9, 3.15, 4.1)
 Identify and appropriate alternative assessment practices used for teacher assessment of
students (1.11, 4.2, 4.3)
Course Format: The primary learning intent of this course is to facilitate your exploration of
language-sensitive content teaching in a way that is personally meaningful to you. I will provide
the basic framework for the course, but what you learn and how much you learn will depend on
the choices you make during each class period and in your independent reading and projects.
Required Course Materials:
 Reading & Writing And learning in ESL: A Resource Book for K-12 Teachers
(Peregoy & Boyle, 2005)
 Class Readings Packet of Professional Articles (Available for purchase at Uni-Print &
Design located at 710 South Forest Avenue in Tempe. The copy center’s phone number
is 480-968-0799.) Or you can download articles online.
 Class participants will read and bring to class one of the following:
Going Home (1998) by Eve Bunting, Grandfather’s Journey (1993) by Allen Say,
An Mei’s Strange and Wondrous Journey (1998) by Stephan Molnar-Fenton,
Marianthe’s Story: Painted Words/Spoken Moments by Aliki, Molly’s Pilgrim (1983)
by Barbara Cohen or Dia’s Story Cloth by Cha (1998).
 Jimenez, Francisco (1997). The Circuit: stories from the life of a migrant child.
University of New Mexcio Press. ISBN 0-8263-1797-9
 Choose one of the following: Jimenez (2002), Breaking Through 0618342486 or Ryan,
Pam Muñoz. (2004). Becoming Naomi León. Scholastic Press. ISBN 0-439-26969-5 or
Ryan, Pam Muñoz. (2000). Esperanza Rising. Scholastic Press. ISBN 0-439-12041-1
or Soto, Gary (2000) Baseball in April And Other Stories, 0152025677.
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Course Expectations and Learning Experiences:
 The purpose of the course is to facilitate your exploration of language sensitive content
teaching in a way that is personally meaningful to you. Your enrollment in the course
indicates your acceptance of the course expectations and requirements as outlined in this
syllabus. A class constitution defining specific expectations for a constructive learning
environment will be created in class.
 Please see me after class, make an appointment, or contact me by phone or e-mail if you
have any questions or concerns in regards to the expectations for this course. All work
should adhere to the expectations listed in the Student Conduct Code
(http://www.asu.edu/aad/manuals/sta/sta104-01.html) and the academic integrity policy
that more specifically talks about plagiarism is located at:
http://www.asu.edu/studentlife/judicial/integrity.html. "Plagiarism" means using another's
words, ideas, materials or work without properly acknowledging and documenting the
source. Students are responsible for knowing the rules governing the use of another's
work or materials and for acknowledging and documenting the source appropriately.
 All cell phones should be turned off during class. No text messaging will be
tolerated during class.
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Participation and Attendance:
Participation and attendance are essential and mandatory in this course. Each person’s
unique responses and insights help our class to reflect and grow as learners in new ways.
While participation styles will vary, preparation for and active participation in class and
small group discussions are essential to the learning process. Active, constructive, and
professional participation will require reading the text, articles, and books for small group
discussions as well as preparing for discussion by constructively reflecting on your
thoughts and connections about your reading. Reading, writing, and sharing in small
groups or with the whole class helps create and sustain our community of learners.
Attendance will be taken.
More than one absence, habitual tardiness (more than two), and/or leaving early
will lower your final grade at least one letter grade. It is a requirement that if you
must miss a class session that you make arrangements to talk with me before our
regular class sessions or email me about your reason for the absence and your plans
for keeping up with the work for the course. Late assignments will not be accepted.
Class Readings Packet of Professional Articles: It is required that you do all of the
readings assigned on the readings list and take notes in a way that is comfortable and
effective for you. The extent to which you analyze your reading (that is to say, beyond
underlying or highlighting) will show the initiative to do exemplary work. I am available
to you if you need additional support so that you can get the most out of your course
readings.
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Reflection Journal: Due: Sept. 7th, Oct. 19th, Nov. 23rd
Reflection and response are integral elements in learning, and your reflections on
your readings provide you an opportunity to interact, respond, analyze, question or
comment individually and informally in writing about your reading related to
this course.
Prior to each class session you need to choose how you will reflect in a written
form upon one of the scheduled readings as you prepare for the class discussion of
the readings.
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You could choose to have a written dialogue with a peer from this course via email and print out
the discussion to turn into me. Or have a discussion with a group of colleagues and take notes on
the discussion. You could use major quotes from the readings and reflect upon those in you
reflection journal. Entries could include sketches, visual diagrams, graphic organizers, etc.
Think about the format that is meaningful to you. Be sure that you do not summarize. Instead,
synthesize your understandings from the readings. In order to write these reflections, you will
need to complete the readings prior to each class period. Occasionally, an assignment will be
given to complete at home.
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Resource Portfolio: Due Nov. 13th: The purpose of this portfolio is to gather and
organize all the materials from this class. In organizing your portfolio, think about how
you will best be able to use this resource when you are teaching. Your portfolio can
include outside resources and personal class or project notes that you feel will be helpful
to you in the future. Include a table of contents page so that you will have easy access
later. (See the attached list of course requirements for a full description.)
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Reflections from Literature Circles: Due: Sept. 28th & Oct. 26th & Nov. 9th
You are required to read two novels and one picture book listed in the Required Course
Materials section of the syllabus and discuss in class. You will be
responsible for
participating in three literature circles by being prepared for
each discussion. Guidelines and graphic organizers for these discussions will be
provided in class. In your portfolio, include the class reflections that explain
your insights and perspectives connected to the children’s literature discussed.
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Pal Logs: Collected four times during the semester. Dates will be determined in class.
You are required to read books connected to issues of language & respond creatively to a
young child from an East Phoenix elementary school. A letter format is required and
connections to the books are important to include within the letter.
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Case Study: Major Classroom Inquiry Project: Nov. 30th
This engagement is an opportunity for you to extensively and intensively work with a
second language learner within your internship. Choosing a student is integral to passing this
course. You will need to speak with your interning teacher
and ask him/her about which
students are second language learners, and which
students attend school regularly. Before
you choose a student, take some time to observe the class and interact with all the students. You
will be spending a lot of time with this student and you will need to be able to create a rapport
with the student.
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Once you have chosen a student, the four assignments that follow will allow you to gain
an understanding about this individual second language learner. The assignments will
focus on:
how this second language learner learns
how this child is acquiring her/his second language
what role the teacher plans in this child’s learning
what strategies best support this child’s learning
You will first observe the child in various settings, get to know the child personally
through an interview, and create two small group content lessons for the child that is
aligned with best teaching practices from the professional research. The framework for
the lessons will be shared with you in class. There will be mini-due dates for your case
study for a few reasons: to collaboratively work with peers and the instructor, to satisfy
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any issues or problems that you may encounter, and then break the workload into several
manageable steps.
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Classroom Description and Student Biography: Sept. 21st
For this assignment you will collect and type up the following information about the class
in which you are interning and the student you have chosen for your case study:
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The classroom:
What languages are spoken in the classroom? Written? Read? During what times?
How is cultural diversity addressed in the classroom?
How are elements of community and parental involvement addressed in your classroom?
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The student:
What does the student feel are her/his strengths? Areas for improvement? (Ask the
student!)
What language does the student use in class? In social settings? At home?
How does the child participate in school?
Are there issues that this second language learner, as an individual, is facing in the
classroom? (For example, the student may forget to bring her glasses to school.)
What information do you have about the student’s family? For example, have they
recently moved, or is there a shift in the family dynamics?
How does the student’s family support her/his efforts in school?
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*Note: Please use discretion in this area. This information is confidential and must
not be shared with others. As an educator, it is your job to obtain as much
information about a student as possible, by employing sensitivity. Any information
obtained will not be released to other parties, and will remain confidential. You may
want to discuss with your mentor teacher whether a pseudonym should be used
when referring to the child.
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Field Note Journal: Sept. 28th & Oct. 26th & Nov. 30th (checked in class) You are
required to make one thoughtful entry per week in your journal. Observe the child that
you will work with in both informal and formal settings. Include detailed descriptions
that speak to what your student is doing. Also, include the following elements:
descriptions of the student and teacher (during the lesson), a description of the lesson. For
this assignment you will be required to keep a weekly journal on the student you have
chosen for your Case Study. You are required to (minimally) make one entry. You
should be observing formal and informal settings. You need to include what your student
is doing in the journals. You should look for how your student is interacting in the
setting, how s/he is learning in the setting, if s/he is comfortable, etc.
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Include one close observation and description of one child during a content area lesson:
what language does the child speak (if any) during the lesson, where is the child sitting,
what is the child doing, who does the child interact with, does the child understand the
lesson, the teacher, peers, etc.
Include one close observation and description of the teacher during the lesson: what
language does the teacher speak during the lesson, where is the teacher during the lesson,
what is the teacher doing, who does the teacher interact with, does the teacher interact
with the child you’ve chosen to observe, and how do they interact,
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Include one lesson description: give a summary of the lesson that includes the area of
study, what the teacher is doing throughout the lesson, what the students are expected to
do throughout the lesson and any assessment (informal or formal) that the teacher uses.
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Interviews: You will conduct two interviews with the child that you will be working
with. The first interview will provide you with important background information for the
student biography. In addition, you will want to discover what the child’s interests are
and what is motivating to the child as a learner. Be sure to gain insight into what the
child would like to learn about and what questions would he/she like to pursue in the
small group content lessons. The second interview will give you insight into the content
lessons, the child’s learning, demonstrate his/her progress in his/her first/second
language, and provide closure for the student. Both interviews will assist you in the
analysis and for the final write-up of the case study. The typed, double-spaced report
should include a script of the child interview. Interview one is due on: Sept. 21st
Interview two is due on: Nov. 16th.
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Small Group Content Lessons Due Oct. 5th & Nov. 2nd: Design and carry out two
integrated learning experiences (instructional lessons) with the child that you will be
working with in a small group. These learning experiences need to integrate several
academic areas of learning (math, science, social studies, literacy, fine arts, etc). These
experiences will collectively connect to the insights gained from the interview.
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For this assignment you are to work with the teacher in the class you are interning in to
come up with a small lesson that you can teach to a group of students (one of the students
in this group must be the child you have chosen for your case study). The lesson must be
related to a current content area (math, science or social studies) that is being taught in
the class. The purpose of this assignment is to try out some of the SLL strategies we
have been learning about in class. Your job is to make the content more understandable
for the SLL by using strategies that you think will benefit this child.
As you are going through the lesson try to focus on how the learners are reacting to your
strategies. Were you successful and if so, how do you know? What are some things that
you would do differently if you had the chance to work with this group again? You must
turn in two typed reports about this experience that includes:
what lesson you did, why you chose that lesson, and how it relates to the curriculum that
is currently being taught in the class
what group you worked with, why you chose that group and where and when you worked
with them
what strategies you planed to use during the lesson and why
what happened during the lesson: where the students responsive, did the strategies work?
what did you notice about your case study student? Were they different in a small group
as opposed to the whole group? Did s/he interact with you and the others in the group?
a reflection on the lesson: what would you do differently if you had the chance to work
with this group again
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Analysis Questions/Project Reflection (3-4 pages) :
Following the final interview with the child that you selected to work with, reflect on the
instructional practices that you and the teacher used. What other practices would you
suggest for this particular learner and why?
What support did the child have? What support would you recommend for this particular
learner and why?
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What instructional model was used? What model would you recommend for this
particular learner and why?
What did I learn from this experience? What did I learn from this learning framework
about classroom language practices and curriculum?
Your typed, double spaced report is due on Nov. 30th .
Grading Policy:
 Midterm Due:Oct. 12th and Final Self-Reflection Due Nov. 30th :
 Self-reflection is a key component of this course. You will be asked to write a brief
(estimated 3-4 double-spaced and typed pages) reflection about your experiences,
thinking and questions you have as a learner for the midterm and final. Please provide 2
copies of each reflection. The midterm will include a small group conference that will
include reflection and discussions of your strengths and areas that need to be
strengthened. Focus questions will be provided. Group members will provide verbal and
written feedback. Written feedback will be attached to you mid-term and is . The final
will include an overall self-evaluation of your learning that will be turned in with your
portfolio on . Class attendance, constructive participation, and preparation for class
sessions and assignments along with the quality of the portfolio (and the quality of the
learning projects) will be considered in the final course evaluation.
 The Plus/Minus grading system will not be used in this course.
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Following is a description of criteria for grades:
A: Work is exemplary and superior in all aspects. Critical reflection and thinking is
regularly documented in reflection journal entries, class projects, and self-evaluations.
Discussions and assignments demonstrate professional and theoretical connections
between classroom practices, personal experiences, and the course. Consistent, timely
preparation, attendance, and thoughtful contributions to discussion (large and small
group) and course experiences are observed regularly. Knowledge of the course’s
content is demonstrated through reference to readings and incorporation of concepts into
assignments and discussions. The participant’s overall work provides visible indicators
of professional development, change, and growth.
B: Work is well done. Reflections/writing in reflection journal, self-evaluations, and
assignments cover (summarize) a topic without interpretation, and connections.
Consistent preparation and attendance is evident and contributions are occasionally made
to large and small group discussions. Knowledge of the course’s content is not
consistently demonstrated and references to readings and new concepts are
inconsistently incorporated into assignments and discussions, particularly as related to the
major inquiry project. There is less indication of change, growth, or professional
development throughout the semester in process and in product.
C: Minimal reflection in response journal and thin writing in assignments and selfevaluations both in quality and length. Inconsistencies in preparation and attendance, few
constructive contributions to small and large group discussions, engagement in ideas and
experiences of the course are not observable. The final inquiry project and other
assignments do not reflect high quality and professionalism in the understanding of the
course content. A lack of change or growth over the course of the semester exists.
Participant’s perspectives concerning their grades will be voiced through the midterm and
final, which are designed to be self-reflection of learning. As part of the final reflection,
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you will be asked to reflect on the grade you feel you have earned and you will be
required to state the criteria and evidence for said grade. The professor will have the
final word in determining the grades based upon specific evidence as outlined in the
syllabus.
Typical Experiences:
Announcements/Read aloud connected to class focus,
Discussions connected to weekly class
focus/demonstrations/lecture/Presentations/Sharing/Reflecting
**ELL Proficiency Standards (4hours), Data Analysis (3 hours), Formal and
Informal Assessment Objectives (5 clock hours), SEI foundations (3 clock hours),
SEI strategies (26 hours), and parent/home scaffolding (3 clock hours). Additional
flex clock hours embedded to augment the four areas especially in terms of work
completed outside of class. Bold indicates congruence to SEI requirements as set
forth by the Arizona State Department of Education.
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Date
Topics
Aug.
24th
Introduction/overview
of course and syllabus;
Introductory terms;
ELL Proficiency
Standards
Aug. 31st
Perceptions and Issues
in Language Minority
Education
Sept. 7th
Sept.
14th
History of Language
Minority Education;
Arizona policy on
Second Language
Instruction
Theory that drives
Practice
Classroom
Connections
ELL Proficiency
Standards
Examine the
format and
alignment of the
standards to the
Arizona
language arts
standards.
2 hours
Beliefs on
multilingualism
and second lang.
acquisition
SEI strategies
Identify and use
multiple
strategies (comp.
input & ongoing
feedback)
2 hours
Language and Ed.
Policies & Issues
in the U.S. & SEI
Foundations
Know legal,
historical &
educational
reasons for SEI,
know
background;
basic
terminology; LA
principles; role
of
culture.Introduce
BICS & CALPS
(3 hours)
Language
Acquisition
Theories that
drive instruction,
Required
Readings
SEI framework
NPR listen to online
(www.npr.org/templates/
story/story.php?storyId=112
7540) pp. 35-56
newspaper articles p.1-24,
chapter 1 (Peregoy & Boyle)
pp.1-31
Baker pp. 57-63
Baker 65-75
Chapter 2
(Peregoy & Boyle) pp.33-71
Faltis pp.241-250
Assignments
Due
Information
Sheet
Methods
Community
Building
Hanging
around
assignment,
Review
syllabus
Reflection
journals due
Program
Model
Debate
Plan of
Action
(timeline) for
Case Study
Timeline
Formal &
Informal
Assessment
Create & offer
multiple
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Sept. 21st
Theory and Practice:
Organization &
Discourse
Sept.
28th
Theory & Practice:
Social Interaction &
Dialogue
Oct. 5th
Looking critically at
Theory & Practice
Oct. 12th
Midterm
Language & Content
Area Teaching Practice
assessments,
Integrate
diagnostic,
formative, and
summative
assessments for
ELL’s (3 hours)
Classroom
Environment &
Dialogue
SEI strategies
Grouping
structures and
techniques
3 hours
Acting as a
facilitator: letting
students lead &
Reflection
SEI Strategies
Plan lessons
based on prior
knowledge,
3 hours
Inquiry
SEI strategies,
Building
background and
voc.
Development,
student
engagement,
select, adapt, and
sequence
curricular
materials
3 hours
Teaching through
the content areas
& ELL
Proficiency
Standards
use to plan,
deliver &
evaluate
instruction;
demonstrate
Chapter 3, Peregoy & Boyle
pp. 73-116, Chapter 4
Peregoy & Boyle 118-154
Verplaetse pp. 137-141
Chapter 5 Peregoy & Boyle
pp. 156-204
Interview one
due, Class
Biography
Field note
journals due
Talking chips
Circuit
Jimenez
Short & Burke pp.80-87
Brown pp.88-93
Small Group
Content Area
Lesson Due
Philipp pp.142-148
Chapter 8
Peregoy & Boyle pp. 314-345
Midterms
Due
Small Group
conferencing
10
Oct. 19th
Integrating language &
content
Oct. 26th
Literacy: Reading &
writing
Nov. 2nd
Literacy: Reading &
Writing
integration of
ELL Proficiency
standards in all
content areas.
(2 hours)
SEI Strategies
Extend methods
for beginning
ELD
1 hour
Creating
integrated
curriculum
SEI Strategies
Describe the
Silent Period
(ways of
responding dev.
Processes, pre
and early
production
strategies of
students
(3 hours)
Creating
integrated
curriculum
SEI strategies pp. 111-115
Chapter 7
Peregoy & Boyle pp.264-313
Reflection
Journals Due
SEI Strategies
Integrate current
materials in ELD
instruction
(3 hours)
teaching reading
&
writing
Medd & Whitmore pp. 117131
Carey pp. 159-211
Field Note
Journal due,
Picture Book
Lit.
Discussion
Written Language
& Writer’s
Workshop Written
Language &
Writer’s
Workshop
SEI Strategies
Extend SEI
content methods
(preview/review,
content area
reading, reading
Hubbard & Shorey article pp.
149-158 Or
Cristensen pp132-134
pp.220-227
Chapter 6 Peregoy & Boyle
pp.206-262
Small Group
Content Area
lesson 2 due
Comic Strips
11
reading &
writing
strategies,
experiential
methods)
(3 hours)
Nov. 9th
Nov. 16th
Multiliteracies
& SEI Strategies
Analyze and
apply voc
development
approaches in
the content areas
(3 hours)
How do I support a
student’s second
language learning
during Standardized
Testing?
Literacy &
Assessment:
Formal &
Informal
Assessment
Use assessment
results for
placement &
accommodation
of diverse needs,
Use assessment
results for
placement &
accomodation
(2 hours)
Chapter 10, Peregoy & Boyle
pp.376-409 &
Abedi & Dietel pp. 75-79
Interview 2
Due
Home & School
connections &
Heritage
Languages
Identify
sociocultural
influences on
ELL’s, discuss
the impact of
bilingualism,
parental and
community
resources,
community
sources, and
cultivate
partnerships
Vasquez, Pease-Alvarez,
Shannon pp. 94-110 & Faltis
pp. 228-240 & Fain in class
Rough Draft
of final
project
Due,
Reflection
Journals Due
Nov. 23rd
Family & Community
Involvement
Schwarzer pp. 212-219
2nd Novel
Literature
Discussion
How do I support a
student’s first and
second language
learning when I don’t
speak the language?
Chapter 9 Peregoy & Boyle
pp.346-374
12
3 hours
Nov. 30th
Data Analysis &
Application
Dec. 7th
Reading Day
Dec. 14th
Final
Major Inquiry
Project Presentations
Data Analysis &
Application
Analyze & apply
data to
differentiate
instruction, and
interpret
longitudinal
data, track status
and progress on
stds. Using SELP
3 hours
Turn in
Final,
Portfolios
with Case
Study
Completed
No Class
SEI Strategies
Select, adapt,
and sequence
current
curricular
materials
3 hours
Portfolios
handed back
w/ final
grade
13
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