CSU, Chico • School of Education
The CSU, Chico School of Education aspires to be a recognized leader in
preparing professional educators to meet the needs of a diverse society through
innovation, collaboration and service.
EFFECTIVE • REFLECTIVE • ENGAGED
BLMC 672: Methods and Strategies for Second Language Acquisition and
Development
Spring 2014
Instructor:
Dr. Mary Soto
Office location:
THMA 219
Telephone:
(956)244-6679 (Text or call)
E-mail:
mcsoto@csuchico.edu
Office hours:
Thursdays: 11:00 – 2:15
Fridays: 12:00 – 1:45
Class days and times:
Saturday 1:00-4:50
Classroom:
HOLT 113
Course Usage of BbLearn
Copies of the course syllabus and major assignments may be found on Bblearn.
You are responsible for regularly checking the online resources, which is
accessed through the Chico State Portal at http://portal.csuchico.edu. [Insert
applicable information regarding your online resources, and expectations for how
students will use the system.]
Course Description and Goals
Credits: 4 units
Course Description:
Candidates will further develop the knowledge, skills, and disposition to work effectively with
English Learners. This course focuses on strategies and methodologies to assist the classroom
teacher in acquiring the knowledge, skills, and disposition for meeting the needs of the English
Learners in the school setting. M.A. candidates will learn about current methods that develop
reading, writing, listening, and speaking in the target language.
Course Rationale:
M.A. candidates will develop strategies techniques, and, materials that facilitate learning for all
grade level students. This is the foundation of carefully planned, effective instruction in a
multilingual and cross-cultural setting. The knowledge, skills, and dispositions introduced in
this course form the basis for specialized curriculum development for multilingual and crosscultural settings.
Dispositions of Educators:
1. Appreciate and value human diversity, recognize community and cultural
norms, show respect for students’ varied talents and perspectives, seek to
foster culturally-appropriate communications and demonstrate best
practice in his or her field. (D1)
2. Believe that all children can learn, appreciate their varying abilities, and
persist in helping all children achieve success. (D2)
3. Commit to continuous, self-directed learning, critical thinking and reflection
in order to refine instructional practice and deepen knowledge in the
academic disciplines. (D3)
4. Demonstrate pride in the education profession and participate in
collaborative relationships with colleagues, students, parents, and social
and professional communities and agencies. (D4)
5. Commit to the expression and use of democratic values and to create a
learning environment that fosters active engagement in learning and
encourage positive social interactions. (D5)
Student Learning Objectives
Course Content Learning Outcomes
Recognizing the diverse cultural and linguistic backgrounds of learners in a multilingual/crosscultural setting, the prospective teacher will
1.
implement instructional strategies and methods based on knowledge of language
acquisition stages and state content academic standards (D2)
2.
identify and execute instructional behaviors utilized by effective teachers in the classroom (D2)
3.
analyze teaching methods and strategies for a culturally and linguistically diverse student
population (D2, D3)
4.
foster the development of social skills, individual accountability, and positive
interdependence (D5)
5.
implement instructional methods and strategies that demonstrate knowledge,
understanding, and sensitivity of language minority students and their cultures (D1, D2,
D3, D5)
Required Texts/Readings
Textbook
Freeman Y.& Freeman, D. (1998). ESL/EFL Teaching: Principles for
Success.Heinemann.
Freeman Y.&Freeman, D. (2008). Academic Language for English Language
Learners and Struggling Readers: How to Help Students Succeed Across
Content Areas. Heinemann.
.
Other readings (or recommended readings)
Articles as required under “assigned readings” on Bblearn
Other equipment requirements
Bring laptop to class, as we rely heavily on Bblearn and technology. If a laptop is
not available to you, print required materials and bring to class with you or make
other arrangements with the instructor of the course.
Classroom Protocol
Your participation points are based on the following criteria (see participation
rubric at end of this syllabus):




Consistent and on-time attendance
Professional courtesy towards colleagues and instructor
Preparation for and participation in class discussions and activities
Evidence that you are reading
Dropping and Adding
You are responsible for understanding the policies and procedures about
add/drops, academic renewal, etc. found http://www.csuchico.edu/catalog/. You
should be aware of the new deadlines and penalties for adding and dropping
classes.
Assignments and Grading Policy
Course Assignments Work will be reviewed in class and submitted to assignment
dropbox in Bblearn, and on web page as a link. Be prepared to bring an electronic
or paper copy to class on due date
Lesson Reflection
In ESL/EFL Teaching there is a distinction made between acquisition and learning.
Consider a content lesson you teach this week. What parts of the lesson foster
acquisition and how does the lesson reflect a learning view? Be specific. How would
you change the lesson in the future?
Survey
Do a survey of 5 of your colleagues asking them true or false questions relating to
emergent bilinguals and second language acquisition (questions will be provided). Write
a summary of the results and compare and contrast these results to what Freeman and
Freeman write.
Case Studies
Find one LTEL, one LFS and one AFS student at your school or in your district.
Interview that student and report the student’s immigration background, family
background, and schooling background. Based on your readings, what do those students’
need from school?
Unit
The ESL/EFL Teaching: Principles are
1. Learning Proceeds from Whole to Part
2. Lessons Should be Learner Centered
3. Meaningful and Purposeful Lessons
4. Social Interaction
5. Developing Oral and Written Language
6. Supporting the L1 and Cultures
7. Faith in the Learner
Develop a content -based lesson bringing in at least three content areas. Plan and
teach the lesson to your students. (They may be all emergent bilinguals or only
some of the class may be English learners. Evaluate your lesson before you teach
it and indicate how the different activities/strategies reflect the seven principles for
success. Teach the lesson. Reflect on how the implementation of your lesson
worked. How would you change the lesson?
Assignment
Due Date
Lesson Reflection
15
Survey
15
Case Studies
25
Unit
25
Participation
20
Total Points
100
Points
All assignments are to be turned in on time or a 10% penalty will be
applied, unless prior approval has been granted by the instructor due to a
serious and compelling reason.
A
A-
94 - 100%
90 - 93%
B+
B
B-
87 - 89%
84 - 86%
80 - 83%
Grading Scale
C+ 77 - 79%
C
74 - 76%
C- 70 - 73%
D+
D
D-
67 - 69%
64 - 66%
60 - 64%
F
0 - 59%
All papers submitted must meet APA style guidelines. Online resources are
available for you to learn the APA style.
http://www.psywww.com/resource/APA%20Research%20Style%20Crib%20Sheet.h
tm
http://owl.english.purdue.edu/owl/resource/560/01/
Also, a manual is sold at the AS Bookstore: Publication Manual of the American
Psychological Association.
University Policies and Campus Resources
Academic integrity
Students are expected to be familiar with the University’s Academic Integrity
Policy. Your own commitment to learning, as evidenced by your enrollment at
California State University, Chico, and the University’s Academic Integrity Policy
requires you to be honest in all your academic course work. Faculty members
are required to report all infractions to the Office of Student Judicial Affairs. The
policy on academic integrity and other resources related to student conduct can
be found at: http://www.csuchico.edu/sjd/integrity.shtml.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if
you need to make special arrangements in case the building must be evacuated,
please make an appointment with me as soon as possible, or see me during
office hours. Students with disabilities requesting accommodations must register
with the DSS Office (Disability Support Services) to establish a record of their
disability.
Special accommodations for exams require ample notice to the testing office and
must be submitted to the instructor well in advance of the exam date.
IT Support Services (Optional)
Computer labs for student use are located on the first and fourth floor of the
Meriam Library, Room 116 and 450, Tehama Hall Room 131, and the Bell
Memorial Union (BMU) basement. You can get help using your computer from IT
Support Services; contact them through their website,
http://www.csuchico.edu/itss. Additional labs may be available to students in your
department or college.
Student Services (Optional)
Student services are designed to assist students in the development of their full
academic potential and to motivate them to become self-directed learners.
Students can find support for services such as skills assessment, individual or
group tutorials, subject advising, learning assistance, summer academic
preparation and basic skills development. Student services information can be
found at: http://www.csuchico.edu/current-students.
Disability Services
If you need course adaptations or accommodations because of a disability or
chronic illness, or if you need to make special arrangements in case the building
must be evacuated, please make an appointment with me as soon as possible,
or see me during office hours. Please also contact Disability Support Services
(DSS) as they are the designated department responsible for approving and
coordinating reasonable accommodations and services for students with
disabilities. DSS will help you understand your rights and responsibilities under
the Americans with Disabilities Act and provide you further assistance with
requesting and arranging accommodations. The Disability Support Services
website is http://www.csuchico.edu/dss.
Student Learning Center (Optional)
The mission of the Student Learning Center (SLC) is to provide services that will
assist CSU, Chico students to become independent learners. The SLC prepares
and supports students in their college course work by offering a variety of
programs and resources to meet student needs. The SLC facilitates the
academic transition and retention of students from high schools and community
colleges by providing study strategy information, content subject tutoring, and
supplemental instruction. The SLC is online at http://www.csuchico.edu/slc. The
University Writing Center has been combined with the Student Learning Center.
Session
1
Topics
Introduction to the different
ESL/EFL Methods
Assignments
Read:
Session
1/25
2
2/8
3
3/1
4
3/15
5
4/4
Topics
Assignments
Freeman & Freeman (1998). ESL/EFL
Teaching. Pages xiii-87
Student centered lessons
Creating lessons that have
meaning and purpose
The role of social interaction
in learning
The four modes
Supporting students’ first
language and culture
Faith in the learner
Putting all seven principles
into action
Read:
Freeman & Freeman (1998). ESL/EFL
Teaching. Pages 88-191
Older English learners
Read:
Freeman & Freeman (2008).
Academic Language for English
Language Learners and Struggling
Readers: How to Help Students
Succeed Across Content Areas.
Chapters 1-3.
Survey Assignment Due
READ:
Freeman & Freeman (2008).
Academic Language for English
Language Learners and Struggling
Readers: How to Help Students
Succeed Across Content Areas.
Chapters 4-6
Case Study Assignment Due
Using themes
Routines and strategies to
support older English
learners
Closing the achievement
gap
Final project (unit) due
6
4/26
Criteria
Class Participation
Attendance and
Promptness
Read:
Freeman & Freeman (1998). ESL/EFL
Teaching. Pages 192-266
Lesson Reflection Due
Student Participation Rubric ( Ann Schulte)
Not Proficient
Developing
Proficient
0-5
6-7
8-9
Rarely if ever
Contributes to class
Comments enrich
contributes to class
discussion when
class discussion.
dialogue. Not
called upon.
Attention to class
prepared when
Comments are helpful discussion is
called upon.
and related to topics
apparent. Is prepared
being discussed.
with course readings.
Exemplary
10
Volunteers regularly to class
discussion. Is always
prepared with course
readings.
Comments are insightful,
reflective and enlightening.
Frequently misses
class. Often late to
Attendance is regular.
Always prompt to class and
Occasionally misses
class. Sometimes late
Rarely, if ever misses
class. Usually on time
class or not ready to
begin on time.
to class or not always
ready to begin on
time.
to class and returning
from breaks.
back from breaks. Ready to
begin on time.
Group Participation
Isolated from group
activities. Not
constructive.
Contributes little to
group success.
Involved with group
activities. Listens
actively and
participates in group
process.
Encouraging and
Supporting Others
Is often negative or
unsupportive of
others.
Consistently fails to
offer encouragement
and occasionally is
negative or
unsupportive.
Actively participates
in the group. Makes
relevant comments
and suggestions.
Helps the group be
successful.
Never discourages
anyone with word or
action. Occasionally
offers encouragement
and support.
Makes useful contributions
to the group (not
dominating), including
suggestions and over-looked
questions. Focused on task
and attentive.
Makes constructive
comments to others. Offers
frequent words and gestures
of encouragement.