GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 1 of 10
C&I 280 Intro. to Teaching English to English Language Learners
3 cr (3.0)
College of Education
Semester:
Spring 2014 PSU Angel Modules and Spring Break (March 6 -14) Global Program Week in Greece
http://www.celestialvoyagers.com/academic/trip/265/psb_greece_2015/1#.U-KRS4BdUnt
Instructor:
Lynn Hartle, Ph.D., Professor of Education & Education Coordinator
Office:
Main building Office –Room 104A
Office Hours:
TBA
Phone:
610 892-1492 TEXT: 321-356-4211
Email, SKYPE ID: lch1@psu.edu
SKYPE ID play.florida (go to skype.com for FREE video conf. software)
Catalog Description:
This course focuses on the development of foundational knowledge for teacher education students to assist English language
learners successfully in their future classrooms. It follows Pennsylvania Department of Education’s guidelines for pre-service teachers for
meeting the instructional needs of English language learners (22 PA Code, Chapter 49, 13(b) in PA Bulletin (2007), Vol. 37, No 38).
The basic premise of the course is that teachers play an important role in creating a positive classroom learning environment and
bringing school success, especially for English language learners. Students will be supported to develop essential dispositions, skills, and
knowledge to fulfill this important role while exploring the issues of culture, language, learning contexts, instruction and professionalism.
Students will study these five major course topics through course readings, class discussions, and cultural explorations of our own and
others’ cultures while engaging in individual, social, and experiential learning opportunities together.
Gamification
Seminar meeting activities and outside the class activities will typically require up to two hours of work outside of class. Seminar
activities will be GAMIFIED and emphasize participation in small group discussions, collaborative learning experiences and oral
presentations. A primary focus will be critical analyses of students’ reading, writing, and speaking skills with opportunities for feedback from
the instructor and peers. A significant amount of the seminar’s academic content will examine issues in the teaching profession as the
students in this course plan to pursue academic majors in the field of education. BUT what is GAMIFICATION? AND how will we be
learning?
GAMIFICATION is the application of game elements in non-gaming situations, often to motivate or influence behavior. The rewards
or the spirit of competition can spur students’ concentration and interest and lead to more effective learning. The use of GAMIFICATION is
wide-ranging in higher education, from extra-credit awards and in-class team competitions to complex multi-level schemes that can pervade
a course. Although GAMIFICATION can be deceptively difficult to employ effectively, it has the potential to help build connections among
members of the academic community, drawing in shy students, supporting collaboration, and engendering interest in course content that
students might not have otherwise explored. GAMIFICATION offers [US] numerous creative opportunities to enliven instruction with contests,
leader boards, or BADGES that give students opportunities for recognition and a positive attitude toward their work.
Modules In Angel (http://cms.psu.edu)
Each week, a corresponding Folder (i.e. Week 1, Folder 1) will be available in Angel – Lessons area. All directions for the week
will be included in a Weekly Module (i.e. Week 1, Module 1). Readings and or other links/ materials for that week will also be included in the
Weekly Folder.
Course Objectives
This course is designed to develop understandings of:
Unit ONE. Culture
(1) socio-cultural characteristics of English language learners including educational background and demographics and their strengths
(2) how English language learners’ cultural communication styles and learning styles affect the learning process
(3) how English language learners’ cultural values affect their academic achievement and language development
(4) negative effect of cultural bias in instruction, materials and assessments
(5) the importance of developing cross-cultural competence in interactions with colleagues, administrators, school and community
specialists, students and their families
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 2 of 10
Unit TWO. Language & Literacy
(1) knowledge of language systems, structures, functions, and variation
(2) the process of acquiring multiple languages and literacy skills, including the general stages of language development
(3) the differences between academic language and social language and the importance of developing both to succeed in U.S. schools
Unit THREE, Part 1 Instruction and Professionalism
(1) Integrating research, concepts and theories of second language acquisition to plan customized instruction for English language
learners
(2) Integrating the PA Language Proficiency Standards for English Language Learners in PreK-12 grades to guide effective instructional
planning and assessment
(3) Using assessment data to customize and modify instruction for optimal learning for English language learners
(4) Using collaborative, co-teaching models for serving English language learners
(5) Demonstrating knowledge of the legal responsibilities as well as professional resources and organizations related to serving English
language learners
Unit THREE, Part 2 Students will have opportunities to apply this knowledge as they:
(1) Observe culturally and linguistically diverse instructional and/or non-instructional settings
(2) Analyze characteristics of effective teaching and assessment for English language learners
(3) Reflect on their own learning throughout the semester
Unit FOUR Laws, Programs and Politics
(1) examine the history of Bilingual, ELL, TESOL education in the US
(2) examine the history and contemporary immigration laws in the US
(3) knowledge of the terms to describe ELL students, programs, pedagogies
READING REQUIREMENTS
Texts (required and recommended)
REQUIRED:
Kim, Y. & Hinchey, P. (2013). Educating English Language Learners in an Inclusive Environment. New York: Peter Lang Publishing. ISBN
10: 1433121344
Other Readings/ Multimedia resources will be available at these designated electronic spaces as in indicated in the schedule below:

ANGEL course website – LESSONS area

University Online Journals Instructor Reserves
Important Websites:
Tapestry (ESOL videos and resources) http://tapestry.usf.edu/
Center on Instruction (for ELL) http://www.centeroninstruction.org/resources.cfm?category=ell
Center for Applied Linguistics (CAL) http://www.cal.org/topics/ell/
Teachers of English to Speakers of Other Languages, Inc. http://www.tesol.org/s_tesol/index.asp
Links of Interest to Students & Teachers of English as a Second Language http://iteslj.org/links/
Relevant Journals:
Teaching English as a Second or Foreign Language (TESL-EJ) http://www.tesl-ej.org/wordpress/
The Internet TESL Journal http://iteslj.org/
TESOL Journal (TJ) http://www.tesol-journal.com/
TESOL Quarterly (PSU online journals)
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 3 of 10
Assessments: Discussions, Games, Activities, Projects with Field Work
(full instructions and grading rubric for each Assignment will be provided in Angel)
ELECTRONIC (E)-Discussions/Games/Activities
25 %
(Angel Discussions, games, and activities which support comprehension, application, analysis, synthesis, evaluation of the required
readings)
You are assigned-for Discussions only- to one of the groups –so you will have small group feel when corresponding to other
classmate’ postings.
Please post within YOUR GROUP only unless otherwise directed. NOTE: you are graded individually and not as a group.
---You will ALSO be responding to others in your group after you read their Postings.
MODULE 1-2 will specify which group you are assigned – Group 1 or Group 2 (Group3 as needed, 2-3 groups)
WHY DISCUSSIONS?
Discussions (virtual-Asynchronous in WebCourses) are considered similar to F2F small group discussions or activities
you would be doing if you came to a F2F class and like most F2F classes you are not graded as group during discussions.
Since children and teachers have diverse personalities, learning styles, abilities and cultural/linguistic traditions, teaching cannot
be a precise science in which selected strategies can automatically be applied to all children in a classroom, so group
DISCUSSIONS provide opportunities for reflection and perspective-taking on decision-making critical to teaching and
learning.
DISCUSSIONS will ask you to (but not limited to):
 consider when and how to use strategies,
 how what you read about or saw in a video impacts learning,
 how to differentiate instruction,
 what kinds of teaching works for you and what doesn’t, and
 how classmates have used or thought about strategies in ways that might be applicable to your teaching.
INSTRUCTOR FEEDBACK on Individual Student DISCUSSION postings:
The purpose is to scaffold the quality of your (individual) responses related to the topic and enhance overall depth of knowledge
about teaching and learning.
--Feedback based on rubric and Narrative comments = Exceptional, On Target, Improvements Suggested, Elements
Missing/Brief

Exceptional (100-90% pts on Grading Rubric), goes above and beyond expectations and shows depth of your
understanding, application to other situations, analysis, synthesis; includes ALL requirements for the assignment

On Target (80-89% pts. on Grading Rubric), includes ALL requirements for the assignment, but could include greater
depth of your understanding

Improvements Suggested (79-70% pts. on Grading Rubric), missing some elements or some elements could be
enhanced.

Elements Missing/Brief (69-0%) Several elements missing or several elements could be enhanced.

INSTRUCTOR “SMALL GROUP” DISCUSSION feedback and comments
During each week that a Discussion posting is due, the instructor will be "Jumping into" (virtual-asynchronous) WebCourses
Group Discussions to read the Discussion postings and peer responses in order to understand the general climate of the class
learning. Feedback will include some instructor narrative comments as applicable or to scaffold future postings, but there will not
be personal feedback narrative for every posting. See small group/overall feedback to help you, too.
Responses, delights, encouragements, general findings/ patterns, and general (not related to specific students) reactions will be
provided to the entire class through coursemail as means of spiraling your learning to higher
levels.
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and deeper
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 4 of 10
WHY ACTIVITIES?
Much the course will provide practice in seeking out and using new information—critical skills for the classroom teacher. Such
practice will be accomplished in a series of specific assignments. These include, for example: a brief ONLINE presentation to
the class highlighting personal culture, based on three cultural artifacts; a Power Point presentation providing an overview of
similarities and differences between two cultures; and, modeling a specific instructional strategy.
The purpose of these assignments is to adventure into new territory, and it seems counterproductive to grade adventures as if
they were highly structured tasks. Therefore, they will not be graded with the traditional A, A-, etc. Instead, grades on these
assignments will be 0 (not completed, or more than one class late); 1 (ok if not ambitious, and/or one class late); 2 (a good effort
that shows some ambition and/or creativity).
At the end of the course, I will average the grades of all assignments together for a single grade for the category.
FULL Directions in EACH Module posted to Angel in LESSONS folders
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Reading Quizzes: 15%
WHY QUIZZES? It is human nature to skip work there is no penalty for skipping to and prioritize work to which some reward/penalty
is attached. Therefore, to help ensure that readings for this class are pretty high on your list of priorities, brief reading quizzes on
assigned reading will be due at the BEGINNING of each week. Module activities will be tied closely to the readings, and there will
often be little for students to gain in module activities for which they don’t have the background information assumed.
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Field Work Assignments in the US and Greece: 20%
WHY FIELD WORK?
“You never know another person’s experiences until you walk in his/her shoes”…(or at least put yourself in a similar circumstance).
When children immigrate to the US, sometimes they enroll in a school and are placed in classroom in which only English is spoken,
and they speak little to no English. For future teachers to develop empathy and awareness of other languages and cultures, these
“reverse” (English speaking teachers in non-English situations) experiences such as those below will help teachers see from the
vantage point of the ELL child’s situation in an English speaking classroom. What it like for these future teachers when they are in
situations in which English, their language is not spoken and customs are different from their own? How will the teachers work
through the language/ culture challenge to reach a goal?
During the Semester:
Students will engage in assigned (but flexible to your time schedule) Observational and Direct experiences with Non-native English
speakers who now reside in the Philadelphia area. Observational/ engaging assignments will be documented through students’
choice of multi-genre research / multimodal avenues – writing, pictures, photos, video, dance, oral presentation recorded,
PowerPoint, Prezi, Voicethread, Vimeo, etc. Assignments with completed directions to follow on how to engage will include:
 Visit to China Town, Philadelphia
 Visit to a place of Worship, not of student’s own denomination
 Visit to Cambodia Club, Philadelphia
 Choice of experiences with ELL children/child/adolescent to include: After school tutoring, in school assistance, one-to-one
assistance, virtual communication at three (3) encounters with the same children/child/adolescent.
 Have a meal in a restaurant in which few people in the restaurant speak English
During the Spring Break Week in Greece (March 6 – 14):
http://www.celestialvoyagers.com/academic/trip/265/psb_greece_2015/1#.U-KRS4BdUnt
You will engage in Observational and Direct experiences with Non-native English speakers in Greece in various locations:
Athens, Delphi, Olympia, Naphlion, Aegina. Assignments will be documented through students’ choice of multi-genre research /
multimodal avenues – writing, pictures, photos, video, dance, oral presentation recorded, PowerPoint, Prezi, Voicethread, Vimeo, etc.
Assignments with completed directions to follow on how to engage will include:
 Multi-genre study (pictures and words) of each town: religions, schools (types and how they are set up), children’s leisure
activities, Technologies available in rural and urban areas, other languages children are learning in school
 Have a meal in a restaurant in which few people in the restaurant speak English
 Use the directions in Greek to find something (bathroom, an artifact, bus stop, etc) in each city visited.
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 5 of 10
 Compare/contrast one of the field experiences in Greece with one of the field experiences in Philadelphia
The Instructor will provide formative and summative feedback and/or scaffold as applicable.
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Community Contribution
10 %
Welcome to Penn State Brandywine's International Studies program! You are invited to join and build our traveling community. As
part of your travel experience, you will be required not only to work with your instructor to complete the assignments specified in the syllabus,
but also to contribute to your traveling community as we all work together to make the most of our shared intellectual experience.
Your Community Contribution Grade: In addition to completing papers, projects and workshops, 10% of your grade will be a
Community Contribution grade, reflecting your overall contributions to your travel abroad community. In general, your Community
Contribution grade will reflect what you do to make this trip an effective and exciting intellectual experience for your community of fellow
travelers. A key component of this grade will be four required community meetings over breakfast, in which you meet with your colleagues
and instructor to share your experiences and insights. Here are some other factors that will impact your Community Contribution grade:
Have your collaborated with one of your colleagues in locating and visiting a museum, performance event, historic sight, etc.? Have you
discovered opportunities of sites to visit to meet your course requirements, and shared them with your colleagues (perhaps at a breakfast
meeting)?
Please note that activities that detract from the traveling community's intellectual experience carry penalties. For example, failing to
follow instructions from the travel agent or the instructors in the program (including instructors of courses other than your own) could result in
a 0 for your Community Contribution grade. Likewise, violation of Penn State University's Code of Conduct, excessive drunkenness, or
violation of the country's laws or customs will be met with severe penalties. In addition to a 0 in Community Contribution, additional penalties
may be assigned to you and your academic record by the university's Judicial Affairs office.
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Mid-term (15%) and Final Reflection and Teaching Statement (15%)
Midterm
In this particular course, there is a great deal of information you will need later. It is important that you work to master this information
and move it into long-term memory. (Think cognitive theory—new information must be connected to pre-existing information so that
you can retrieve it later.) I don’t intend for you to study for these exams and then dump the information; instead, doing a good job on
class assignments and activities will help ensure you can retrieve the information when you need it. These exams are intended to
motivate you to invest fully in work for the class, so that by the time the exams come, you will already have a command of the
information you need.
Final Reflection/ and Teaching Statement
Much of the learning in this course will occur through Angel Discussion and Field Experiences in Greece. Therefore, it is important
that students complete all readings and response activities.
GRADING
RUBRICS and CRITERIA
Each Assignment, Assessments, and Discussion includes criteria and grading rubric as part of the assignment
requirements/ directions. These are designed to let you know exactly what is expected for each assignment to help you to be the best
teacher you can be.
SCORING FOR FINAL GRADES
A 100-93%
A- 90-92%
B+ 87-89%
Grades %
B 83-86%
B- 80-82%
C+ 77-79%
C 70-76%
D 60-69%
F up to 59%
COURSE POLICIES (PLEASE READ – important to your succesS in this course ; ):
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GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 6 of 10
To clarify course requirements, the Instructor may provide additional information to the course web site. You will be notified by course
email of any helpful additions.
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TECHNOLOGICAL proficiency is a must for future educators. You must be set up to use the PSU email (webmail.psu.edu)
and internet access – ANGEL and other designated web browsers and websites.
While I value technology, it has its place and time:

Computers may be used for note-taking, in-class activities & researching at appropriate times;

Cell phones turned to vibrate or off UNLESS used for in-class activity

Please respect our learning time; NO checking email, text messaging, surfing, or FaceBook updates during class-time.
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PROFESSIONALISM: You are enrolled in a Teacher Education program because you arc preparing for the profession of
teaching children.
You will touch the lives of many children throughout your career. The transition from being a student to becoming a teacher begins
by approaching courses in a professional and responsible manner.
Pre-service teachers do not look at teacher education courses with the purpose of "getting a good grade" or "getting by." It is
expected that each of you will demonstrate interest, enthusiasm and professionalism in all your courses.
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ACADEMIC INTEGRITY (Expectations for academic integrity in executing and completing course assignments are those
stated in Senate Policy 49-20)
All class members are expected to take ownership of practicing the Pennsylvania State University’s principle for academic integrity.
According to the university policy, “academic integrity is a basic guiding principle for all academic activity at The Pennsylvania State
University, and all members of the University community are expected to act in accordance with this principle.” Please note the
university website (http://www.psu.edu/dept/oue/aappm/G-9.html)
Academic dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating of information or citations, facilitating
acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or
work previously used without informing the instructor, or tampering with the academic work of other students.
A student should avoid academic dishonesty when preparing work for any class. If charged with academic dishonesty, students
will receive written or oral notice of the charge by the instructor. Students who contest the charge should first seek resolution through
discussion with the faculty member or the campus Director of Academic Affairs. If the matter is not resolved, the student may request a
hearing with the University College Committee on Academic Integrity at the campus.
Sanctions for breaches of academic integrity may range (depending on the severity of the offense) from F for the assignment
to F for the course. In severe cases of academic dishonesty, including, but not limited to, stealing exams or "ghosting" an exam,
students may receive a grade of XF, a formal University disciplinary sanction that indicates on the student's transcript that failure in
the course was due to a serious act of academic dishonesty.
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COMMITMENT TO DIVERSITY AND EQUITY
I have a strong commitment to diversity and equity in education. As a course instructor, I am committed to creating a pro-social
learning environment for all class members and am willing to work with any class member who needs special accommodations to learn
successfully in my course. Please be informed that Penn State welcomes students with disabilities into the University's educational
programs.
If you have a disability-related need for modifications or reasonable accommodations in this course, contact Sharon Manco, 610892-1461, 214E Main Building, sam26@psu.edu. This notification should occur by the end of the first week of the semester. For further
information regarding the Office for Disability Services (ODS), please visit their web site at www.equity.psu.edu/ods
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PROFICIENCY IN THE USE OF ORAL AND WRITTEN STANDARD ENGLISH /
STUDY SKILLS are expected of all teachers - Standard English grammar, spelling, punctuation, appropriate vocabulary, and
sentence structure.
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 7 of 10
Regular proof-reading may meet your needs or if further assistance is needed, you will be REQUIRED to attend regular sessions
at the BRANDYWINE LEARNING- Vairo Library, Upper Floor or WRITING STUDIO - Vairo Library, Upper Floor (see below)
Students must use the guidelines of the American Psychological Association (APA) to cite all sources used in projects and written
work (e.g., articles, books, Internet sites, workbooks/sheets, personal communications, etc.). Citations should clearly indicate and credit
sources used versus material that is original and created by you. Instances of academic dishonesty will result in a XERO grade for the
assignment.
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CHALLENGING LIFE EVENTS – INSTRUCTOR & SERVICES SUPPORT:
In the interest of developing a professional stance, budget your time. YET, we know “life happens”. Please let the instructor know
if a challenging life event is effecting your school work - we can help you.
Please, Do NOT wait until after the challenging life event prevents you from attendance, producing high quality work, or completing
work on time. Instructors can help you and advise you regarding planning and can guide you to PSU Brandywine services, for example:
(http://brandywine.psu.edu/StudentServices/default.htm)
BRANDYWINE LEARNING- Vairo Library, Upper Floor
WRITING STUDIO - Vairo Library, Upper Floor
STEM LAB (Science, Technology, Engineering & Mathematics) - Vairo Library, Upper Floor
COUNSELING SERVICES – Office of Student Life; Commons/Athletic Center, Upper Floor
ATTENDANCE & DUE DATES FOR ASSIGNMENTS
Attendance is REQUIRED during the Spring Break in Greece (this includes staying for the entire experience and NOT leaving early)
due to the experiential nature of this course and emerging sense of professionalism that pre-service teachers must demonstrate.
An extenuating circumstance may lead to an absence. Communication and a conference with the instructor will ensure successful
progress in the course, if questions arise.
On TIME: All assignments must be submitted by the due date/ time designated in the syllabus for the potential of earning full points
The assignments described in the syllabus are to be completed on the due dates in the Module. Students in the course do support
the work of others. Students who have not completed the assigned homework will not be prepared for discussion and diminish their
own and others’ learning potential and productivity.
On occasions, other extenuating circumstances may lead to late work.
LATE, WITHIN ONE (1) WEEK: Any assignments handed in late AND within one (1) week of the due date will be graded at 80% of
the points earned (minus 20 % for lateness). LATE, BEYOND ONE (1) WEEK: Assignments turned in later than one week, of the
due date will be graded at 50% of the points earned (minus 50 % for lateness).
An extenuating circumstance, such as illness / car accident with hospital injuries /etc. will be considered on a case by case basis,
but all work will still need to be completed.
TO PASS: All major assignments must be submitted for grading to pass the course; to show competency of all required NCATE
accreditation / PA teacher certification competencies for this course.
Make up Exam Policy: Students should contact their professor as soon as possible if circumstances beyond their control (i.e. illness,
accident, death in immediate family, PSU team sporting event) mandate that they are not available for exams. (Exams can not be
rearranged for convenience reasons.) Students and professors will work together to find a time and arrangements that are agreeable to
both parties.
Weather emergency - you may obtain official information on classes cancelled full day or delayed opening:
* Call our Campus Information Line at 610-892-1275 OR * Tune in to radio station KYW News radio (1060 AM). OR
*Watch WTXF-Fox 29 TV beginning at 6:00 a.m. The campus radio code is "495" for day classes and "2495" for evening classes.
--Delayed Opening Procedures: On days when a delayed opening is appropriate, a two-hour late opening will be announced
through the normal emergency announcement procedures.
--On a Monday, Wednesday, Friday schedule, classes will start with the class scheduled to begin at 10:30 A.M. On a Tuesday,
Thursday schedule, we will start at 10:30, 1/3 through the class that begins at 10:00. (Normal class times for the remainder of any
delayed-opening day.)
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 8 of 10
TENTATIVE SCHEDULE
(brief & tentative; Go to the Angel Lessons area for complete agenda for each week)
**Students are responsible for changes to the syllabus as may occur.
Please note that as a result of student and/or instructor interests, pace, weather conditions and schedule conflicts, the syllabus and schedule
are subject to change. All changes will be announced in class and/or posted on the ANGEL site.
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CULTURE, UNIT ONE (1)
WEEK 1 Overview of the Course: Review objectives, components, and expectations.
 GO TO the course webpage in Angel and look around.
 Download the Syllabus to your Computer and READ; Make sure you know how to get to all sections of the course
 Introduction & community building
READ: (prior to THURS. class mtg.): Kim &Hinchey, Chapter1
Instructor models sharing of three Artifacts and explains
DUE: THURS : Go the ANGEL, Lessons,… WK 1 Folder, “ELL Numbers and Policy”, watch the brief video, review the fact sheet. Post your
reaction including – what surprised you? Why were you surprised?
---------------------------------------------------CULTURE, UNIT ONE (2) Our cultures…
WEEK 2
READ (prior to TUES..): Kennedy, 1-10; be sure to look over the map at the end of the article.
Alinsky, “The People of America” Note the we are all (except for Native Americans) descendants of immigrants
DUE: TUES : Go the ANGEL, Lessons,… WK 2 Folder, BRING in….Sharing three cultural artifacts & autobiography (MAX 10 minutes
each ) --Identify three cultural artifacts to share. Write a one-page description of them and upload it to ANGEL; bring the items to class to
discuss. (You’ll find an instructor model in the Drop Box.) --Write a short autobiography (max 2 pages) describing your aspirations,
identity and personal experiences; upload the paper to ANGEL.
WEEK 2 Other’s culture
READ: (prior to THURS. ) Kim &Hinchey, Chapter 2 AND Brice Heath, “Oral Traditions”
DUE: THURS : Go the ANGEL, Lessons,… WK 2 Folder,
---------------------------------------------------CULTURE, UNIT ONE (3) Foreigner in another culture
Local Immigrants’ culture…
WEEK 3 Viewing online resources of local immigrants in Philadelphia; Sharing of photos, documents, and other artifacts in small groups
READ (prior to TUES.): Geertz, 1973, pp. 412-453 (Focus on First 10 pages only; read entire as desired)
---------------------------------------------------CULTURE, UNIT ONE (4)
WEEK 4 READ (prior to TUES.) Joint Urban Studies Center, “Ethnic Changes” Long, “Waves...” BROWSE Health Systems
Research (HSR), Chapter 3, “PA Demographics” (2005) and then complete task at right. (Don’t try to remember all the data. Skim, read
details on what interests you.) DUE: TUES : Go the ANGEL, Lessons,… WK 4 Folder,
HSR task: Teachers must not only have information about students, but they must learn how to use it. The Health System Research
reading offers a lot of information. Now, I’m asking you to practice using it. Write a brief answer to the following questions: What
information in this reading did you find particularly useful or interesting or surprising? Why? As a teacher, how might understanding
demographic patterns be useful to you in preparing to teach in a particular area? Post your thoughts on the Drop Box in ANGEL
--Demonstration of literature as a “window and mirror” (Tree of Cranes; A Gift for Papa Diego; A Day’s Work) InYclass workshop
analyzing children’s books
WEEK 4 READ: (prior to THURS.) Tiemensma Mendoza & Reese “Examining Multicultural Picture Books” (Note:ADL link has useful
checklist for “Assessing Children’sLiterature”) DUE: THURS : Go the ANGEL, Lessons,… WK 4 Folder, review the Interfaith calendar
(link in ANGEL) and find a major holiday (listed in bold) for the religion you were assigned. Research the holiday prepare a brief Power
Point with audio narrative and UPLOAD to ANGEL. Include the significance of the holiday and common rituals/activities.
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LANGUAGE ACQUISITION & LITERACY, UNIT TWO (1)
WEEK 5 Understanding language & literacy - First language & literacy development
READ : Finnegan, 1994, pp. 1-21; Kim & Hinchey, Chapter 3
 Small and large group discussions on “How have we developed language and literacy skills?”
--------------------------------------------------------LANGUAGE ACQUISITION & LITERACY UNIT TWO 2)
GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 9 of 10
WEEK 6 Language & literacy development in the first language
READ Pinker, 1995, pp. 262-272 ; Bissex, 1980, pp. 119-131
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LANGUAGE ACQUISITION & LITERACY UNIT TWO (3)
WEEK 7 Understanding ESL students’ literacy development; key issues in supporting ESL students’ language & literacy development
READ Kim, Pearson, McLellan, McPherson-Ramsey, & Konett, 2009, pp. 41-61; Itoh & Hatch, 1978; & Weber & Longhi- Chirlin, 2001
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MIDTERM/ including REVIEW
WEEK 8 DUE Mid-term
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WEEK 9 Spring Break (March 6 -14) Global Program Week in Greece Field Experiences, travel, site seeing
You will engage in Observational and Direct experiences with Non-native English speakers in Greece in various locations:
Athens, Delphi, Olympia, Naphlion, Aegina. Assignments will be documented through students’ choice of multi-genre research /
multimodal avenues – writing, pictures, photos, video, dance, oral presentation recorded, PowerPoint, Prezi, Voicethread, Vimeo, etc.
Assignments with completed directions to follow on how to engage will include:
 Multi-genre study (pictures and words) of each town: religions, schools (types and how they are set up), children’s leisure
activities, Technologies available in rural and urban areas, other languages children are learning in school
 Have a meal in a restaurant in which few people in the restaurant speak English
 Use the directions in Greek to find something (bathroom, an artifact, bus stop, etc) in each city visited.
 Compare/contrast one of the field experiences in Greece with one of the field experiences in Philadelphia
The Instructor will provide formative and summative feedback and/or scaffold as applicable.
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CLASSROOM COMMUNITIES , EFFECTIVE STRATEGIES & ASSESSMENTS FOR ELL’S , UNIT THREE (1)
WEEK 10 READ Kim & Turner, 2006; Kim & Hinchey, Chapter 4
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WEEK 11 READ Coppola, 2009; Goldenberg, 1992/3 – “Instructional Conversation Elements”; Parhar & Senoy, 2011
DUE: Instructional Conversations
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WEEK 12 Effective instructional principles and strategies & assessment strategies for ESL students
READ (prior to class mtg.): Kim & Hinchey, Chapter 5 (pp.1-14); reading on ELL Language Proficiency; Palincsar, David & Brown, 1989
Summary); Reading Quest.org; Reader’s Theatre (Saskatoon Public Schools)
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WEEK 13 Effective assessment strategies for ESL students & Different school programs for ELL
READ Sandefur, White-Watson, & Johnston, 2007; Sox, 2009 (WebQuests for ELL’s); O’Malley & Pierce, 1996 (authentic assessment)
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WEEK 14 Tues. Effective Assessment strategies for ELL’s; WIDA performance standards
READ Barrett; Kim & Hinchey, Chapter 5 (pp.14-33); Kim & Pearson, 1999
WIDA tutorial: http://www.wida.us/standards/Tutorial/player.html http://www.wida.us/standards/DraftRelease/player.html
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ELL LAWS, PROGRAMS, AND POLICIES , UNIT FOUR (1)
WEEK 15 Equity and English language learners (laws and regulations)
READ Clark, 2009; Bunten, 2009; NCLB fact sheet (don’t worry about the details); Kim & Hinchey, Chapter 6
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GLOBALized C&I 280 Intro. Teach. ELL Hartle Spring 2014 Page 10 of 10
ELL LAWS, PROGRAMS, AND POLICIES , UNIT FOUR (2) & CULMINATE & CELEBRATE
WEEK 16 DUE: Final Reflection/ and Teaching Statement
----------------------------------------------------------------FINAL exam week: C I 280 001