CURRINS 541
Principles and Methods of Teaching English as a Second Language: K-12
University of Wisconsin--Milwaukee
CURRINS 541 Section 002 Fall 2014
PROFESSOR: Robin Rivas
CONTACT INFORMATION: E-mail: rivasr@uwm.edu Office Phone: (414) 475-8091
OFFICE HOURS: By appointment
CLASS LOCATION AND MEETING TIME: W 9/02-12/11 5:00-7:40 Phy 142
COURSE DESCRIPTION:
This course aims to explore conventional and critical approaches in teaching English learners. It
is designed to provide basic principles and instructional techniques for K-12 English as a Second
Language (ESL) programs and to provide future (and current) teachers with experiences and
backgrounds to prepare them for teaching ELLs. Finally, an emphasis on constructing lesson
plans with an eye on critical pedagogy/social justice will be one of the focal points of this course.
This course cannot be taken for credit/no credit. If you have chosen this grading option, please
complete an add/drop form to change the grading from credit/no credit to graded.
Key Questions and Ideas
 What are the demographic trends in the English learner population?
 In what ways can teachers support English learners in the classroom?
 How can teachers provide comprehensible input for English learners?
 How does an understanding of the stages of second language development inform
instructional practices?
 What methods are most effective for teaching English learners? How can teachers
differentiate instruction to meet the needs of students with varying English language
proficiencies?
 How can teachers best present content-specific academic language to English learners?
 How do teachers set appropriate language and content objectives to focus lessons better?
COURSE GOALS:
Students successfully completing this course will demonstrate a developing knowledge of and be
able to:
 apply theoretical foundations and second language acquisition research to second
language teaching and learning;
 integrate language, culture, and content goals in the ESL curriculum;
 identify and become certified in appropriate student assessment and program and teacher
evaluation;
 use instructional materials and activities appropriate for elementary, middle, and high
school ESL programs, including communicative language teaching and sheltered
instruction;
 identify program delivery models and placement issues in ESL;
 assist mainstream teachers to help limited English proficient students in the regular
classroom;
 use appropriate strategies to develop English literacy in second language learners;
 and analyze issues such as cross-cultural understanding, acculturation, and inclusion.
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TEXTBOOKS AND REQUIRED READING SELECTIONS: Texts
available at Panther Bookstore only.
Díaz-Rico, L. T. (2008). Strategies for Teaching English Learners. 3rd ed. Boston: Pearson.
Recommended: Herrell, A. and Jordan, M. (2012). Fifty Strategies for Teaching English
Language Learners. 5th ed. Boston: Pearson.
GENERAL COURSE REQUIREMENTS:
Students are expected to analyze and synthesize information from the assigned readings while
maintaining an analytical stance toward information related to the course. In the Second
Language Program we believe strongly that the development of strong relationships supports us
in creating productive learning communities, a model that we hope you take with you into your
professional work as a classroom teacher. All of the program/professional courses are interactive
and discussion based. Missing class means missing the interaction and the collaborative
construction of knowledge. It is difficult if not impossible to make this up. Thus, we take
attendance and participation in class very seriously. So, for any Second Language program
class, more than two absences will require you to submit a letter of explanation and may result in
the requirement to retake the course. More than three absences may result in a failing grade in
the course. Please note the university policy on Accommodation of Religious Beliefs:
https://www4.uwm.edu/secu/docs/other/S1.5.htm
Assignments will initially be given full points (+), half (√) points or no points (−). It is
expected that those assignments with zero or half point shall be resubmitted with
appropriate editing for full credit. All assignments must be typed. Late work will not be
accepted without the instructor’s prior permission and, if accepted, will be subject to a late
penalty. Review the UWM Catalogue for policy guidelines regarding withdrawals, incompletes,
and academic misconduct including plagiarism. Note that any use of another source, whether in
print, on-line, or words/thoughts of others, should be cited appropriately. Please do not disrupt
the classroom environment with lap top, cell phone or pager use (set to vibrate if needed).
On Average, students should spend 48 hours per credit on in-class activities and activities
outside of the classroom (i.e., approximately 144 hours for a 3-credit course).
Total hours: 3 Credits x 48 hours
=144 hours
Although the exact number will vary by student and by week, my expectation is that you will
spend the following hours:
In Class: 150 minutes x 15 weeks
=37.5 hours
Reading/Viewing Course Materials =75 hours
Working on Assignments
=31.5 hours
The workload is an estimate, please understand that you will be assessed on your performance,
not on the time you put on the course.
University Policies
The Secretary of the University Web site (http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf)
contains the following University policies:
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1. Students with disabilities. Accommodations for students with disabilities.
2. Religious observances. Accommodations for absences due to religious observance
3. Students called to active military duty. Accommodations for absences due to call-up of reserves to
active military duty.
4. Incompletes. A notation of "incomplete" may be given in lieu of a final grade to a student who has
carried a subject successfully until the end of a semester but who, because of illness or other unusual
and substantiated cause beyond the student's control, has been unable to take or complete the final
examination or to complete some limited amount of term work.
5. Discriminatory conduct (such as sexual harassment). Discriminatory conduct will not be tolerated
by the University. It poisons the work and learning environment of the University and threatens the
careers, educational experience, and well-being of students, faculty, and staff.
6. Academic misconduct. Cheating on exams or plagiarism are violations of the academic honor code
and carry severe sanctions, including failing a course or even suspension or dismissal from the
University.
7. Complaint procedures. Students may direct complaints to the head of the academic unit or
department in which the complaint occurs. If the complaint allegedly violates a specific university
policy, it may be directed to the head of the department or academic unit in which the complaint
occurred or to the appropriate university office responsible for enforcing the policy.
8. Grade appeal procedures. A student may appeal a grade on the grounds that it is based on a
capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established
procedures adopted by the department, college, or school in which the course resides or in the case of
graduate students, the Graduate School. These procedures are available in writing from the respective
department chairperson or the Academic Dean of the College/School.
ASSIGNMENTS AND GRADING:
ALL ASSIGNMENTS AND RESUBMISSIONS, UNLESS OTHERWISE STATED, MUST
BE SUBMITTED TO D2L DROPBOX
Attendance, Participation, and Class Exercises (15) Regular, punctual attendance is expected.
Each student brings a unique perspective and life experience to the learning environment and
each person is expected to actively participate in class discussions and evidence knowledge of
the readings by making pertinent contributions. All students are expected to read assignments
and to be prepared to discuss them. Students may be asked to do activities and exercises
related to the assigned readings such as conducting brief interviews, doing informal surveys or
observations, analyzing items from the media or position statements by national figures or
agencies on educating English language learners. Students may also be asked to lead discussions
on a topic or reading. Students will receive a 2-point reduction in their participation grade for
each absence unless excused. Tardiness (arriving 10+ minutes late) or leaving class early (10+
minutes after class has begun) will result in deduction of one (1) point. Please note that if you
arrive to class 60+minutes late, without approval, I will mark you as absent. Points are also lost
for participation based upon a clear lack of attention to ongoing activity (e.g., completing other
work during class time, talking off task, checking e-mail) and if the student is constantly
forgetting their class materials (e.g., books, readings, lesson plan). Students cannot make up
these points.
One-pager (1 @ 5 pts) In order to practice an assessment technique as well as show synthesis
and preparation prior to class discussions, students will prepare a One-Pager. This assignment
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should synthesize, compare and contrast two chapters from the Diaz-Rico book. The template for
the one pager is included at the end of this syllabus.
Scaffolded Pre-Reading Mini Lesson (1 @ 5 pts)
The scaffolded pre-reading mini lesson will demonstrate a pre-reading technique used for ELLs.
Students should research (internet or other resource) to identify an appropriate pre-reading
technique to use with proficiency level 1 and 2 ELL students. A one page mini-lesson using that
technique to establish background knowledge prior to teaching a reading passage should be
submitted.
Classroom observations and field experience (5 @ 3 pts. each=15 total points) Students will
participate in field experiences in classrooms serving English language learners (minimum of 30
hours to be completed). You should be as actively involved as the setting allows and complete a
log of hours which the cooperating teacher confirms and evaluation. Students will consider what
they experience in relation to principles and concepts learned in class and in relation to race,
class, culture and language. You will complete at least five reflection activities which will be
submitted at the end of the semester. A list of activities for fieldwork can be found in the content
section of the D2L site. Students taking the course for graduate credit will be expected to
demonstrate a deeper level of critical analysis in the summary and reflective questions. All field
hours must be completed and paperwork submitted by date designated in the Course
Schedule.
Strategy Demonstration (1@ 5 pts) Every student is responsible for reading the strategies
presented by Herrell and Jordan as assigned in the Course Schedule. You will present one
activity as assigned and a discussion in an interactive way with the class. Be creative and get
your colleagues involved. Do an example (other than what is presented in the text) or an
extension, role play, simulation, etc. You should include a clear, concise and well-organized
presentation of the strategy in an interesting and motivating interaction. Demonstrations should
be no longer than 10 minutes.
Portfolio entries (1 @ 5 pts) The Wisconsin Department of Public Instruction (DPI) requires all
candidates for certification to complete a program portfolio. In this course, you will select one
(1) WI Teacher Standards to reflect upon and submit a corresponding artifact to demonstrate
your competency in that area. The reflection will be no more than 2 pages. These should be
original work and not standards completed in another course. Standards 1, 4, 7, and 9 are
recommended.
ACCESS for ELLs Certification (5 points) You will be enrolled in the WIDA online training
course located at www.wida.us . After an in class face to face training, you will have the
following week to go online, calibrate your scoring and take the certification quizzes. Required
certification will be in the Group Administration and Speaking. Your printed certificate from the
online course will be submitted for credit.
Philosophy of English Language Learners (1 @ 5 points) You will develop a personal and
professional statement of your values, beliefs, experiences and goals as a teacher of English
language learners. This should support you in addressing many of the questions about effective
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teaching strategies for language learners and challenges that may be posed by administrators,
parents, community members and colleagues. Limit your statement to no more than 2 pages,
double-spaced, 12 pt Times New Roman but support with research (be sure to include a
reference section).
Unit Plan Rationale (4 points), Thematic Web (2 points), ELD Template (5 pts) The term
thematic unit refers to instruction that provides a learning sequence organized around a theme or
a topic offering students opportunities to use oral language, reading, writing, and critical thinking
for learning and sharing ideas.
The unit plan rationale should be a statement of your reasons for teaching this unit: what is most
important about this topic and why it should matter to students and contextualize their learning
(what they have been working on thus far, what they know, etc.) The ELD template is the
differentiation plan for your unit. Your thematic web will be a visual or graphic representation of
your thematic unit. Follow guidelines handed out in class.
Lesson Plans (2 plans @ 12 = 24 points)
You will write three instructional blocks/comprehensive lesson plans of at least three hours each.
One plan should be for grades Pre-K through 3, one for grades 4-8, and one for grades 9-12
(applies for PK-12 candidates; alternatives for other certification levels to be discussed). Be sure
to designate a grade level for each plan and address the content areas of Social Studies,
Mathematics or Science. Show how you have paid attention to the language needs of the students
learning a new language by your use of the techniques we have discussed in class. Lesson plans
must include at least one strategy from Herrell, A. and Jordan, M. (2008). Fifty Strategies for
Teaching English Language Learners
Presentation/Microteaching (5 points) Units will be shared with the class (see Course
Schedule) via a brief overview of your work. This presentation should be scaffolded by using
some form of technology (PPT., Prezi etc.) and interaction with the class.
Graduate Assignment For graduate credit, students should consult with the instructor for an
additional paper/project assignment. See Course Schedule for due dates.
CRITERIA FOR ASSIGNMENT OF LETTER GRADES: (total: 100 points)
Attendance/Participation/Exercises
15 points
One-Pager
5 points
Scaffolded Pre-Reading Mini Lesson
5 points
Philosophy of Education (ELL)
5 points
Field Experience Observations
15 points
Strategy Presentation
5 points
Portfolio Entry
5 points
Unit Plan Rationale
4 points
Thematic Web
2 points
ELD Template
5 points
ACCESS for ELLs Certification (Spkg and Group Admin) 5 points
Lesson Plans (2 plans @ 12 each)
24 points
Final presentations/Microteaching
5 points
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Points for the assignment of course grades:
A = 100-94
B = 86-84
C = 76-74
A- = 93-90
B- = 83-80
C- = 73-70
B+ = 89-87
C+ = 79-77
D+ = 69-67
D = 66-64
D- = 63-60
COURSE SCHEDULE
The instructor reserves the right to shift the schedule as needed. Chapters/readings listed should
be read and a reflection prepared prior to class. TEL refers to the Díaz-Rico text. Strategies refer
to the Herrell and Jordan text.
Date
Sept 3
Topics
Introduction to the Course
Readings
Sept 10
Who Are English Learners
and Their Teachers
TEL Chapter 1
TEL Appendix A
Sept 17
Critical Roles for Teachers
Strategies Section I:
Theoretical Overview
TEL Chapter 2
Sept 24
Views of Teaching and
Learning
Oct 1
Performance Based
Learning
Learner Strategies and
Learner-Focused Teaching
Strategies 1-5
TEL Chapters 3 and 4
Strategies 6-10
TEL Chapter 5 and 6
Strategies 11-15
Oracy Instruction That
Build on the First Language
Oct 8
Thematic Units- Web work
WIDA and WIDA
Standards
Assignment due
Strategies 1-5 present
Philosophy of
Teaching ELLs
Strategies 6-10 present
One Pager (synthesize
a minimum of 2 of the
chapters read so far)
Strategies 11-15
present
2007 WIDA ELP
Standards and 2012 ELD
Standards (available at:
www.wida.us/downloadLi
brary.aspx )
Strategies 16-20
present
Strategies 16-20
Oct 15
Literacy Instruction for
English-Language
Development
TEL Chapter 7
Strategies 21-25
Thematic web, ELD
Template and Rationale
due
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Oct 22
Lesson Planning
Learning Processes and the
Imaginary
Oct 29
Role of Grammar
Culturally Based Language
Teaching
TEL Chapters 8 and 9
Grad project proposals
Scaffolded PreReading Mini Lesson due
Strategies 26-30
TEL Chapter 10
Portfolio Entry
Strategies 31-35
Nov 5
Nov 12
Nov 19
Nov 26
Discourse in the Classrooms
TEL Chapters 11 and 12
of English Learners
Dual-Language Proficiency
Strategies 36-40
Assessment of ELLs
(ACCESS for ELLs)
TEL Chapter 13
Two field activities to
be submitted today
Strategies 41-45
Teaching English in Context
Building a Community of
TEL Chapters 14 and 15
Learners
Strategies 45-50
Project-Based Learning and
Service Learning
ACCESS for ELL
Usernames and passwords
(online certification work)
given in class to access
www.wida.us
quizzes online
No face
to face
class
Dec 3
Presentations/microteaching
Attend.
Required
Access for ELLs
Certification
Lesson Plans (2)
Dec 10
Presentations/microteaching
Attend.
Required
All remaining field
activities
All field experience
paperwork and
cooperating teacher
evaluations
Graduate
Papers/Projects
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Wisconsin Teacher Standards
PI 34.02 Teacher Standards. To receive a license to teach in Wisconsin, an applicant shall
complete an approved program and demonstrate proficient performance in the knowledge, skills
and dispositions under all of the following standards:
(1) The teacher understands the central concepts, tools of inquiry, and structures of the
disciplines he or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for pupils.
(2) The teacher understands how children with broad ranges of ability learn and provides
instruction that supports their intellectual, social, and personal development.
(3) The teacher understands how pupils differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the diverse needs of pupils, including those
with disabilities and exceptionalities.
(4) The teacher understands and uses a variety of instructional strategies, including the use of
technology to encourage children's development of critical thinking, problem solving, and
performance skills.
(5) The teacher uses an understanding of individual and group motivation and behavior to create
a learning environment that encourages positive social interaction, active engagement in
learning, and self-motivation.
(6) The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration, and supportive
interaction in the classroom.
(7) The teacher organizes and plans systematic instruction based upon knowledge of subject
matter, pupils, the community, and curriculum goals.
(8) The teacher understands and uses formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social, and physical development of the pupil.
(9) The teacher is a reflective practitioner who continually evaluates the effect of his or her
choices and actions on pupils, parents, professionals in the learning community and others and
who actively seeks out opportunities to grow professionally.
(10) The teacher fosters relationships with school colleagues, parents, and agencies in the larger
community to support pupil learning and well being and who acts with integrity, fairness and in
an ethical manner.
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Directions for “One-Pager”
(Adapted by Carol Ann Pesola Dahlberg from Dr. Karla Smart)
You will be developing one-pagers for some of the readings in this course. The “one-pager” is a
plan for responding to reading and preparing for discussion that was created by Gabriella Rica. A
one-pager should include:
1. A visual image, symbol, or representation of an idea/concept that is especially important
to you from the reading--use color to further your symbolic meanings. Markers, crayons,
colored pencils are all good choices, and you may find photographs, magazine clippings, or
other sources that will increase the visual impact of your work.
2. At least TWO direct quotes from the text, selected for whatever purpose you like. They
may show important ideas, or ideas you question. Be sure you use quotation marks and
indicate where the quotes come from.
3. At least one question
4. At least two statements from you. (These can paraphrase or summarize ideas from the
reading, or they can connect/link parts of the reading to other sources you know, or they
might tell about your own experience as it connects to these ideas.)
5. (Optional) One quote from another source that connects to the ideas your one-pager addresses.
One-pagers will be evaluated on their expressiveness, and on the degree to which they
incorporate all of the characteristics identified above.
Evaluation criteria:
 Visual Image-Clearly demonstrates concept
 Direct Quotes-At least two from reading with page citation
 Question-Relevant to article
 Statement-At least two shared; clear and relevant to article
 Focus-Clear
 Neatness-Very neat or sloppy
Strengths of the "one-pager" as a strategy include the following:
 •a visual representation helps you think symbolically;
 •direct quotes let you move back into the specific text;
 •questions help you clarify ideas, or do "what if" thinking, or draw
 •inferences and connections between other readings/ideas;
 •the statements of what interested you point to specifics and let you put ideas into your
own words
Notice all the different kinds of thought processes at work in creating a one-pager response to
reading! As you work with the strategy during this class, think of ways you could use it in
your own teaching.
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Professional Organizations and Other Web Sites
Understanding Language - Stanford University
http://ell.stanford.edu/
Colorín Colorado: Teaching Content Areas
http://www.colorincolorado.org/educators/content
Cooperative Learning Tutorial
http://olc.spsd.sk.ca/DE/PD/coop/index.html
Dave's ESL Cafe
http://www.eslcafe.com/
EverythingESL.net Lessons
http://www.everythingesl.net/lessons/
National Association for Bilingual Education (NABE)
http://www.nabe.org/
National Association for Multicultural Education (NAME)
http://www.nameorg.org/
National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs
http://www.ncela.gwu.edu/
National Research Center on English Learning and Achievement
http://www.albany.edu/cela/
Prince George's County Public Schools: A Guide to Cooperative Learning
http://www.pgcps.org/~elc/learning1.html
The SIOP (Sheltered Instruction Observation Protocol) Institute: Lesson Plan Templates
http://www.siopinstitute.net/classroom.html
Teachers of English to Speakers of Other Languages (TESOL)
http://www.tesol.org/
TeacherVision: Rubrics for Writing
http://www.teachervision.fen.com/writing/printable/6313.html
U.S. Department of Education: Office of English Language Acquisition (OELA)
http://www.ed.gov/about/offices/list/oela/index.html
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