Winter Quarter, 2011 (Last update: 1/9/11; see highlighted edits in weeks 4-6)

Claude Goldenberg (Instructor) cgoldenberg@stanford.edu

Sara Rutherford (Co-Instructor and Elem. section; CERAS 204) sara.rutherford@gmail.com

Laura Hill-Bonnet (Elm. Co-Instructor) laurahb1@stanford.edu

Jack Dieckmann (Math; CERAS 302/conf room) jackd1@stanford.edu

Octavio Rodriguez (Science; CERAS 308/library) octavio@letsteach.org

Maneka Brooks (History/Social Studies; Cubberley 206) manekab1@stanford.edu

Jeff Zwiers (English; CERAS 300) jeffzwiers@gmail.com

Ken Romeo (World languages; Meyer 143) kenro@stanford.edu
Required texts:
California Department of Education (1999). English-Language Development Standards for
California Public Schools, Kindergarten through Grade Twelve. California Department of
Education. You can either download from http://www.cde.ca.gov/be/st/ss/index.asp (click on this link: "English Language Development, English Version (PDF; 830KB; 91pp.") or go to http://www.cde.ca.gov/re/pn/rc/index.asp for ordering information. Please obtain a hard copy.
Zwiers, J. (2008). Building Academic Language: Essential Practices for Content Classrooms,
Grades 5-12. Jossey-Bass Teacher.
Coehlo, E. (2004). Adding English: A Guide to Teaching in Multilingual Classrooms. Pippin
Publishing Co. (Available on SULAIR; go to http://library.stanford.edu/)
Supplemental texts:
Elementary: Mini-reader
Science : Carr, J. et al. (2007). Making Science Accessible to English Learners: A Guidebook for Teachers, Grades 6-12 (Updated Edition). WestEd.
Math : R4 Educated Solutions (2010). Making Math Accessible to English Language
Learners: Practical Tips and Suggestions (Grades 9-12). Solution Tree.
World languages :
ACTFL Proficiency Guidelines - Speaking (Revised 1999-PDF). Download from http://www.actfl.org/i4a/pages/index.cfm?pageid=3325
.
ACTFL Performance Guidelines for K-12 Learners. American Council on the Teaching of
Foreign Languages (actfl.org).
1/9/11 rev 1

Optional, for general reference on instructional planning (no readings will be assigned):
Wiggins, Grant & McTighe, Jay (2005). Understanding by Design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development.
Course Description
The overall goal of this course is to prepare STEP credential candidates to be effective beginning teachers of English Learners. In practical terms, the course will help STEP candidates meet the requirements for the English Learner Authorization (ELA) on their preliminary credential. The
ELA authorizes STEP graduates to teach English Learners both in general classrooms, and in specialized settings such as English Language Development (ELD), and Specially Designed Academic
Instruction in English (SDAIE) classrooms. The course introduces students to the historical, political, and legal foundations of educational programs for English Learners. It overviews theories of second language learning and the research on the effectiveness of bilingual education. The course also provides students with a repertoire of theory-based methods to facilitate and measure English
Learners’ growth in English language and literacy acquisition, as well as create learning environments which promote ELD, and content area learning through the use of sheltered instruction. Students will acquire knowledge and skills related to methods of teaching a second language through readings, discussion, group interaction, lesson presentation, hands-on experience of instructional and assessment methods, and materials exploration.
Course Goals (from California Commission on Teacher Credentialing Program Standards, Standard
12) are to provide opportunities for candidates …
1.
to learn the purposes, goals, and content of the adopted instructional program for the effective teaching and support of English learners; candidates will understand the local and school organizational structures and resources designed to meet English learner students’ needs.
2.
to learn about state and federal legal requirements for the placement and instruction of English learners, and ethical obligations for teaching English learners.
3.
to demonstrate knowledge and application of pedagogical theories, principles, and practices for
(a) English Language Development leading to comprehensive literacy in English; and (b) for the development of academic language, comprehension and knowledge in the subjects of the curriculum, making grade-appropriate or advanced curriculum content comprehensible to
English learners.
4.
to learn how to implement an instructional program that facilitates English language acquisition and development by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading and writing skills in English in order to progress to the grade level reading/language arts program for English speakers.
5.
to acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development.
6.
to acquire and demonstrate the ability to use initial, formative, and summative assessment information to diagnose students’ language abilities, and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards.
1/9/11 rev 2

7.
to learn how cognitive, pedagogical, and individual factors affect students’ language acquisition.
8.
to acquire skills for managing and organizing a classroom with first- and second-language learners.
9.
to acquire skills to collaborate with specialists and paraprofessionals.
10.
to learn and understand the importance of students’ family and cultural backgrounds and experiences in planning instruction and supporting student learning and to communicate effectively with parents and families.
11.
to learn how to differentiate instruction based upon their students’ primary language and proficiency levels in English, and considering the students’ culture, level of acculturation, and prior schooling.
Reading assignments
You are expected to complete reading assignments. They will provide background and complementary information for the week's class. They will also serve as resources to deepen your understanding of the course content and extend your knowledge of strategies and techniques to use in the classroom. Our hope is that these books will continue to be useful resources once you begin teaching.
Grades
Grades will be based on the following:
Completed assignments: 75% (15 points for each of 5 assignments)
Class participation (including attendance): 25%.
There will be no end-of-quarter project or exam. Late assignments will be accepted, but unexcused tardiness will result in deductions of up to half of the assignment's score . Assignments later than one week after the due date will be accepted only at the discretion of the Instructor for your section.
Student with Documented Disabilities
Students with a disability that might require an academic accommodation or the use of auxiliary aids and services must initiate the request with the Student Disability Resource Center
(SDRC). The SDRC will evaluate the request with required documentation, recommend appropriate accommodations, and prepare a verification letter dated in the current academic term. Please contact the SDRC as soon as possible; timely notice is needed to arrange for appropriate accommodations. The
SDRC is located at 563 Salvatierra Walk.
List of assignments (see below for due dates) 15 pts each
Assignment 1: A linguistic profile of your placement
Assignment 2: Assessing English proficiency
Assignment 3: A video-taped ELL instructional strategy
Assignment 4: Annotated lesson plan
Assignment 5: Policy webquest
1/9/11 rev 3

PLEASE NOTE: ASSIGNMENTS ARE SUBJECT TO MODIFICATION BY SECTION LEADERS.
Date
Wk
#
TOPICS
Course overview and introduction
English language learners: Practices, programs, and policies.
Who are ELLs? What are the challenges they and their teachers face?
Jan. 6
Jan. 13
Jan. 20
1
2
3
Section: Discuss work to be done in section: Identify and address challenges ELLs face at your level, in your content area. Overview of weekly section readings.
Resources: Education Week, "Spotlight On ELL Assessment & Teaching"; EDUC 388
Glossary; SFGate, "Latino kids now majority in state's public schools"; Coehlo, Section I
(A Welcoming Environment, chptrs 1-2); Zwiers, chptr 2.
Overview of Assignment 1
What is a language?
Components of language; what it means to be proficient in a language; introduction to "academic language"; English language variation (Maneka
Brooks)
Section:
Due: Bring in data for Part I, Assignment 1.
• Discuss Assignment 1 (linguistic profile of your placement) and Overview Assignment 2
(assessing English proficiency)
Readings due this week:
• Selected pages from Coehlo, Section II (How English Works, chptrs 3-7)
• Section assignment
Why is learning a language so important (and messy)?
(Laura Hill-Bonnet)
Perspectives on second language learning/acquisition; corrective feedback in second language learning. Influence of L1 on L2: L1 interference and contrastive analysis
Due: Assignment 1.
Section:
• Discuss Assignment 1.
• Learning/acquiring English as an L2
Readings due this week:
• Selected pages from Coehlo, Section III (The Language Learning Environment, chptrs 8-
11)
• Section assignment
1/9/11 rev 4

Jan. 27 4
Feb. 3 5
Feb. 10 6
Feb. 17 7
Second language development and assessment California English Language
Development (ELD) standards; California English Language Development Test (CELDT); assessing language proficiency levels (Ken Romeo)
Due: Bring questions, be ready to discuss Assignment 2.
Section:
• Discuss Assignment 2.
• P roficiency levels, California ELD standards, CELDT
Readings due this week:
• Coehlo, chptr 13
• English-Language Development Standards for California Public Schools, Kindergarten through Grade Twelve
• Zwiers, Ch. 1
• Assigned pages from Diaz-Rico
• Section assignment
Teaching content, teaching language
(Jeff Zwiers)
Language objectives to support content learning and promote language learning
Due: Bring interview data/notes for Assignment 2.
Section:
• Discuss Assignment 2: Be ready to discuss what have you learned about your student's
English language proficiency.
• PACT Academic Language Rubric http://www.pacttpa.org/_main/hub.php?pageName=Rubrics#Rubrics
Readings due this week:
• Selected pages from Coehlo, chptr 12
• Sheltered Instruction Observation Protocol Ch. 2 (on Coursework)
• Section assignment
Academic language and classroom interactions (Jeff Zwiers) Promoting classroom interactions that encourage use of academic language
Due: Assignment 2.
Section:
• Introduce Assignment 3 (video-taped ELL instructional strategy).
• PACT Academic Language Rubric http://www.pacttpa.org/_main/hub.php?pageName=Rubrics#Rubrics
• Developing academic language (CALP)
• 'Bricks' and 'mortar' words.
Readings due this week:
• Zwiers, Chs. 2-4
• Goldenberg, "Instructional conversations…" (on Coursework)
• Section assignment
English language development instruction--ELD/ESL ( Laura Hill-Bonnet) ELD units;
ELD blocks; integrating language learning throughout the day
Due: Lesson plan sketch or outline for Assignment 3; may turn in video if completed.
Section:
• Discuss assignment 3.
• View videos, discuss Assignment 3 (volunteers)
• Promoting English language development
1/9/11 rev 5

Feb. 24
Mar. 3
8
9
Readings due this week:
• Selected pages from Zwiers, Ch. 5-8 & section assignment
NO LECTURE; ALL SECTION
Due: Assignment 3.
Section:
• Introduce Assignment 4 (annotated lesson plan)
• Assessment of content learning and academic language for ELLs
Readings due this week:
• Zwiers, Ch. 9-10
• Section assignment
Families and culture
Due: Bring well-developed draft of Assignment 4.
Section:
• Partner sharing/feedback on Assignment 4.
• Involving parents and families
Readings due this week:
• Coehlo, chptrs 1-2 (from wk 1)
• Valdés, "The world inside and outside schools" (on Coursework)
• Goldenberg, "Involving parents…." (on Coursework)
Policies to promote achievement among ELLs
Mar.
10
10
Due: Assignment 4
Section:
• Assignment 5 (Policy webquest) due March 15.
• What is the relationship between learning needs of ELLs and ELL policies?
Readings due this week:
Section assignments from the following (all on Coursework):
• García et al. From English Language Learners to Emergent Bilinguals, parts 1 & 2.
• Goldenberg, "Teaching English Language Learners: What the research does—and does not—say."
• Education Week, "Spotlight On ELL Assessment & Teaching" (from wk 1)
In "additional resources"…
• Hakuta, "Key Policy Milestones and Directions in the Education of English
Language Learners."
• Zehr, "Under Federal Pressure, District Addresses ELLs."
• Burnham-Massey, "Legal Foundations of Programs for English Learners."
• NCELA, "What Legal Obligations Do Schools Have to ELLs?"
Stanford University Honor Code
Please note that we adhere to the standards of Stanford's Honor Code, the University's statement on academic integrity written by students in 1921. The Honor Code articulates University expectations of students and faculty in establishing and maintaining the highest standards in academic work. The Honor Code stipulates that students will not give or receive unpermitted aid for any coursework and will actively uphold the sprit and letter of the Honor Code.
For more information: http://www.stanford.edu/dept/vpsa/judicialaffairs/guiding/honorcode.htm
1/9/11 rev 6