KEAN UNIVERSITY
Union, New Jersey
Pending, Fall, 2009
TEACHING TECHNIQUES FOR BILINGUAL-BICULTURAL CLASSROOMS
Course Number:
EMSE 3410
Semester Hours:
3
Prerequisites:
EMSE 2800
Limitations on Enrollment:
20
Required:
For Bilingual Education majors
Catalog Description
Examination and evaluation of alternative methods and techniques for teaching content
areas to bilingual-bicultural students in a multicultural-multiethnic environment through
hands-on and cooperative group experiences.
N.B. In order to insure full class participation, any student with a disability condition
requiring special accommodations (e.g., tape recorder, special adaptive equipment,
special note taking or test procedures) is strongly encouraged to contact the professor at
the beginning of the course. For the student’s convenience, both the professor’s office
hours and telephone number will be listed on the syllabus.
TEACHING TECHNIQUES FOR THE BILINGUAL-BICULTURAL CLASSROOM
I. COURSE OBJECTIVES
Students will achieve growth toward becoming informed, dynamic professionals based
on the College of Education Spectrum Model as evidenced by demonstration of
proficiency in Knowledge (k) acquisition, Skill (s) application, and Value/Disposition
(d) development.
The student will:
A. explain and analyze the typologies, taxonomies and curriculum design of bilingual
education. (k, s)
B. evaluate current research on first and second language acquisition, methodologies and
best practices appropriate for the instruction of content areas to second language
learners (k, s, d)
C. evaluate and apply current research, theory, apply methods and standards to the
development of an experience-based approach to elementary mathematics, science
and social studies education for second language learners (k, s, d )
D. evaluate and apply basic mathematics, science and social studies/multicultural
concepts in preparation for teaching at the elementary level in a bilingual classroom
(k, s, d )
E. synthesize sample mathematics, science and social studies lessons utilizing
appropriate instructional strategies and assessment procedures for second language
learners in varied settings (k, s, d)
F. evaluate instructional materials including multi-sensory, multi-media and computer
software/technology approaches and materials available in English and target
language(s) for teaching mathematics, science and social studies appropriate for
second language learners (k, s)
G. apply and evaluate appropriate assessment and evaluation techniques to measure
achievement of diverse second language learners (k, s, d)
II. COURSE CONTENT
A. Curriculum Design
1. Typologies and taxonomies of bilingual education
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2.
3.
Distribution of languages: subtractive versus additive bilingualism
Examination of:
a. New Jersey Bilingual Education Administrative Code
b. New Jersey Curriculum Content Standards
c. Sample school district bilingual curriculum guides
B. Current research and implications for the bilingual classroom
1. Myths and facts about language acquisition
2. Effective instructional practices:
a. thematic interdisciplinary instruction
b. cooperative learning
c. multicultural, global perspectives
d. hands-on, problems/solving activities
C. Theoretical framework of methodologies for second language learners including:
1. Preview/Review
2. Split Day and Alternate Day/Week
3. CALLA: Cognitive/Academic Language Learning Approach
4. Integrating language and content
5. Cooperative learning
6. Constructivism
7. Concrete to abstract learning using manipulatives
8. Inquiry and problem solving approaches
9. Questioning techniques
D. Content area topics relevant to elementary school including:
1. The mathematics topics of problem solving, critical thinking, number theory,
geometry, measurement, statistics and probability
2. The science topics of critical thinking, inquiry, science process skills, life science,
earth/space science, physical science
3. The social studies skills of reading and writing, thinking, citizenship, and
geography
E. Mathematics, science and social studies lessons addressing second language learners
needs including exceptional students in the inclusive bilingual classroom
1. Planning and organization
2. Selecting and preparing materials
3. Using effective communication skills in English and the native language of the
learner
4. Sequencing ideas and lessons into units, including thematic units
5. Addressing the needs of exceptional second language learners
6. Microteaching student prepared lessons
F. Selection of content area materials for first and second languages
1. Survey of mathematics, science and social studies text books currently available
for second language learners
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2. Integrating the arts and culture into the lessons and supplemental text books
3. Integrating technology and computers
4. Identifying and integrating resources including the school, community, state,
national and international sources
G. Assessment and evaluation of second language learners
1. Distinguishing between linguistic and learning disabilities
2. Identifying student achievement of learning objectives
3. Understanding reliability and validity of various assessment tools
4. Developing and writing sample objective tests
III.
METHODS OF INSTRUCTION
A. Lectures, demonstrations and discussions
B. Cooperative learning activities, class activities and laboratory, including computer,
experiences
C. Lessons and unit planning simulations
D. Microteaching
IV.
METHODS OF EVALUATION
A. Participation in class activities and discussions (k, s, d)
B. Lesson plan preparation (k, s, d)
C. Interdisciplinary Thematic Unit/Teacher Work Sample (TWS) prepared, presented
and graded with rubric (k, s, d)
D. Written assignments (k, s, d)
IV.
SUGGESTED TEXT
Ovando, C. J. & Collier, V. P. (2006). Bilingual and ESL Classrooms Teaching in
Multicultural Contexts. (4th ed.). Boston: McGraw-Hill.
V.
BIBLIOGRPAHY
Books. (These books were recently purchased by the Kean Library)
Birnbaum, B. W. (2008). English Language Learners with Disabilities: A resource guide
for Educators. Edwin Mellen Publishers
Brophy, J. E. (2009) Inside the Social Study Classroom. Rutledge
Burns, B. B. (2009). Making Science Curriculum Matter: Wisdom for the Reform Road
Ahead. NY: Corwin Sage
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Golon, A. S. (2008). Visual Spatial Learners: Differentiation Strategies for Creating a
Successful Classroom. Waco, TX: Prufrock Press
Kentschy, M. (2008). Scaffolding Science Inquiry Through Lesson Design. Portmouth:
NH, Heinemann
Lantolf, J. P. (2008). Sociocultural Theory and the Teaching of Second Languages.
London: England, Equinox
Tiedt, P. L. & Tiedt, I. M. (2010) Multicultural Teaching: A Handbook of Activities,
Information, and Resources. (8th Ed.). Boston: Allyn Bacon
Wynn, M. J. (2009). Strategies for Teaching in the Content Areas: A Handbook for K-8
Teachers. Boston: Allyn & Bacon
Peer- Reviewed Articles
Abadiano, H., Turner, J., & Valerie, L.. (2009). Oh, the places we will go! New England
Reading Association Journal, 44(2), II,III,IV.
Araujo, B.. (2009). Best Practices in Working With Linguistically Diverse Families.
Intervention in School and Clinic, 45(2), 116-123.
Cartiera M. R. (2006). Addressing the Literacy Underachievement of Adolescent
English Language Learners: A Call for Teacher Preparation and Proficiency
Reform. New England Reading Association Journal, 42(1), 26-32,75
Craighead, E., & Ramanathan, H.. (2007). Effective Teacher Interactions with English
Language Learners in Mainstream Classes. Research in the Schools, 14(1), 60-71
Freeman, B., & Crawford, L.. (2008). Creating a Middle School Mathematics Curriculum
for English-Language Learners. Remedial and Special Education, 29(1), 9-19
Furner, J. F,, Yahya, N. & M. L. (2005). Teach Mathematics: Strategies to Reach All
Students. Intervention in School and Clinic, 41(1), 16-23.
Hawkins, M.R. (2004). Researching English Language and Literacy Development in
Schools. Educational Researcher, 33(3), 14-25.
McKeown, R. G. & Gentilucci J. L. (2007). Think-Aloud Strategy: Metacognitive
Development And Monitoring Comprehension In The Middle School SecondLanguage Classroom. Journal of Adolescent & Adult Literacy, 51(2), 136-142,144147
Reyes, L. O. (2002). Professional Development In A Bilingual Adult Learning
Community: The Case Of P.S. 24. Bilingual Research Journal, 26(1), 181-192.
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Sandefur, S. J., Watson, S. W. & Johnston, L. B. (2007). Literacy Development, Science
Curriculum, and the Adolescent English Language Learner: Modifying Instruction
for the English-Only Classroom. Multicultural Education, 14(3), 41-43,45-50.
Seminal Works
Allen, M. & Stevens, R. (1998). Middle Grades Social Studies; Teaching and
Learning for Active and Responsible Citizenship. (2nd ed.). Boston:
Allyn & Bacon.
Brinton, D. M. & Master, P. (Eds.). (1997). New Ways in Content Based Instruction.
Washington, D.C.: TESOL.
Cochran, E. P. & Yepez, M. (Eds.). (2001). Issues in Gender, Language Learning , and
Classroom Pedagogy. Upper Saddle River, NJ: Bastos Educational Publications
& NJTESOL-NJBE.
Hollins, W. C., King, J.E. & Hayman, W.C. (Eds.). (1997). Teaching Diverse
Populations. New York: State University of New York Press.
Snow, M. A. & Brinton, D.A.(Eds.). (1997). The Content-Based ClassroomPerspectives on Integrating Language and Content. New York: Longman Press.
Their, M. & Daviss, B. (2002). The New Science Literacy. Using Language Skills
to Help Students Learn Science. Westport, CT: Heinemann.
Williams, M., Ratti, L. & Andrian, R. K. (2001). Exploring World History Ideas for
Teachers. Westport, CT: Heinemann.
Wong, S. L. (2001). Managing Diversity. Philadelphia: Rowman & Littlefield, Inc.
Zevin, J. (2000). Social Studies for the Twenty-First Century. New York: Longman
Press.
Journals
Journal for Research in Mathematics Education
Journal of Adolescent and Adult Literacy
The Reading Teacher
Social Education
Social Studies and the Young Learner
Bilingual Research Journal
Multicultural Education
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