DEPARTMENT OF CURRICULUM AND INSTRUCTION
CUIN 6318 Techniques 2nd Lang Tch
Dr. Irma Guadarrama, Associate Professor
Office: 342 Farish Hall
Phone: 713-743-4976
E-mail: iguadarrama@uh.edu
Mailbox: CUIN 5027
Office hours: 1 – 2 PM and by appointment
Email: iguadarrama@uh.edu iguadarrama@uh.edu
SUMMER I 2007; Section No. 00446 (4-6 PM) 218 Farish Hall
NOTE FOR STUDENTS WITH DISABILITIES:
When possible, and in accordance with 504/ADA guidelines, we
will attempt to provide reasonable academic accommodations to
students who request and require them. Please call the Center for
Students with Disabilities at ext. 3-5400 for more assistance.
NOTE FOR ALL STUDENTS:
Please review the syllabus carefully to see if the course is one that you are
committed to taking. If you have a concern, please discuss it with me at your
earliest convenience.
Description of Course
Please note the latest catalog description of the course:
http://www.uh.edu/grad_catalog/edu/index.html
6318: Techniques of Second Language Teaching
Cr. 3. (3-0).
Recent developments in second language teaching techniques in
elementary and secondary schools, colleges, and universities.
Links to important information:
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(Note: Links 1-7 are most pertinent to the course; number three
and seven are the course’s major sites.)
1. TEA - Texas Education
Agency
2. SBEC State Board
Educator Certification
3. NCELA - National
Clearinghouse
For English
Language
Acquisition
4. NABE – National
Association for Bilingual
Education
5. BRJ – Bilingual
Research Journal
6. NCLRC – National
Capital Language
Resource Center
http://www.tea.state.tx.us BIl.Ed: http://www.tea.state.tx.us/curriculum/biling/
TEKS:
http://www.tea.state.tx.us/teks
http://www.sbec.state.tx.us/SBECOnline/default.asp.
http://www.ncela.gwu.edu
http://www.ncela.gwu.edu/about/lieps/4_desc.html (type of programs)
Teacher Preparation Theoretical Framework:
http://www.ncela.gwu.edu/pubs/reports/teacherprep/teacherprep.pdf
Success for English Language Learners: Teacher Prep. Policies
http://www.ncela.gwu.edu/pubs/teq/ellsuccess.pdf
http://www.nabe.org
LINKS: http://www.nabe.org/advocacy/links.html
http://brj.asu.edu
http://www.nclrc.org
7. TESOL Teaching
of English to
Speakers of Other
Languages
http://www.tesol.org
Standards: http://www.tesol.org/s_tesol/seccss.asp?CID=113&DID=1583
Links: http://iteslj.org/links/ (Great resource!!)
8. Center for Applied
Linguistics
9. Center for Research on
Education, Diversity &
Excellence
10. NAEYC – National
Association for the
Education of Young
Children
11. National Board for
Professional Teaching
Standards
12. ACTFL – American
Council for the Teaching
of a Foreign Language
http://www.cal.org/twi/toolkit/index.htm
13. Annenberg – Teaching
Foreign Languages K-12
http://www.learner.org/channel/libraries/tfl
http://crede.berkeley.edu/Standards/Standards.html
Standards: A Sociocultural Perspective
http://www.cal.org/crede/pubs/ResBrief2.pdf
Standards:
http://www.naeyc.org/accreditation/criteria/program_standards.html
http://www.nbpts.org/the_standards/standards_by_cert?ID=22&x=45&y=10
http://www.actfl.org
Standards: http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
The Language Educator:
http://www.actfl.org/i4a/pages/Index.cfm?pageID=4114
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14. IRA - International
Reading Association
15. NCTE - National
Council of Teachers of
English
16. ACEI - Association for
Childhood Education
International (Elementary
Education)
17. NSTA – National
Science Teachers
Association
18. NCSS – National
Council for the Social
Studies
19. NCTM – National
Council of Teachers of
Mathematics
20. ISTE – International
Society for Technology in
Education
21. SEDL – Southwest
Educational Development
Laboratory
22. NAE - National Art
Education
23. ISETA - International
Society for Education
Through Art
24. NAGC - National
Association for Gifted
Children
25. National Research
Center on the Gifted and
Talented
26. Supporting Emotional
Needs of the Gifted
27. Hoagies Gifted
Clearinghouse
28. Davidson Institute for
Talent Development
Reading Professional Standards:
http://www.reading.org/resources/issues/reports/professional_standards.html
Standards for the Assessment of Reading and Writing:
http://www.reading.org/publications/bbv/books/bk674/toc.html
Standards for the English Language Arts:
http://www.ncte.org/about/over/standards/110846.htm
Standards: http://www.acei.org/ncateindex.htm
http://www.nsta.org
http://www.ncss.org
Standards: http://www.socialstudies.org/standards/teachers/
http://www.nctm.org
http://www.nctm.org/standards
http://www.iste.org
On equity:
http://www.iste.org/Template.cfm?Section=Minorities&Template=/TaggedPag
http://www.sedl.org
http://www.naea-reston.org/
http://www.insea.org
http://www.nagc.org
http://www.gifted.uconn.edu/nrcgt.html
http://www.sengifted.org
http://www.hoagiesgifted.org/
http://www.ditd.org/
Course Objective:
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The objective of the course is to provide participants with the opportunity to examine
state-of-the-art research and practice and related topics in the teaching and learning of a
second language. The emphasis is on the theoretical and practical aspects of a curriculum
as well as the programmatic structures of an effective second language program.
Participants are consistently called upon to examine and reflect upon the needs of the
second language learner and how we can change and improve the school curriculum.
Major Text:
Echevarria, J., Vogt, M., Short, D.(latest edition). Making content comprehensible for
English Language Learners: The SIOP model. Needham Heights, MA: Allyn &
Bacon.
ISBN: 0-205-15048-9
Other Texts of Interest:
Richard-Amato, P. (1996). Making it happen. White Plains, NY: Longman
Echevarria, J. & Graves, A. (2001). Sheltered content instruction. Boston: Allyn and
Bacon.
Reading, writing, & learning in ESL : a resource book for K-12 teachers / Suzanne F.
Peregoy, Owen F. Boyle. New York: Longman.
ISBN 0801332494
WEB SITE FOR READINGS: www.coe.uh.edu/iguadarrama
Major Assignments:
1. Prepare and submit three chapter reviews. These reviews should include three
sections: a) a complete citation of the document; b) a summary of the main points in the
document; and c) a discussion on your views in relation to the document. The papers
should be typed, double-spaced, and a length of 2-3 pages each. Please note: I will only
accept original work; so please focus on originality.
2. A journal of at least three entries in which you have discussed your views in relation
to the topics discussed in class, or in documents that you have read. The journal entries
should be posted on eClassroom electronic forum. Please space out your entries in a
timely manner so you won't write them all at the last minute.
The journal entries should be reproduced and submitted with a brief cover page in
which you summarize your entries in a self-reflective and analytical manner.
Group Work
3. Prepare and submit a “Proposed Plan” for one of the following:
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1) an integrated ESL curriculum for at least 3 grades - K-2; 1-3; 4-6; middle school; or
high school
2) an assessment and monitoring guide for elementary, middle, or high school.
3) a guide for foreign language education in elementary, middle, or high school
4) a training guide for ESL teachers - elementary, middle, or high school
A proposed plan includes a descriptive outline of the contents and a rationale and some
examples that best illustrate the completed project. Also, include any information such as
articles, resources, references, etc.
By WEEK 2 - participate in a small group and select a “proposed plan” idea. I will
gladly meet with each group to discuss this plan and other related issues.
Oral Presentations
1. As a group, provide a brief POWERPOINT presentation on a chapter from our text.
Use visuals and hand-outs as needed.
2. Share your Proposed Plan project with the class, specifically how you will develop the
project described and what you learned from this assignment.
Exams: A final will be given at the end of class.
Grade Distribution:
Written reports:
Presentation
Proposed Plan
Final
Journal
15%
20%
30%
10%
25%
Total
100%
Due Dates: TBA
May 29 - Tuesday
First day of classes
June 4 - Monday
Official Reporting Day
June 13 - Wednesday
Last day to drop a course or withdraw without receiving a grade
June 14 - Thursday
Q grade eligibility period begins
June 19 - Tuesday
Last day to drop a course or withdraw without receiving a grade
June 20 - Wednesday
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Last day to drop a course or withdraw
Q grade eligibility period ends
June 28 – Thursday Last day of class
Assessment Rubrics:
(Hand-out of each rubric system is available.)

Analytic Writing Assessment Scoring on the following traits: ideas, organization,
voice, word choice, sentence fluency, conventions, and presentation.
1) Beginning
2) Emerging – need for revision outweighs strengths
3) Developing – strengths and need for revision about equal
4) Competent – strengths outweigh the needed revision
5) Strong – shows control and skill
6) Exceeds expectations
 Group Participation Scoring on the following traits: equal work, time,
communication.
1) Poor – did less work than others and some work not completed
2) Average – did almost as much as others and late work completed
3) Good – did equal share of work and work was completed on time
4) Excellent – did full share of the work or more and ahead of time
Standards of Excellence and Innovation
In keeping with the University’s intent in providing students with high
standards of excellence, this course includes the following:
 Multiple Forms of Assessment – Students are required to submit a variety
of assignments, including an oral presentation, whereby their work and
performance is evaluated using a wide range of scoring options. These
assignments are listed in this syllabus under “Major Assignments.”
 Multiple Instructional Strategies Employed – This course employs group
discussion, lectures, video presentations, and student presentations.
Students are also encouraged to attend specific special events that are
relevant to the course.
 Integration of Technology – Students are requested to participate in my
homepage, to download and print pertinent literature that they may
choose to incorporate in their required readings. Several web site links are
listed as essential elsewhere in this syllabus.
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

Application of Learning in Education – Students are required to complete
a field project that incorporates the course content and their interest.
Addressing the Needs of the Diverse Learner – The focus of the course is
the second language learner and how their educational needs can be met
optimally. Students in the course have the opportunity to share their
views and insights from personal and professional perspectives on how
they can develop their agenda in working with linguistically and
culturally diverse students.
***Required Documentation***
Academic Dishonesty - copying, cheating, plagiarism
The University of Houston defines academic dishonesty as “Employing a method or
technique or engaging in conduct in an academic endeavor that the student knows or
should know is not permitted by the university or a course instructor to fulfill academic
requirements. “ (Student Handbook, p. 8). Students are expected to do original work,
including class assignments, etc. Penalties include failure of the entire assignment (0
points) and referral to the department chair for consideration of additional action. The
Department of Curriculum and Instruction and its instructors reserve the right to employ
stricter penalties if appropriate. Such action can include failure of the course and
suspension from the university. Please read pages 8-11 of the University of Houston
1995 Student Handbook for further information.
Special Accommodations - For students wishing special accommodations for tests and
assignments please contact the Center for Students with Disabilities at 713-743-5400.
* The Six Values and Commitments in Our Conceptual Framework
The slogan, Collaboration for Learning and Leading, is infused with six values and
commitments:
 Knowledge, Skills, and Dispositions
 Instructional and Information Technologies
 Diversity
 Professional Development
 Assessment
 Standards
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Each of the three essential elements is cross-laced by each of the six
values and commitments.
For Collaboration we assert that:
 There is a knowledge base and a skill set that facilitate collaboration, and an
orientation toward collaborative work is a matter of disposition.
 Information technologies facilitate collaboration and the constructivist use of
instructional technologies requires collaboration.
 Effective collaboration requires a knowledge and appreciation of diversity among
people with varying learning preferences and people from different cultural and
ethnic backgrounds.
 Continuous professional development is not possible unless we join efforts with
others.
 Collaboration must be defined and assessed in order for us to know that it has
become a part of the way we work.
 Collaboration is a key component in all of the standards-based programs pursued
in the College.
For Learning we assert that:
 Knowledge, skills, and dispositions are core ingredients of learning.
 Learning is facilitated by instructional and information technologies.
 We must understand and appreciation the diversity in peoples’ learning
preferences and the ways their cultural and ethnic backgrounds influence learning.
 Lifelong learning is an extension of professional development.
 Learning processes and outcomes must be assessed or we cannot know if we are
accomplishing our critical goals.
 Learning is the ultimate goal of programmatic standards.
For Leading we assert that:
 A knowledge base and skill set underlie effective leadership, and a favorable
orientation toward initiating and promoting positive change requires the right
disposition.
 Initiating and promoting positive change is enhanced by instructional and
information technologies.
 We cannot promote change in others unless (1) we understand how diversity
among people with varying learning preferences can affect change processes and
(2) we understand how diversity in cultural and ethnic backgrounds can influence
people’s responses to change.
 Taking leadership action is a part professional development for all educators,
regardless of their titles and roles.
 Leadership, like learning, cannot be assumed to assert itself without our assessing
it for processes and results.
 Initiating and promoting positive change is an expectation in all of the standardsbased programs represented in the College.
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QuickTime™ and a
TIFF (U ncompressed) decompressor
are needed to see this pi cture.
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CUIN 6318 - Please respond to the following topics based on your understanding of
these.
1.
The reason(s) why some students learn English better and faster than others.
2. The length of time it takes for students to master English.
3. Ways that learning a second language (English) hampers academic progress; ways
that learning English as a second language hampers intellectual progress.
4. The amount of English (as L2) that learners learn in the classroom in contrast to
how much they learn outside of the classroom.
5. Ways by which teachers can either facilitate or hinder English development in L2
learners.
6. The most effective ways that a school can facilitate L2 learning; the most
ineffective ways that a school can facilitate L2 learning….
7. True or False: There is no place in the curriculum for students’ native language
and culture.
8. True or False: Immigration issues play a significant role in the ESL curriculum.
9. True or False: Biculturalism is equally important as bilingualism in the process of
learning a second language.
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10. True or False: Teachers have the responsibility of helping students learn to read,
write, and speak standard English.
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