University of Southern California
Rossier School of Education
Course Syllabus
EDUC 543A-T: Instruction for Limited-English Proficient Students
March 2011
Faculty: Christian W. Chun, Ph.D.
Phone:
Class Time:
Office Hours:
Email: chuncw@usc.edu
Course Overview
Students who speak languages other than English are a growing presence in U.S. schools.
Such students need assistance to successfully learn academic content and skills through
English while at the same time developing proficiency in English. Many teachers however –
subject teachers and instructors in TESOL - have limited awareness of the social,
instructional, and policy environment that surrounds this growing population of English
language learners in the U.S. There is therefore an important body of knowledge and skills
concerning the provision of linguistically and culturally relevant instruction to English
learners in U.S. schools. This is also an issue that bears increasing relevance for educational
systems in many other countries where content instruction in English is being mandated at
earlier and earlier grade levels, and where urban school systems are dealing with greater
influxes of immigrant students and non-dominant language speakers.
This course is designed to provide an understanding of the instructional needs and challenges
of language minority students who are learning English in the U.S. It will engage students in
exploring a variety of theories, issues, procedures, methods and approaches for use in
bilingual, English as a second language, and other learning environments. It provides an
overview of the historic and current trends and social issues affecting the education of
language minority students. Major units of the course include: language learning theories;
socio-cultural contexts of language development, principled selection of instructional
strategies for teaching language and non-language subjects; a focus on the development of
academic language, assessment of language and non-language competencies; and selected
issues in teaching language minority populations.
Course Objectives/Outcomes
Students completing this course will be able to:

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
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demonstrate greater familiarity with various theories and instructional
methodologies in English language instruction and how they are relevant for
English language learners in U.S. school contexts;
demonstrate familiarity with past and current methods for teaching English
learners;
identify the major types of bilingual programs;
describe other interventions designed to address the needs of English learners in a
traditional classroom environment;
demonstrate awareness of the issues involved in language assessment and testing
for instructional purposes;
demonstrate awareness of local and national legal, political and socio-cultural
issues related to the education of English learners; and,
exhibit greater appreciation for the needs and challenges that individual English
learners face.
COURSE REQUIREMENTS
Performance in this course is measured heavily on the quality of the candidate’s written work
and participation during class sessions. Written assignments must be typed and proofread
and conform to APA standards. All of these readings should be completed before each class
session as a basis for an informed and penetrating analysis of the issues of this course and
contribute to purposeful academic discussion and reflection.
•
CLASS TIME – During class time, candidates will experience a variety of activities.
During Class Time, students have opportunities to talk with their instructor about key
topics and issues. Candidates are encouraged to ask questions and actively participate in
both planned and impromptu class discussions as long as the discussion forwards the
purpose of the class. Participation in class time is required by all students and must
include original thought supported by course readings.
Class Time will last approximately 90 minutes most weeks. You will receive a total of 20
points for full participation (2 points per Class Time). To receive full credit, candidates
must arrive to class on time and participate for the full session. On-line candidates are
responsible for logging in promptly and making sure their camera is on at all times. To
receive full credit each week, candidates must also be fully engaged in all activities.
•
FORUM DISCUSSIONS/STUDENT-LED FORUMS – In weeks 3 and 6 you will
participate in a forum discussion around course readings, videos, assignments, and field
experiences for the assigned week. Candidates must cite specific readings, theory, and
videos to support assertions in the Forum narratives. In assigned “Forum Teams”
(professor will post a roster for team assignments), members will alternate responsibility
for posting questions, reflections, learning experiences, or “lessons learned” from the
readings and/or activities for discussion on the course discussion board. All team
members will respond to the original question or reflection and reply to at least two group
members’ original responses as well. This activity is about constructing knowledge in a
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collaborative, social constructivist manner. Forum participation is worth 10 points (5
points each).
•
T.V. PROJECT JOURNAL AND SUMMARY – Each student must select a nonEnglish language television show or film in a language she/he does not know (ex: soap
operas, dramas or other programs with plots and human interactions). You must watch
two (2) hours of this program in two to four episodes (example: four half hour TV
episodes, or four half hour segments of a single video or film), so that you can watch it
over several presentations. You should start your viewing as early in the semester as
possible. A TV program is preferred, however, a foreign film, without English subtitles,
is permissible. Keep a journal record for EACH of your viewings. You should write in
your journal as soon as you can after watching each viewing of the program.
The JOURNAL should include the following 3 parts FOR EACH VIEWING:
(a)
a detailed descriptive narrative of the program action, characters, settings, mood,
etc.
(b)
a detailed description of your own reactions, feelings and emotions about the
experience and process of watching a program in a language you do not understand.
This section is about self-reflection. Thoroughly discuss the effects of the exercise,
not the show itself.
(c)
a comprehensive identification of all the strategies and clues you used for each
viewing to make sense of what is going on in the program (including your use of
the verbal, visual, graphic, and behavioral clues/evidence of the program).
The SUMMARY should adhere to these guidelines:
In addition to parts a, b, and c above, for each of your viewings, you should also write
one overall summary/synthesis that provides your reflection on the overall experience
and process of this exercise. Your summary should address what you learned from this
process that is relevant for your own teaching. This section should also be written in a
scholarly manner, making references to readings and relevant theories that you have
encountered in this course or in other courses. Include this summary with the journal you
submit to your professor. This exercise is designed to provide insights into the activities,
feelings and strategies that language minority students experience and employ daily in
classrooms. Your Journal is to be downloaded to your instructor by end of Week 5. All
candidates will make a presentation of their TV Project during Class Time in Week 5.
The TV Project Journal is worth 20 points. The TV Project Presentation is worth 5 points
•
LANGUAGE MINORITY CASE STUDY PROJECT – This case study project
represents the main assignment in this course. (The project begins in 543-A and will be
completed in 543-B.) It is designed to help you get inside the thinking and experience of
a current or former English language learner. It will provide a rare opportunity to get to
know one learners experience in detail. Many teachers who have taught for many years
attest to never really having the change to understand one student’s experience in depth.
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Each candidate will be responsible for conducting a mini-ethnographic case study of an
individual English Language Learner (ELL). To complete the case study each candidate
will need to begin thinking about a person to be the subject of the case study. Use the
following guidelines to help identify a suitable participant:
 Someone who is currently an English language learner in a K12 school
environment in U.S., or in an English-medium school environment outside of the
U.S.; OR, someone who was previously in one of these situations and can
adequately reflect on their experience.
 Someone who is accessible to you – this means someone who you will be able to
interview on different occasions in some depth, and a student who you will be
able to learn more about in other ways, if possible, such as by talking to their
teacher or parents, and observing in the classroom.
 If possible look for someone who is going to provide an “interesting” case to
learn from. This might be a student who is/was low-performing, or one who is
particularly successful. It might mean finding a current or former English
language learner whose educational background has unusual features such as
educational interruption due to immigration, low literacy in their first language,
or someone who was faced with English in school in the later grades.
Next, candidates will generate a first “draft” list of questions for your potential
interviewee. The goal is to discover as much as you can about the person’s experience as
a second language learner: socio-cultural and political factors that he/she might have been
aware of, or that might have affected his/her experience; type of organizational strategies
that were utilized in his/her program; issues in assessment of progress experienced in
his/her program; and any other information that will give you insight into the person’s
experience as a language minority student. Your list of questions will be due to your
instructor as part of your case study abstract in week 4.
Next, you will start the procedures for securing your case study candidate. You will need
to make contact with your school, get permission from the school administrator, teacher,
and parents to conduct your study. It is important to follow all the ethical protocols to
protect yourself and the participants of your study. Once this has been accomplished,
then, you can start the process of selecting the best student for your study.
In Week 4 you will submit an abstract (5 points) that includes:
 School, classroom demographics, and background information on the student
 List of interview questions (student, parent, teachers…)
In Week 8 you will submit a draft (20 points) of your case study to date, including but
not limited to:
 Purpose or aim of paper (introductory set-up or “roadmap” for the reader)
 Demographics of community, school, classroom
 Background of the student, including information gathered from interviews
 Why you selected student
 The student’s language proficiency in their L1 and English
 Student’s instructional program
 Reference to theories covered thus far and their role on your case study student
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Relevant information about the student’s language proficiency and academic
achievement based on informal observations and student work
Relevant information about the student’s language proficiency and academic
achievement based on interviews (family, teacher, student, peers, siblings,
instructional support personnel)
All of these areas should be linked to literature and theory read and discussed in
the class as well as any other found in your review of the literature. Your Case
study draft will be due to your instructor by the end of week 8 for a total of 20
points.
Continuing into EDUC543B, you will be required to submit a Final Case Study Written
Assignment. Unlike a traditional ethnographic study, this project will not result in a
comprehensive, longitudinal analysis. Ethnographic research studies can take several
months to years to conduct. This is well beyond the scope of this course.
The resulting product should be an 8-10 page written analysis that describes the main
issues/themes that emerged in the case study and links these to the relevant literature.
Additionally, a brief self-reflective summary focused on the process and experience of
creating a Case Study should be included. This will not be easy given the limited number
of pages. So be concise and thoughtful by providing an in-depth look at your student.
This final paper is NOT due in 543A. Only your abstract and case study draft will be due
during EDUC543A. This final paper will be due near the end of 543B.
Your final descriptive report and analysis of your interviewee will include the following
components:
1. Cover Sheet
2. Introduction
a. Purpose or aim of paper (introductory set-up or “roadmap” for the reader)
b. Why selected student
c. Brief methodology section - steps you took to complete the project
d. Background of student
e. Demographics of community, school, classroom
f. Limitations of Study
3. Analysis of major themes that emerged in your study of the case student
concerning the educational, social-cultural and political influences that affected
the person’s academic achievement.
4. Conclusion
5. Personal Reflection on Case Study Experience
6. References
Grading
Grading Rubric for Assignments
A
B
C
5
D
 All parts of assignment or  All parts of
presentation are done
assignment or
completely, showing
presentation are done
evidence of depth of
completely; however,
thought, preparation,
depth of thought,
organization and clarity.
preparation,
organization and/or
 Presentation or
clarity could be
assignment shows
improved.
knowledge of pertinent
literature or information,  Individual parts lack
and integrates this and
some degree of
class work in an original
connection to
manner.
literature, pertinent
information or class
work.
 Assignment is not
complete, and/or
shows
considerable lack
of depth, clarity
preparation or
organization.
 Does not integrate
literature, pertinent
information or
class work in a
comprehensive
way.
 Assignment does not
meet criteria and
reflects lack of
preparation.
 Assignment needs to
be redone in
consultation with
instructor.
Assignments and Points
Assignment
Points Possible
Due Date
Class Time
20
Weeks 1-10
Forum Discussions/Student Led
Discussions
10
Weeks 3 and 6
Case study abstract
5
Week 4
TV Project Journal
20
Week 5
TV Project Presentation
5
Week 5
Language Minority Case Study Draft
20
Week 8
TOTAL:
80
Grading Scale
A 100-95%
A- 94-90%
B+ 89-86%
B 85-83%
B- 82-80%
C+ 79-76%
C 75-73%
C- 72-70%
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D+ 69-66%
D 65-63%
D- 62-60%
F 59-0%
TEXTBOOKS AND OTHER MATERIALS
Required:
Crawford, J. (2004). Educating English Learners: Language Diversity in the Classroom
(5th edition). Los Angeles: Bilingual Educational Services (BES).
ISBN: 0-89075-999-5
Peregoy, S.F. & Boyle, O.F. (2008). Reading, Writing, & Learning in ESL: A Resource
Book, for K-12 Teachers (5th edition). NY, Allyn & Bacon Publishers.
ISBN: 978-0-205-59324-8
COURSE READER
Recommended:
Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse
Society. Sacramento: California Association for Bilingual Education.
ISBN: 1-889094-01-3
Cummins, J. & Sayers, D. (1997). Brave New Schools: Challenging Cultural Illiteracy.
St. Martins Press, NY.
ISBN: 0-312-16358-4
Krashen, S. (1993). The Power of Reading. Englewood, CO: Libraries Unlimited Inc.
ISBN: 1-56308-006-0
Krashen, S. & Biber, D. (1988). On Course: Bilingual Education’s Success in California.
Sacramento: California Association for Bilingual Education.
ISBN: 0-317-30175-6
Krashen, S. & Terrell, T.D. (1983). The Natural Approach. Haywood, CA: The Alemany
Press.
ISBN: 0-13-609934-3
Mora-Flores, E. (2008). Writing Instruction for English Learners: A focus on genre. Corwin
Press, Thousand Oaks: CA
ISBN-10: 1412957281
Richard-Amato, P.A. & Snow, M.A. (1992). The Multicultural Classroom: Readings for
Content-Area Teachers. White Plains, NY: Longman.
ISBN: 0-8013-0511-X
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Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd
edition). Cambridge, England: Cambridge University Press.
ISBN: 0-521-00843-3
Zwiers, J. (2007). Building Academic Language: Essential Practices for Content
Classrooms, Grades 5-12. Wiley, John & Sons Inc.
ISBN: 978-0-7879-8761-9
Distance Learning
This course is offered both on-line and on campus. The activities, expectations and
requirements are identical between the two versions.
In the Event of Technical Breakdowns
Students must submit assignments to the instructor via e-mail by the posted due date. Class
times for online students may still be held if LMS is down using conference call. Remember
to back up your work frequently.
Standards of Appropriate Online Behavior
The protocols defined by the USC Student Conduct Code must be upheld in Distance classes.
Students are not allowed to post inappropriate material, SPAM to the class, use offensive
language or online flaming. For more information, please visit:
http://www.usc.edu/student-affairs/SJACS/
Academic Accommodations
The University of Southern California is committed to full compliance with the
Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA). As part of
the implementation of this law, the university will continue to provide reasonable
accommodation for academically qualified students with disabilities so that they can
participate fully in the university’s educational programs and activities. Although USC is not
required by law to change the “fundamental nature or essential curricular components of its
programs in order to accommodate the needs of disabled students,” the university will
provide reasonable academic accommodation. It is the specific responsibility of the
university administration and all faculty serving in a teaching capacity to ensure the
university’s compliance with this policy.
Any student requesting academic accommodations based on a disability is required to
register with Disability Services and Programs (DSP) each semester. A letter of verification
for approved accommodations can be obtained from DSP. Please be sure the letter is
delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and
is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213)
740-7766.
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Incompletes
IN – incomplete (work not completed because of documented illness or some other
emergency occurring after 85% completion of the course; arrangements for the IN and its
removal should be initiated by the student and agreed to by the instructor prior to the final
exam); IX – lapsed incomplete.
Conditions for Removing a Grade of Incomplete
If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN)
Completion form which will specify to the student and to the department the work remaining
to be done, the procedures for its completion, the grade in the course to date and the weight
to be assigned to the work remaining to be done when computing the final grade. A student
may remove the IN by completing only the portion of required work not finished as a result
of documented illness or emergency occurring after 85% completion of the course.
Previously graded work may not be repeated for credit. It is not possible to remove an IN by
re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete
One calendar year is allowed to remove an IN. Individual academic units may have more
stringent policies regarding these time limits. If the IN is not removed within the designated
time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be
calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit
basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be
lapsed with a mark of NC or NP and will not be calculated into the grade point average.
Academic Integrity
The University’s Student Conduct Code articulates violations that are most common and
readily identifiable. Conduct violating university community standards that is not
specifically mentioned still may be subject to disciplinary action. General principles of
academic honesty include and incorporate the concept of respect for the intellectual
property of others, the expectation that individual work will be submitted unless
otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles.
Sanctions for violations of the university Student Conduct Code are assessed
appropriately for the cited violation. Sanctions will be considered in light of students’
entire conduct records at the university and will be designed to hold students accountable
for their actions and the resulting or potential consequences of such actions, to promote
the educational well being of students and to protect the educational environment of the
university and the safety of its community.
All academic integrity violations will result in an academic consequence. Failure to
comply with the terms of any imposed sanctions may be considered an additional
violation.
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Scampus, the USC student guidebook contains the Student Conduct Code and
information on Academic Integrity. It is the student’s responsibility to be familiar with
and abide by these guidelines, which are found at:
http://web-app.usc.edu/scampus/
A summary of behaviors violating University standards can be also found at:
http://web-app.usc.edu/scampus/1100-behavior-violating-university-standards-andappropriate-sanctions/
Overview of Units
All readings must be completed prior to Forum Discussions or Class Time. You are always
reading a week ahead. Be sure to complete Unit 1 readings prior to Week 1. Also, in
preparation for your case study, you will frequently be asked to conduct focused observations
and other relevant activities in your fieldwork site. Details of when these take place and the
focus can be found in the detailed unit overviews that follow the chart below. These are not
turned in, but should be completed in preparation for your case study draft due in week 8.
Week
Week 1
Week 2
Unit
Assignments
Unit 1
Introduction of Course: Understanding
“the self” as a Learner of Language
Unit 2
Getting to know English-language
learners: History, Politics, Practices,
and Programs
Class Time
Required Reading for Unit 2
TV Project- Getting Started
Case Study Observations-Selecting a
student
Class Time
View Video: “Why Education for
Language Minority Students: A
Theoretical Framework.”
Required Reading for Unit 3
Weeks
3 and 4
Unit 3 – Part I
Theoretical Foundations of Language
Acquisition
Language Proficiency and the
Dimensions of Language, Conversational
and Academic Language
Unit 3 – Part II
Theoretical Foundations of Language
10
Week 3
Class Time
Small Group Forum Discussion
View video lecture on language
proficiency
Required Reading for Unit 4
Week 4
Class Time
View video lecture
Acquisition
Conceptualizing Bilingual Proficiency:
What does it mean?
Case Study Abstract Due
Required Reading for Unit 4 Part 1
What are the implications?
Unit 4 – Part I
Second Language Acquisition Theory
Weeks
5 and 6
Week 7
Weeks
8 and 9
Week 5
Class Time
View video- Immersion
Required Reading for Unit 4 Part 2
TV Project Due
Unit 4 – Part II
Second Language Acquisition Theory
Continues
Week 6
Class Time
Forum/Live Session (building of
Graphic Organizer)
Required Reading for Unit 5
Unit 5
Application of Theory into Practice:
Programs and Outcomes
Class Time
View video lecture - Krashen’s Theory
Required Reading for Unit 6
Unit 6
Sociocultural Theory of Language
and Learning: Tapping into
Community Funds of Knowledge
WEEK 8
CASE STUDY OFFICE HOUR
View Video Presentations on SocioCultural & Funds of Knowledge
Required Reading for Unit 7 Part 1
CASE STUDY DRAFT DUE
Week 9
Class Time
Week
10
Unit 7 Parts 1a
Models of Teaching English as a New
Language
Class Time
Required Reading for Unit 7 Part 2
Class Time: Discuss transition to
second semester 543-B
Discuss readings on communicative
approaches
The remainder of the table below provides a TENTATIVE PREVIEW of Units 1-10 in EDUC
543B. The following is subject to change.
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Dates
Week 1
Modules
EDUC 543-B Begins
Unit 1
Models for Teaching English as a
New Language continues
Part 3
*Note: This unit began in
Part A of this course.
Weeks
2 and 3
Unit 2
Parts 1 and 2
Reading and Writing Instruction
for ELLs
Week 4
Week 5
&
Week 6
Week 7
&
Week 8
Unit 3
Content Area Instruction for ELLs
Assignments
543-B Intro
Class Time
View Classroom Video: Complete
Checklist
Required Reading
Week 2
Class Time
Fieldwork Journal
Required Reading
WEEK 3
Class Time
Fieldwork Journal
View SDAIE Lecture Slides and
complete SDAIE sort
Required Reading
Class Time
Decision Making-The SDAIE vs ELD
instructional approach Journal
Required Reading
WEEK 5
Class time
Genre Analysis Due: Post to Forum
Required Reading
Unit 4
Content Area Literacy
Unit 5
Multimedia Strategies for Literacy
Development
WEEK 6
NO FORMAL CLASS TIME
Guided Genre Analysis Forum
Required Reading
WEEK 7
Class Time
View Podcast: Multi-media literacy in
Teacher Education
Required Reading
WEEK 8
NO FORMAL CLASS TIME
Office Hours: Case Study
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Language Minority Case Study Due
Week 9
&
Week10
Unit 6
Case Study Presentations
Week 9
Class Time
Present Case Study Project (Peer
review- “Appraising a Case Study”)
Week 10
Class Time
Present Case Study Project (Peer
review- “Appraising a Case Study”)
Due Dates
All noted assignments are due the week they are listed. Each week begins on Monday and
ends on the following Sunday. With the exception of Class Time, you may post your
assignments at any time during the week they are assigned unless otherwise specified.
Assignments must be submitted no later than the end of the assigned week on Sundays. No
late assignments will be accepted unless prior permission has been granted by your
instructor.
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Introduction to Course
Understanding “The Self” as a Learner of Language
Week 1
INTRODUCTION
The purpose of this unit is to introduce the course. Organization, course syllabus,
requirements and other topics concerning the management and fulfilling of course
requirements will be discussed. Discussion of students’ background, expectations, needs
and other related topics will also be discussed.
LEARNING OUTCOMES
Candidates will:





Understand organization of course: course syllabus, management, course
requirements, etc.
Recognize the unique aspects of classmates: backgrounds, experience, aspirations,
etc.
Contribute their own expectations and needs for the course.
Understand the role the course plays in meeting the needs of language-minority
populations.
Understand the role of shared inquiry and discussion in the construction of
knowledge in this course.
READINGS (to be read before next class session)
Course Syllabus
Crawford, J. (2004). Bilingualism in America: Ch. 1-3. Educating English Learners:
Language Diversity in the Classroom. Pp. 2-77.
Chapter 1 discusses immigration and its impact, making sense of the Census in 2000,
diversity in historic perspective, causes of language shift, LEP enrollment growth, challenges
for educators, achievement (Data) Gaps, dropout Rates, patterns of acculturation, and costs of
Language Loss.
Chapter 2 addresses diverse needs, mandates vs. realities, key terms, program Labeling,
submersion, ESL pullout, structured English immersion, transitional bilingual education,
developmental bilingual education, two-way bilingual education, newcomer models, and
making program choices.
Chapter 3 covers mixed feelings about diversity, language policies elsewhere, American
exceptionalism, linguistic laissez-faire, language ideologies, national myths – bilingual
double standard, questions of power, assimilationism vs. pluralism, multicultural anxieties,
school policies and politics, ‘Orientations’ in language planning, and group rights or
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individual rights.
Lucas, T., Villegas, A.M., & Greedson-Gonzalez, M. (2008). Linguistically Responsive
Teacher Education: Preparing classroom teachers to teach English Language Learners.
Journal of Teacher Education. 59 (4), 361-373.
URL: www.usc.edu/dept/education/CMMR/FullText/Lucas_Villegas.pdf
In this article, the authors identify a small set of principles that can serve as the linguistic
foundation for the teaching of English language learners in mainstream classes. The authors
outline linguistically responsive pedagogical practices that flow directly from these
principles. They conclude with concrete suggestions for how teacher education programs
can incorporate the knowledge and skills that will prepare all pre-service teachers to be
linguistically responsive.
ASSIGNMENTS

Class Time: Review course requirements and engage in an initial small group
discussion around your initial understanding of bilingual education.

TV Project – Getting Started

Case Study Observations – Getting Started, Selecting a Student
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Unit 2
Getting to Know English-language Learners:
History, Politics, Practices and Programs
Week 2
INTRODUCTION
In this unit candidates will learn about the history of education of language minority
students. The unit includes an overview of the academic, social, economic and strategic
rationale for specially designed programs for this student population. We will discuss
programs and practices to meet the needs of this population of students and define who
English learners are.
LEARNING OUTCOMES/OBJECTIVES
• Students will be able to discuss the history of education for language minority populations.
• Students will display an understanding of the social, economic, political, and other reasons
for the specially designed programs for ELL students.
• Students will have a preliminary understanding which students these programs are
designed for.
• Students will have a general idea of why special programs for ELLs are needed.
READINGS (to be read for next class session)
Crawford, J. (2004). Ch. 4: A Forgotten Legacy. Educating English Learners: Language
Diversity in the Classroom. Pp. 80-104.
This chapter discusses bilingualism in colonial America, no official tongue, annexing
diversity, 19th century bilingual schooling, Americanization campaigns, ‘new’ immigrants,
controlling conquered peoples, language restrictionism, Meyer v. Nebraska, ‘civilizing’ the
Indian, Spanish language rights, ‘cultural deprivation’ era, and the rebirth of bilingual
education.
Peregoy, S.F. & Boyle, O.F. (2008). Ch. 1: English Language Learners in School.
Reading, Writing, & Learning in ESL. Pp. 1-32.
This chapter discusses the concerns of teachers when they first encounter students who
are new to English in their classrooms. The chapter covers such issues as how cultural
differences affect teaching and learning, how to become an effective participant observer
in your own classroom, and “who am I” in the lives of my students, etc.
RECOMMENDED
Addelson-Rodriguez, N. (2000). All English Language Learners are Capable of learning to
high standards if optimal teaching and a supportive environment are provided. In A.
Walqui-van Lier & Hernández, A. (Eds.), A scaffold for change: Professional
development for teachers of English language learners. (pp. 28-39) San Diego County
Office of Education.
16
URL: < http://www.usc.edu/dept/education/CMMR/Scaffold_for_Change.PDF >
This article discusses various principles for the instruction of English Language Learners.
Twelve principles are presented that cover various aspects of quality programs for ELLs
with anecdotal examples of student learning.
ASSIGNMENTS

Class Time: Bilingual Education and our Personal Experiences with English language
learners and as language learners.

Case Study Focus: Gathering Demographic Data and identifying local definitions.

View Video: “Why Education for Language Minority Students: A Theoretical
Framework.”
17
Unit 3 Part I
Theoretical Foundations of Language Acquisition:
Language Proficiency and the Dimensions of Language Conversational and Academic Language
Week 3
INTRODUCTION
This unit will focus your studies on first and second language learning theories, notions
of language and the relationship to school achievement and on what is meant by language
proficiency.
LEARNING OUTCOMES/OBJECTIVES
•
•
•
Students will be able to discuss various first and second language learning theories.
Students will be able to converse about language and it’s relationship to school
achievement.
Students will have a preliminary understanding of what is meant by language
proficiency.
READINGS (to be read for next class session)
Cummins, J. (2005). Teaching the Language of Academic Success: A Framework for
School-Based Language Policies. In: Schooling and Language Minority Students:
A Theoretical Framework (3rd edition). pp. 3-32.
This chapter provides a framework for understanding how the interactions that bilingual
students experience in schools can create the conditions for academic success or failure.
Among the relevant linguistic and cognitive issues are the nature of language proficiency
and its relationship to the development of reading abilities, the effects of bilingualism on
cognitive and educational development, and the relationship between students’ first and
second languages.
Brown, D.H. (2007). First Language Acquisition. In the Principles of Language Learning
and Teaching, pp. 24-51.
In this chapter, Professor Brown discusses theories of first language acquisition and the
various methodology that has come from these theories such as behavioral approaches, the
Nativist Approach, Functional Approaches, etc. He, then, continues with the discussion of
issues in first language acquisition, such as competence and performance, comprehension
and production, universals, practice, frequency, and more.
RECOMMENDED
Cummins, J. Language Proficiency, Bilingualism, and Academic Achievement.
18
In: Richard-Amato, & Snow (1992). The Multicultural Classroom: Readings for
Content-Area Teachers. Pp. 16-26.
In this chapter, Dr. Cummins proposes a distinction between two levels of language
proficiency: surface-level conversational proficiency and the deeper level of cognitive
academic language proficiency. This distinction has far-reaching implications for both
teaching and testing and is an important consideration for content-area instruction.
King, K. & Fogle, L. (2006). Raising Bilingual Children: Common Parental Concerns and
Current Research. Center for Applied Linguistics.
URL: < http://www-rcf.usc.edu/~genzuk/RaiseBilingualChildren.pdf >
The purpose of this digest is to help pediatricians, speech language pathologists, classroom
teachers, and other professionals who work with bilingual children and their parents
understand common parental concerns related to bilingual childrearing and become familiar
with the current science on bilingual child development. Greater insight into both issues will
allow these professionals to provide more effective and scientifically sound advice to parents.
Snow, M.A. (2005). Primary Language Instruction: A Bridge to English Language
Development. In: Schooling and Language Minority Students: A Theoretical
Framework (3rd edition). pp. 119-160.
This chapter makes a case for the use of the primary language in the schooling of English
language learners by exploring relevant research in the second language acquisition and
language education literature and suggests ways in which teachers can support the use of
the primary language while their students are developing their English language skills.
ASSIGNMENTS
 Class Time: Discuss unit 3 readings and video, “Why Education for Language
Minority Students: A Theoretical Framework.”
 Video Lecture – What is meant by language proficiency?
 Small group forum: What is meant by language proficiency? James Cummins
suggest that in order to assess the role of language minority student’s primary
language in the acquisition of English Academic skills, it is necessary to consider
two questions:
(1) What is meant by language proficiency? and
(2) What are the cross-lingual dimensions of language proficiency? In other
words how does the development of proficiency in L1 relate to the
development of L2 proficiency?
Post an initial forum entry that shares your response to the 2 questions above and
respond to at least 2 classmates postings.
19
20
Unit 3 Part II
Theoretical Foundations of Language Acquisition Continues: Conceptualizing
Bilingual Proficiency - What does it mean? What are the implications?
Week 4
INTRODUCTION
In this part of the unit, candidates will continue their study of language learning theory.
The discussions in this unit will help candidates distinguish between two levels of
language proficiency: the surface-level conversational proficiency and the deeper level of
cognitive academic language proficiency. Candidates will expand their understanding of
language learning through discussion of the common cross-lingual dimensions of
bilingual language proficiency. Candidates will explore the interdependence or common
underlying proficiency principle and look at how an understanding of one language can
promote the development of proficiency underlying another language.
LEARNING OUTCOMES/OBJECTIVES



Students will be able to discuss the cross-lingual dimensions of language proficiency
for those who speak two languages.
Students will have an understanding of how various types of programs or practice can
influence the success of ELL students.
Students will have a preliminary understanding of important factors that indicate
potential for success in these programs such as age and length of residency.
READINGS (to be read for next class session)
Krashen, S. (2005). Bilingual Education and Second Language Acquisition Theory. In:
Schooling and Language Minority Students: A Theoretical Framework. pp. 33-61.
The chapter describes the various issues, and points of contention about bilingual
education. It reviews what is known today about the process of second language
acquisition and, then, shows how research in bilingualism and bilingual education helps
to resolve some of the issues facing parents and educators today.
Crawford, J. (2004). Ch. 8. Basic Research on Language Acquisition. Educating English
Learners: Language Diversity in the Classroom. pp. 182-212.
This chapter focuses on language-learning methodologies, the Chomskyan revolution and the
critical period hypothesis, the input hypothesis, interdependence hypothesis, BICS and
CALP, the threshold hypothesis, empowering minority students, the notion of
‘semilingualism’ and deficit models, challenge to BICS/CALP distinction and Krashen’s
critics, and cognitive effects of bilingualism.
21
Peregoy, S.F. & Boyle, O.F. (2008). Ch 2: Second Language Acquisition. Reading,
Writing, & Learning in ESL. pp. 33-71.
In this chapter, the authors describe theories about how people acquire a second
language, focusing on children and young people learning English in school. The chapter
helps to define language proficiency and communicative competence. The chapter also
discusses how language can function as a symbol and instrument of power, social,
standing, and personal identity. Overall, it contributes to the discussion on the social,
emotional, cultural, and educational factors that influence English Language Learners
acquisition experience in school.
ASSIGNMENTS

Class Time: What is meant by language proficiency? Unpacking the ELD standards.

View Video Lecture – What are the cross-lingual dimensions of language
proficiency?

CASE STUDY ABSTRACT DUE!

Case Study Focus: Informal Observations- language proficiency and academic
achievement. “What does it means to be proficient in a language on your campus (or
case study location)? What are the indicators (i.e., success on a standardized test, oral
proficiency, ability to write an essay)? In other words, how does your school context
define language proficiency? Compare your school's expectations with your own
expectations as an educator. Which of these week's readings supports your beliefs
about language proficiency?
22
Unit 4 Part I
Second Language Acquisition Theory
Week 5
INTRODUCTION
In this unit candidates continue their study of language learning theories and language
acquisition and learning issues in the classroom related to bilingual and English as a second
language. Candidates will build their understanding of bilingual education programs,
comparison of submersion and immersion programs, age factors in second language
acquisition, and language learning hypothesis.
LEARNING OUTCOMES/OBJECTIVES
• Students will be able to discuss some of the aspects of second language learning theory.
• Students will be able to reflect on their own language learning experiences through the lens
of this language learning theory.
• Students will have a preliminary understanding of how these theories can influence their
own instructional planning and practice.
READINGS (to be read for Week 6 Class session)
Hakuta, K. Butler, Y. & Witt, D. (2000). How Long does it take English Learners to attain
proficiency? The University of California Linguistic Minority Research Institute Policy
Report 2000- 1.
URL:
<http://www.usc.edu/dept/education/CMMR/FullText/Hakuta_HOW_LONG_D
OES_IT_TAKE.pdf >
One of the most commonly asked questions about the education of language minority
students is how long they need special services, such as English-as-a-Second-Language
(ESL) and bilingual education. This study reports on data from four different school
districts to draw conclusions on how long it takes students to develop oral and academic
English proficiency.
Collier, Virginia P. (1995). Acquiring A Second Language For School. This short
publication is written to guide the reader through the substantial research
knowledge base that the field has developed over the past 25 years.
URL:
<http://www.usc.edu/dept/education/CMMR/CollierThomas_Acquiring_L2_for_Sc
hool >
This short publication is written to guide the reader through the substantial research
knowledge base that the field has developed over the past 25 years. The conceptual model
that has emerged from the author’s research helps to explain many complex interacting
factors that the school child experiences when acquiring a second language during the school
23
years, especially when that second language is used in school for instructional purposes
across the curriculum.
Cummins, J. & Genzuk, M. (1991). Analysis of final report: Longitudinal study of
structured English immersion strategy, early exit and late-exit transitional bilingual
education programs for language-minority children (Internet article) from the
Center for Multilingual, Multicultural Research, University of Southern California.
URL: < http://www-rcf.usc.edu/~genzuk/Ramirez_report.html >
This analysis reports on the final report of a longitudinal study of structured English
immersion strategy, early exit, and late-exit transitional bilingual education programs for
ELL students. It summarizes that, although the report may not have provided definitive
answers to all the questions concerning the education of Latino children, it has achieved
at least two important outcomes: it has demonstrated that sustained promotion of
children's primary language can be an effective route both to academic excellence and
literacy in two languages; second, it has refuted the notion that intensive exposure to
English is the best way of teaching language minority children.
RECOMMENDED
Crawford, J. (2004). Ch. 12. Two-Way Bilingualism. Educating English Learners:
Language Diversity in the Classroom. pp. 286-309.
This chapter addresses costs of Monolingualism, impetus for two-way programs, the Oyster
experiment, Federal and State policies, criteria for effectiveness. 90/10 model, 50/50 model,
research questions, grounds for optimism, and power relationships.
Thomas, W. P. & Collier, V. P. (2003). A National Study of School Effectiveness for
Language Minority Students' Long-Term Academic Achievement Final Report:
URL: < http://crede.berkeley.edu/research/llaa/1.1_final.html >
ASSIGNMENTS



Class Time: TV project presentations
View video: Go to http://www.mediathatmattersfest.org/ Find BROWSE FILMS BY
ISSUE box (right-hand side); click on immigration tab; click on immersion video.
After viewing the video write a personal reflection where you make connections
between the video and relevant aspects of the class covered to date. Be prepared to
discuss your reflection during class time next week. This assignment is ungraded but
must be completed prior to class time and will impact your class time grade in week 6
if you are not prepared to discuss the video and your reactions.
TV PROJECT DUE!
24
Unit 4 Part II
Second Language Acquisition Theory
Week 6
INTRODUCTION
Language learning theories (cont.). Language acquisition and learning issues in the
classroom related to bilingual and English as a second language. Bilingual education
programs, comparison of English immersion, early-exit, and late-exit programs, age and
residency factors in second language acquisition, length of time required to acquire a second
language, and language learning hypothesis are continued.
LEARNING OUTCOMES/OBJECTIVES
• Discuss second language learning theory in the context of Krashen’s 5 hypothesis on
second language learning.
• Be able to apply elements this theory to your observations and analysis of your field
observations.
READINGS (to be read for next class session)
You are to read and respond to the Group Forum Posts and view Graphic Organizers posted
for this weeks assignments.
ASSIGNMENTS

Class time-Discuss immersion video, connect to class readings and ethnographic case
study

Live Session and Forum Discussion: Each group/team will be responsible for
reviewing, analyzing, and posting a graphic organizer on one of the two readings
(Hakuta, or Collier) required for this week’s class (Week 6). The brief Genzuk &
Cummins article should also be used to supplement your Group’s assigned article.
(Your group has been assigned one of the articles by the professor). Come together as
a group and discuss your assigned article and how you will organize your thinking
through a graphic organizer. You should engage in this initial discussion through a
live session on 2sc. Assign 1 group member to set up the live session and another to
post your final graphic organizer to this week’s Group Forum. Each student is
expected to review the posts in all forums and respond at least once to a Forum on the
Hakuta article, and once to a Forum on the Collier article.
Each group is to discuss their posted written reflections with the rest of the class
during class time next week.
25

Case Study Focus: Conducting interviews (student, family, teacher, support
personnel, etc.)
26
Unit 5
Application of Theory into Practice: Programs and Outcomes
Week 7
INTRODUCTION
Sociocultural factors in teaching language minority students. Emphasis is placed on the study
of diverse cultural patterns among families and appropriate mechanisms for involving all
families in the school program. This class will emphasize the self-examination and
evaluation of attitudes towards people of different cultures and ethnic backgrounds.
LEARNING OUTCOMES/OBJECTIVES

Students can recognize and discuss the various language learning theories as they
apply to their observations in the field (through synthesis, analysis, and evaluation of
how they are, or not applied from the theory into practice).
READINGS (to be read for next class session)
North Central Regional Educational Laboratory, NCREL. (1994). Funds of knowledge: A
look at Luis Moll’s research into hidden family resources. CITYSCHOOLS, 1(1), 1921. Retrieved from:
URL:http://www.usc.edu/dept/education/CMMR/FullText/Luis_Moll_Hidden_Family_Reso
urces.pdf
Moll contends “that existing classroom practices underestimate and constrain what Latino
and other children are able to display intellectually.” He believes the secret to literacy
instruction is for schools to investigate and tap into the ‘hidden’ home and community
resources of their students. This article points out that his research calls the “deficit model”
of student assessment into serious question.
U.S. Department of Education (1995). Model Strategies in Bilingual Education: Professional
Development - 1995 Funds of Knowledge for Teaching. Office of Bilingual Education
and Minority Language Affairs. Washington D.C.
URL: <http://www.ed.gov/pubs/ModStrat/pt3i.html >
This report illustrates research-supported principles of professional development with the
experiences of communities of scholars, practitioners, and teacher aspirants at selected sites.
From the project described in this report educators can learn much about how to develop a
highly qualified instructional workforce for language minority students through the use of
Funds of Knowledge techniques.
RECOMMENDED
Cummins, J. (1995). Negotiating Identities: Education for Empowerment in a Diverse
Society.
27
Banks, J.A. The Stages of Ethnicity. In: Richard-Amato, & Snow (1992). The
Multicultural Classroom: Readings for Content-Area Teachers. pp. 93-101.
In this chapter, Professor James Banks from the University of Washington discusses the
stages of ethnic identity and their curricular implications.
Heath, S.B. Sociocultural Contexts of Language Development: Implications for the
Classroom. In: Richard-Amato, & Snow (1992). The Multicultural Classroom:
Readings for Content-Area Teachers. pp. 102-125.
In this chapter, Dr. Brice Heath broadens the scope of our investigation by comparing the
types of language used in school with those of the homes and communities of language
minority students.
Scarcella, R. Providing Culturally Sensitive Feedback. In: Richard-Amato, & Snow
(1992). The Multicultural Classroom: Readings for Content-Area Teachers. pp.
126-141.
In this chapter, Robin Scarcella provides many helpful tips for giving culturally sensitive
feedback in the content-area classroom.
ASSIGNMENTS



Class Time: Discuss Collier and Hakuta readings and graphic organizers
View video: Krashen’s Theory of Second Language Acquisition
Case Study Focus: Think about Krashen’s 5 hypotheses. How have you seen them
represented in your case study classroom? How have they impacted your case study
student’s language development and academic achievement?
28
Unit 6
Socio-cultural Theory of Language and Learning –
Tapping into Community Funds of Knowledge
Week 8
INTRODUCTION
Socio-cultural factors in teaching language minority students will now be highlighted.
Emphasis is placed on the study of diverse cultural patterns among families and
appropriate mechanisms for involving families and community in the school program.
This unit will emphasize the self-examination and evaluation of attitudes towards people
of different cultural, ethnic, and linguistic backgrounds including review of topical issues
confronting educators of language minority populations and an introduction to Funds of
Knowledge Teaching. This will provide focus on the techniques and theories that
teachers can adopt in an attempt to tap into the “funds of knowledge” that are present
within their students’ households and communities.
LEARNING OUTCOMES/OBJECTIVES




Students can discuss some of the basic sociocultural factors in the teaching of
language minority students.
Students can identify and discuss various cultural patterns among families and
communities that schools serve.
Students can discuss “Funds of Knowledge” as a concept.
Students can recognize, discuss, and prescribe effective interventions such as Funds
of Knowledge teaching for students .
NOTE: There will be no formal Class Time this week to allow all groups to hold Student
Hosted Study Groups and fully participate in Group Forum Discussions.
ASSIGNMENT




Case Study Office Hours
View Video- Sociocultural Factors in the Education of Language Minority Students
and Tapping into Community Funds of Knowledge
Complete the culture in the home and culture in school documents: come prepared to
discuss them during class time next week.
Case Study Draft Due
29
Unit 7 Part 1
Models of Teaching English as a New Language
Week 9
INTRODUCTION
The focus on sociocultural factors in teaching language minority students is brought to a
conclusion. Methods and strategies for taking field notes, gathering field notes, and
providing comprehensible instruction are highlighted to inform instructional planning and
practice.
Overview of methods: Communicative and grammar based approaches to second
language acquisition are introduced. Differences in theory, procedures, techniques,
methods, and approaches are covered including: Grammar-translation approach; direct
method (approach); the Concurrent Translation approach; Reading approach; Audiolingual approach; Cognitive approach, Total Physical Response method, the Natural
approach; Suggestology; the Silent Way; Confluent education method, Community
language learning.
LEARNING OUTCOMES/OBJECTIVES FOR THE WEEK



Highlight methods and strategies for taking field notes, gathering qualitative data, and
providing comprehensible instruction to inform instructional planning and practice
(via TV Project)
Provide an overview of grammar-based approaches to second language learning.
Discuss historical perspectives of second language learning theories, approaches, and
methods.
READINGS (to be read for next class session)
Crawford, A.N. (2005). Communicative Approaches to Second Language Acquisition.
In Schooling and Language Minority Students: A Theoretical Framework (3rd
edition), pp. 65-117.
In this chapter, Dr. Crawford links the constructivist paradigm to communicative
approaches to second language acquisition and to related instructional strategies for
English language learners. Access to core curriculum through specially designed
academic instruction in English (SDAIE) is highlighted.
Peregoy, S.F. & Boyle, O.F. (2008). Ch. 4: Oral Language Development in Second
Language Acquisition. Reading, Writing, & Learning in ESL. pp. 115-151.
In this chapter, the authors discuss oral language development and its relationship to
literacy and academic development. Suggestions are provided for promoting and
assessing oral language development in second language acquisition.
RECOMMENDED
30
Galloway, A.(1993). Communicative Language Teaching: An Introduction and Sample
Activities. (Internet Article) Center for Applied Linguistics.
URL: < http://www.cal.org/resources/digest/gallow01.html >
This digest takes a look at the communicative approach to the teaching of foreign
languages. It acts as an introduction to the communicative approach for teachers and
teachers-in-training who want to provide opportunities in the classroom for their students
to engage in real-life communication in the target language. Examples of exercises that
can be used with a communicative approach are described, and sources of appropriate
materials are provided.
Krashen, S. & Terrell, T.D. (1983). The Natural Approach. Haywood, CA: The
Alemany Press.
This book is derived from the empirically grounded theory of second language acquisition
for which Krashen is famous. It’s objective is to translate theory into practice, and the two
authors have done so by adapting a variety of situations and modifications to teaching for the
teacher of diverse student populations. A wonderful example of communicative language
teaching.
Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd
edition). Cambridge, England: Cambridge University Press.
This book surveys the major approaches and methods in language teaching such as
grammar translation, audiolingualism, communicative language teaching, and the natural
approach. The book examines each approach in terms of its theory of language and
language learning, goals, syllabus, teaching activities, teacher and learner roles, materials
and classroom techniques. It also contains coverage of whole language, multiple
intelligences, neurolinguistic programming, the lexical approach, competency-based
language teaching, cooperative language learning, context-based instruction, task-based
language teaching and the post methods era
ASSIGNMENTS


Class Time: Discuss the impact of socio-cultural learning theory and funds of
knowledge on second language acquisition. Be prepared to discuss your culture in the
home and school documents
Case Study Focus– Socio-cultural learning theory and second language acquisition
31
Unit 7 Part 2
Models for Teaching English as a New Language
Week 10
INTRODUCTION
This unit will focus on the following: Overview of methods. Communicative and
grammar based approaches to second language acquisition. Difference in theory,
procedures, techniques, methods, and approaches. Grammar-translation approach; direct
method (approach); the Concurrent Translation approach; Reading approach; Audiolingual approach; Cognitive approach, Total Physical Response method, the Natural
approach; Suggestology; the Silent Way; Confluent education method, Community
language learning.
LEARNING OUTCOMES/OBJECTIVES
• Provide an overview of the grammar based approaches to second language learning
• Discuss historical perspectives of second language learning theories, approaches, and
methods.
NOTE: Your next class will be held in your EDUC 543-B sections.
REQUIRED READINGS (to be read for first session of EDUC 543-B)
Wong Filmore, L. & Snow, C. (2002). What teachers need to know about language. In C.T.
Adger, C.E. Snow, & D. Christian (Eds). What teachers need to know about language
(pp. 7-43). Delta Systems Co., Inc, and the Center for Applied Linguistics.
The two distinguished authors, from U.C. Berkeley and Harvard respectively, discuss the
need for teachers to be able to access the wide range of information to function well in the
classroom. The competencies required by the various state certification standards add up to a
very long list for teachers to acquire. This article addresses the challenge of providing
excellent new teacher preparation and ongoing professional development for teachers for
immigrant and limited-English proficient students. The topic is very well covered in this
chapter.
URL: < http://www.usc.edu/dept/education/CMMR/WongFillmore_Snow.pdf >
Dutro, S. and Moran, C. (2003). Rethinking English language instruction: An
architectural approach. In G. Garcia (Ed.) English learners: Reaching the highest
level of English literacy pp. 227-258. International Reading Association, Newark,
Delaware.
This chapter presents an approach for rethinking English language instruction using an
architectural metaphor. The authors lay out a blueprint for infusing English language
development (ELD) throughout the instructional program, and describe the design
features and general instructional principles that underpin high-quality, rigorous secondlanguage teaching.
32
RECOMMENDED READINGS
Haas, M. (2000). Thematic, Communicative Language Teaching in the K-8 Classroom.
URL: < http://www.cal.org/resources/digest/0004thematic.html >
This brief digest suggests that foreign language instruction for children can be enriched
when teachers use thematic units that focus on content-area information, engage students
in activities in which they must think critically, and provide opportunities for students to
use the target language in meaningful contexts and in new and complex ways. The
national standards for foreign language teaching and learning support this approach to
language instruction.
Kerper-Mora, J. Principles of L2 teaching methods and approaches
URL: < http://coe.sdsu.edu/people/jmora/ALMMethods.htm >
This online piece provides useful descriptions of the basic principles and procedures of the
most recognized methods for teaching a second or foreign language including: GrammarTranslation Approach, Direct Approach, Reading Approach, Audiolingual Method,
Community Language Learning, The Silent Way, Communicative Approach--FunctionalNotional , and Asher’s Total Physical Response Approach.
Asher, J. What is TPR?
URL: http://www.tprsource.com/asher.htm
This article provides you with the basic concepts and philosophy of this superb approach for
beginning language students, and will also answer some of the questions most frequently
asked by teachers and administrators.
Assignments
Class Time- Preparing for EDUC543B
Course Evaluation
GETTING READY FOR EDUC 543-B
Prior to beginning EDUC 543 Part B candidates must complete the assignments below:
Reading Review
These reading assignments were required in Part A of this course. Please review these prior
to Week 1.
Crawford, A.N. (2005). Communicative Approaches to Second Language Acquisition.
In Schooling and Language Minority Students: A Theoretical Framework (3rd
edition), pp. 65-117.
33
Peregoy, S.F. & Boyle, O.F. (2008). Ch. 4: Oral Language Development in Second
Language Acquisition. Reading, Writing, & Learning in ESL. pp. 115-151.
Required Reading
These reading assignments are new and should be completed prior to your first Class Time
session in Part B – Week 1.
Wong Filmore, L. & Snow, C. (2002). What teachers need to know about language. In C.T.
Adger, C.E. Snow, & D. Christian (Eds). What teachers need to know about language
(pp. 7-43). Delta Systems Co., Inc, and the Center for Applied Linguistics.
URL: http://www.usc.edu/dept/education/CMMR/WongFillmore_Snow.pdf
Dutro, S. and Moran, C. (2003). Rethinking English language instruction: An
architectural approach. In G. Garcia (Ed.) English learners: Reaching the highest
level of English literacy pp. 227-258. International Reading Association, Neward,
Delaware.
Preparing for EDU 543 – Part B
The following assignments found in EDU 543 A must be completed prior to your first
Class Time session in Part B of this course.
1. Review the Power Point/video on Grammar Based vs. Communicative Language
Teaching. Be prepared to discuss your own language learning experiences.
2. Case Study Focus: What have you seen in your fieldwork placement? Have you seen any
of the approaches or methods discussed in the assigned readings or lecture for this week?
Describe what you have observed. Connect these observations to the content of this week’s
topic. Can you make any connection to the theory we have covered class? Put them in your
Case Study portfolios.
3. Be ready to share your own second language learning experience in a Break-out-Group in
your new class. Did you have much conversational experience or did you spend your time
primarily on grammar exercises? Recall and share the kind of exercises you remember and
your reaction to them. Prepare to share with your classmates in Unit 1 of 543-B.
34