Professional Teacher Education Unit
Collaborative
Development of Expertise
In Teaching and Learning
Kennesaw State University
I. EDUC 7781 Cultural Issues for ESOL Teachers
Department of Special Education
Kennesaw State University
Summer 2004
II. Instructor:
Judy Holzman, Ph.D.
Office: Pilcher 131
Phone: 770-423-6146 e-mail: jholzman@kennesaw.edu
III. Class Sessions:
June 23,24,28,29,30, July 1
IV. Text : Communicating With Strangers
V. Catalogue Description:
This course is designed to develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural classroom settings. In this course, prospective ESOL teachers will examine major theories related to educating a culturally diverse student body, and teachers will develop strategies for ensuring that ESOL students develop knowledge of mainstream culture as they become proficient in English
VI. Purpose/Rationale:
The purpose of this course is for students to increase their understanding of the impact of
culture on teaching and learning in the ESOL classroom. Students will study and utilize
terms and theories from intercultural communication that will help them to be effective
teachers of English to students of diverse cultural backgrounds.
Conceptual Framework Summary:
Collaborative Development of Expertise in Teaching and Learning
The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative

2 preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as
Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders.
Researchers describe how during the continuum phases teachers progress from being
Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development.
Use of technology:
Opportunities will be provided for students to demonstrate appropriate incorporation of technology in the teaching of English as a Second Language as well as to use technology for continued professional development. Demonstrations of proficiency in technology are part of the requirements for all courses in the College of Education.
Diversity Statement:
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the
Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required.
Learning about second language acquisition, the role of culture in language development, and general linguistics provides an excellent opportunity for students to understand the cultural and linguistic diversity of the world and how this impacts mainstream and ESL classrooms.
VII. Goals and Objectives:
The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years as described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development.

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Coure Ojective NCATE
Understand general intercultural communication terminology and theories
Understand how culture impacts teaching and learning
Standard 1 and 4
Candidate knowledge
Candidate develops inclusive environment and creates a support environment
Standard 1 and 4
Candidate knowledge
Candidate develops inclusive environment and creates a support environment
Candidate Performance Inst. Evidence
Outcome 1
Are committed to all students and their learning
Discussion
Short essay answers
Group project
Outcome 2
Know the subjects they teach and how to teach those subjects to students
Quizzes
Discussion
Individual/group activities
Develop strategies for identifying, analyzing, and comparing culture
Outcome 2
Know the subjects they teach and how to teach those subjects to students
Discussion
Short answer essays
Group project
Individual projects
Develop strategies for analyzing immigrant/subcultures as they relate to school culture
Understand the linguistic and cultural challenges of language minority students
Examine teaching strategies during field observations
Standard 1 and 4
Candidate knowledge
Candidate develops inclusive environment and creates a support environment
Standard 1 and 4
Candidate knowledge
Candidate develops inclusive environment and creates a support environment
Standard 1 and 4
Candidate knowledge
Candidate develops inclusive environment and creates a support environment
Standard 1 and 2
Candidate knowledge
Candidate uses multiple methods
Outcome 2
Know the subjects they teach and how to teach those subjects to students
Outcome 2
Know the subjects they teach and how to teach those subjects to students
Outcome 2
Know the subjects they teach and how to teach those subjects to students
Short answer essays
Written paper
Discussion
Discussion
Written paper
Group project
Discussion
Observation reflections
VIII. Course Requirements:
Assignment
Quizzes (2)
Reflection responses
Group project
Participation/Field Experience
Points Assessed
20%
30%
40%
20%
Quizzes
Quizzes will consist of short definitions or short questions.

Reflection Papers
Students will respond to questions from specific reading and class discussions
Group Project
This project is divided into two specific areas. Each group will choose a specific culture and present an overview of the culture. Students will then choose appropriate methods and materials and teach a model class, demonstrating best practices that offer the most effective strategies for educating students from the target culture. The professor will model this project during the first class.
Field Experience (During the summer session, professor will assign field experience)
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing.
IX. Evaluation and Grading:
A 100 to 90
B 89 to 80
C 79 to 70
D 69 to 60
F 59 and below
X. Academic Honesty Statement
Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action.
XI.
Class Attendance Policy
Since we only have six class days, it is vital that you attend each day.
XII.
Course Outline
This is a tentative outline. The reading assignments assigned as homework are to be completed before coming to class on the assigned day (except for the first day and those marked “during class”).
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CLASS
First Class
CLASS ACTIVITIES
Introduction/Course
Policies/Course
Overview/What is Culture?
What is your ethnic backgound? To what extent do you feel your ethnic background influences who you are? If you hink it has little influence, what other variables do you feel have a significant influence on your behavior? To what
ASSIGNMENT
Read Chapter 1
Second Class extent do you think people are aware of your background? Do you think this influences how people communicate with you?
What is Intercultural
Communication? Why study Intercultural communication?
Facts/Fiction about
Hispanics
Hispanics in the U.S., Ga., and Cobb County
Identity: The dialectical approach
Chapter 2
Reflection: How have notions of high/low culture influenced people’s perspective of culture?
Third Class What are the advantages of a dialectical approach to intercultural communication?
Chapter 3
Chapter 4 Forth Class
Fifth Class
Sixth Class(virtual)
Applying Cultural Theory to
ESOL students
Class Presentations
Class Presentations
Chapter 5
XIII. Bibliography
Conceptual Framework Summary References:
Asant, M.F. and Gudykunst, W. B. (Eds.) (1998) Handbook of International Communication.
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Newbury Park, CA: Sage.
Baldwin, J.R. and Lindsley, S.L. (1994) Conceptualizations of Culture. Tempe: Arizona State
University Urban Studies Center.
Gergen, K. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. New York:
Harper Collins Basic Books.
Hatch. E. (1983). Culture and Morality: The Relativity of Values in Anthropology. New York:
Columbia University Press.
Hirschberg, Stuart, and Hirschberg, Terry.(1998) One World, Many Cultures. Needham
Heights:
MA: Allyn and Bacon.
Kroeber, A.L. and Luckhohn, C. (1952). Culture: A Critical Review of Concepts and
Definitions.
New York: Vintage.
Nakayama, Martin, and Flores, L.A. (1998). Reading in Cultural Contexts. Mountain View, CA:
Mayfield
Paz, Octavio. (1985). The Labyrinth of Solitude. New York: Grove Press.
Philipsen, G. (1992). Speaking Culturally: Exploration in Social Communication. Albany: State
University of New York Press.
Romo, Harriett. (1999). Reaching Out: Best Practices for Educating Mexican-Origin Children and
Youth. Charleston, West Virginia: Clearinghouse on Rural Education and Small Schools.
.Singer, M.R. (1987). Inte4rcultural Communication: A Perceptual Approach. Englewood
Cliffs,
NJ: Prentice-hall.
Tajfel, H. (1982). Social Identity and Intergroup Relations. Cambridge: Cambridge University
Press.