Standards/Indicators Addressed

Assessment Methods

Standard 1

4. The teacher understands the variety of purposes that languages serve, distinguishing between functions and contextual usage of social and academic language.

Focused academic dialogue journals/learner's log; attendance; class participation; presentations; synthesis paper

Performance

4. The teacher uses knowledge of content areas to establish goals, design curricula and instruction, and facilitate student learning in a manner that builds on students’ linguistic and cultural diversity

Standard 2:

Performance

1. The teacher plans and delivers instruction using knowledge of the impact of language and culture on human development.
2. The teacher integrates language and content instruction appropriate to the students’ stages of language acquisition.

Focused academic dialogue journals/learner's log; attendance; class participation; presentation of sample lessons

Demonstration of methods; lesson presentations

Standard 4: 

1. The teacher recognizes the need for appropriate instructional materials and methods for language learners.

Demonstration of appropriate lessons and materials

Demonstration of appropriate lessons and materials; focused academic dialogue journals; attendance and class participation; final academic synthesis paper

Performance

1. The teacher selects, adapts, creates and uses rich and varied resources related to content areas.

Percentage

of Grade

                    Description of Assignment

20

PROJECT: To be done with a partner(s) of your choice: Prepare and implement a Spanish language lesson demonstrating understanding of course objectives to be presented in Pedagogy of Language. Apply knowledge related to the course while working with second language learners and share research with class. Lessons should be in three stages: Observation, first multilayered lesson with assignment, and follow up lesson to debrief assignment.

20

ATTENDANCE & PARTICIPATION: Class participation requires all

of us to give our undivided attention to each speaker throughout the course

Part of my responsibilities is to ensure that we all respect the right of a

speaker. My ongoing assessment includes monitoring this point. If you want

to comment to a neighbor, write down your comments and share them after

class. Attendance, punctuality, attentiveness to others count. We all have

an obligation with a reciprocal interaction format.

 class meeting. Each writing partner must provide a journal so a two way exchange is

 possible. Each entry of this journal must be dated, written in black ink and both

 partners' names should be on the covers. These journals will be evaluated by the

 instructor at the end of the course for quality and quantity (analysis, synthesis,

 application, questioning and responding)

40

FINAL REFLECTION PAPER: An analysis, synthesis, application paper

focusing on major concepts and issues raised during class discussions,

projects, and in readings which demonstrates comprehension of course

objectives.

Week 1

1/22

Introduction: Commitments in practice/Faltis and Coulter

What works? Ultimate instruction and learning features/Garcia

Week 2

1/29

L-1 Communicative Competence/Preproduction to Intermediate Fluency

Teaching Multilingual Children, abridged from chapters by Collier (ER)

Week 3

2/5

Caregiving L1-developmental pragmatics/ Grammatical categories register/laconicity/Markedness (Tu-usted)

¿Qué dice?¿Qué dice? Child Translators and the power of language (ER)

Week 4

2/12

Arts Education, Leaños & Villarreal (ER)

Social Studies, Ross (ER)

“Las Artes de Mexico” BAM TOUR at 5 pm (meet at the door)

Week 5

2/19

Bilingual Ed/Cummins Framework/CUP/BICS-CALP/Activities & critiques

To be assigned

Week 6

2/26

Sources of I+1/ESL-EFL/Interactive errands/Reading/DJ/personal narratives

To be assigned

Week 7

3/4

Assessment/Error correction/advocacy vs legitimization/non-learning

Teaching standard English: Whose standards? Christensen (ER)

Testing, tracking and toeing the line. A role play…  Bigelow (ER)

Week 8

3/11

Literacy: Freire, Macedo, Smith, Graves/LCC slides & books

Literacy con cariño

Literature circles: Creating an environment for choice, Peralta Nash (BB)

Week 9

3/18

Procedure/democratization/cooperative learning

Students use math to confront overcrowding Turner, Strawhun (ER)

Students mobilize for immigrant rights, Knudson & Levie (ER)

Week 10

4/1

Essential features of a culturally democratic pedagogy

To be assigned

Week 11

4/8

Presentations begin

Week 12

4/15

Presentations continued

Week 13

4/22

Presentations end

Week 14

4/29

Analysis, Synthesis, Application - Theory into Practice

Week 15

4/6

Summary Discussion/Questions and answers/Reflection Paper

Week 16

4/13

Final discussion & review.