Standards and Assessments

Standards/Indicators Addressed

Assessment Methods

Standard 1

The teacher knows the key linguistic structures, articulatory system and vocabulary of the English language

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

Disposition

The teacher appreciates the importance of understanding the evolution and existence of bilingual and ENL programs

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

Performance

The teacher uses knowledge of

content areas to establish goals, design curricula and instruction, and facilitate student’s learning in a manner that builds on students’ linguistic and cultural diversity

Standard 4

1. The teacher knows how to adapt lessons, textbooks, and other instructional materials to meet the needs of language learners

Disposition

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

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

Demonstration of methods; lesson presentations

Course Description

This course teaches current approaches, resources and classroom organizational patterns. Problem-solving strategies for dealing with issues and problems regarding the development of communicative competency are addressed. PREREQ: ED BLESL 201.

TEXTS: Using the Natural Approach with the NOPD ... Jackson et al.

The New Oxford Picture Dictionary (English/Spanish). Gaitán

Literacy Con Cariño Hayes et al.

Schedule

Week 1: Introduction: Paradigm Shift: Traditional & Non-traditional Language Teaching/Why Theory?/Politics of monolingualism./Tracking/Technicism

Week 2: Communicative Competence/DIN/Preproduction to Intermediate Fluency

Week 3: Caregiving L1-SLA Theory/Psycholinguistic Guessing Game

Grammatical categories/Lindfors CC/style/register/laconicity/Markedness

Week 4: Interlanguage/Time to learn SL (5 yrs)/fossilization/natural order/sequence/

Week 5: Bilingual Ed/ Cummins Framework/CUP/BICS-CALP/Activities & critiques

Week 6: Sources of I+1/ESL-EFL/Interactive errands/Morelia faux pas /Reading/DJ

Week 7: Assessment/Error correction/advocate vs adversary

Week 8: Literacy: Freire, Macedo, Smith, Graves/ LCC slides & books

Week 9: Procedure/democratization/cooperative learning

Week 10: Presentations begin ________________________

Week 11: ________________________

Week 12: ________________________

Week 13: Presentations end ________________________

Week 14: Analysis, Synthesis, Application - Theory into Practice

Week 15: Summary Discussion/Questions and answers/Reflection Paper

Week 16: Final discussion & review.

Project Suggestions:

Adult-child vs. Child-child Interaction (Hatch/Richard-Amato, Long Scarcella)

Survival ESL and Hidden Agendas (Shor)

Caregiver Speech

Sociolinguistic Issues (BEEBE/Wolfson)

ERRORS

Ethnography of Teaching (A study of Applied Linguistics in S 297) Partner from FL 412.

ED 291 427 Resource Manual for ACC/ESL

Select an issue related to applied linguistics (the teaching of grammar, error correction, types of errors, cross-cultural miscommunication, etc.) & develop, present and videotape a lesson for a group of ESL students, and provide a critique of the lesson.

Academic Honesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of the instructor(s).

Grading Procedures

Percentage

of Grade

Description of Assignment

PROJECT: To be done with a partner of your choice: Apply knowledge related to the course while working with a second language learner in a semester long tutorial (CAMP or local school).

n with assignment, and follow up lesson to debrief assignment.

HOMEWORK: Academic dialogue journals are a standard requirement to

be exchanged at each class meeting. Each writing partner must provide

a journal so a two-way exchange is possible. Entries in these journals

must be dated, and both partners' names should be on the covers.

Journals will be evaluated by the instructor at the end of the course for

quantity & quality.

Attendance and Participation: If you're absent of consistently late this will retract from

your grades proportionally. We all have an obligation with a reciprocal interaction

format

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.

GRADING: Grading Scale: A+ to A=Outstanding A- to B=Good B- to C=Acceptable