Morelia Educational Experience
Field Experience to San Antonio
Teacher
Education Course Syllabus
Spring
Semester 2008
Course:
Spanish
for the Bilingual Classroom
Course Number: ED BLESL 305-306
Schedule: Thursday
1:40
– 3.30
pm, E 413
Instructor:
Roberto Bahruth Office
Hours: 1/2 hour before or after class or by appointment
Email:RobertoBahruth@boisestate.edu Phone: 4263680
Conceptual
Framework: The Professional Educator
Boise State University
strives to develop knowledgeable educators who integrate complex roles and
dispositions in the service of diverse communities of learners. Believing that
all children, adolescents, and adults can learn, educators dedicate themselves
to supporting that learning. Using effective approaches that promote high levels
of student achievement, educators create environments that prepare learners to
be citizens who contribute to a complex world. Educators serve learners as
reflective practitioners, scholars and artists, problem solvers, and partners.
Standards
and Assessments
|
Standards/Indicators
Addressed
|
Assessment
Methods
|
|
Standard
1
various
registers, dialects, structures, vocabulary, and idioms of both the
students’ native language and English |
Focused
academic dialogue journals/learner's log; attendance; class participation;
presentations; synthesis paper |
|
Standard
2 Performance
approaches that promote biliteracy, and
ultimately, English language acquisition |
Focused academic dialogue journals/learner's log;
attendance; class participation; presentations; synthesis paper |
|
Standard 4 Performance
creates, and uses rich and varied resources
related to content areas |
Focused academic dialogue journals/learner's log;
attendance; class participation; presentation of sample lessons |
Course
Description
A
literature-based oral and written communication course for extended
opportunities in expressing and comprehending ideas in Spanish, las it relates
to the context of the bilingual classroom.
Students may be assigned to local public schools and/or community to gain
practice inusing the language for the local speech community.
Course conducted in Spanish. PRE/COREQ:
S 303 COREQ ED BLESL 306
ED
BLESL 306:
Field experience in the bilingual or esl classroom.
A field placement in a bilingual education or English as a Second
Language class in a public school setting..Students in bilingual placements
translate school correspondence, form, newsletters and other written items
andprovide oral translation and interpretation in the classroom setting. PRE/COREQ:
SPANISH 303. COREQ: ED BLESL 305.
Objectives:
The
students will:
I.
Investigate a socio-cultural group to which s/he does not belong, using
appropriate sources identify a perspective of the groups and how the group’s
perspective and characteristics correspond with the framework of the typical
American school.
II.
Use the intellectual writings of members of an oppressed group to inform
understanding of their community and teaching.
III.
Build on the language, dialects, learning styles, and interests of
students whose background differs from the teacher’s to help them master
academic material.
IV.
Use skills in reducing prejudice and stereotyping such as cooperative
learning, developing a multicultural curriculum, locating and using good
multicultural resources, and involving parents in schooling.
V.
Develop critical thinking and problem solving skills through reciprocal
interaction.
Texts:
Collección
de historias, poemas, canciones, actividades
RESERVA ELECTRONICA EN LA BIBLIOTECA
Schedule
Week
1: Dictado/muestra de
redacción - El camello que se perdió – Palabramundos
Week
2: Jorge Guillermo
Manuel José - Las fabulosas bananas sintéticas - Mapa de la vida
Week
3: Hablando de brujas/oranges/Translating
My Grandfather’s House/Villarreal/TEX-MEX
Week
4: Cajas de cartón -
incuesta de intereses - De colores
Week
5: El acueducto - Todo
por un bici sin luces - Guantanamera/Mistral
Week
6: Un día de estos
Week
7: La cebolla - La
patita - ensalada de frijoles - Fuego en el corazón
Week
8: Canastitas en serie
- Publishing deadline: Book One:
Mapa de la vida
Week
9: Book Two - historias
orales - Los niños que no podían jugar
Week
10: El huesped - ventajas/desventajas
Week
11: Mr. Taylor - dos culturas
(omnibuses)
Week
12: La muerte tiene permiso
Week
13: El libro talonario
Week
14: El vaso de leche - Publishing
deadline: Book Two:
Historias orales de migrantes
Week
15: La mariposa - tradición oral -
Sal a caminar
Week
16: Dictado/muestra de redacción/Discussion/Questions
and answers/Reflection Paper
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
|
|
25 |
PROJECTS
:
1)
Life map writing activity: An
individual writing project in a literacy workshop format, taller de
redacción, going through multiple drafts, to be included in an in-class
publication. 2)
To be done with a partner of your choice:
An oral history project in
situ of a migrant farmworker with discussion of perceptions of
personal educational experiences and expectations/perceptions of school
experiences of bilingual children in the US.
Contacts will be arranged by the professor if necessary.
This interview must be written up for an in-class publication.
Professor will give guidance in approaching this interview with
ethnosensitivity. |
|
25 |
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 in Spanish 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 with references to class discussions, readings and connections
across the semester. |
|
25 |
|
|
25 |
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