Standards and Assessments

Standards/Indicators Addressed

Assessment Methods

Standard 1

The teacher possesses the language competency and vocabulary in students’ native languages necessary to facilitate learning in the content area (s)
The teacher understands the

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

The teacher uses strategies and

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

The teacher selects, adapts,

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

Standards and Assessments

Standards/Indicators Addressed

Assessment Methods

Schedule

Description of Assignment