Boise State University

Teacher Education Course Syllabus

Course: Foundations of Teaching Bilingual Education/ESL

Course Number:  ED-BLESL 201 Section:  001 Schedule: Tues 6:00-9:00 PM

Instructor:   Arturo Rodriguez  Office: Tues-Thurs 9:40 A.M. 12:10 P.M.  

E-Mail:  arturorodriguez@boisestate.edu Phone: 426-4438 Fax:  426-4006 

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.     

Idaho Standards and Assessments

Overview:

Welcome!  This course is for students interested in gaining a broader understanding of teaching in the Bilingual/ESL classroom. This course is designed to help you deepen your knowledge base of ethno-linguistically diverse populations.  Over the course we will engage critical perspectives on supporting culturally diverse students. Moreover, we will engage in discussions that challenge our understandings of how children adolescents and adults learn to speak read and write a first second or other language.  We will also investigate issues that involve multicultural and bilingual education in creating a more socially just society

Course Learning Outcomes 

    By the end of the semester, you should have:  

·         §   A broader understanding of multicultural and bilingual education.

·         §   A deeper understanding of the lives of minoritized and marginalized communities.

·         §   Connected curriculum to the understandings, perspectives, identities, and cultures of our students

·         §   An understanding of theories of language and literacy acquisition

·         §   Knowledge of education for a pluralistic, democratic and socially just society

·         §   An understanding of the ways age, disability, national origin, military status, gender, race, social class, or sexual orientation are used to discriminate against individuals or groups·          

Course Materials: 

    You will be reading from a combination of sources, including texts, on-line readings, and electronic readings and material you select for your own project.  Below is a description of two recommended books.    

Garcia, Ofelia. et. al. (2006). Imagining multilingual schools. Clevedon-Buffalo-Toronto: Multilingual Matters Limited 

Tse, Lucy. (2001). Why don’t they learn English. New York: Teachers College Press 

Electronic reserve 

To access electronic readings (ER) away from off campus you need to go to the Bronco Web site. The direct link is http://eres.boisestate.edu/ Click on the first link “Electronic Reserves” and then search by class number, 511 or the professor’s last name, Rodriguez.  

Calendar:   

A complete calendar will be posted via blackboard    

ADA:  Students needing support other than what is written into the syllabus please see me as soon as possible before or after class, or make an appointment to speak with me.  I will make accommodations as needed.  We will work together to ensure that you receive a rigorous academic experience while being responsive to your particular situation.   

GRADING:   

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

A-Reserved for exemplary work. Your work shows deep thought, analysis, and synthesis of the readings and activities. You made connections among the readings and with your learning experience. You shared with your classmates; examined your biases and prejudices and were willing to make changes based on new information. You attended class in both body and spirit.

B-Distinguished work. You fulfilled all the assignments according to specifications. You were present most of the time. You did the readings, but didn’t really get into them or make personal connections, either to our own life or to your service learning experience. Sometimes you shared in class. You were able to embrace some new ideas and information.

C-Average work. You fulfilled the assignments minimally. If you did all the readings, you didn’t really get below the surface to the deeper issues. You made few connections among the readings, activities or service learning experience. You rarely entered into the discussions in class. You have made few changes in your thinking about diversity, democracy, equity and social justice.

D-Below average work. Attendance and participation were sporadic. You didn’t really enter into the learning opportunities presented to you. Assignments were completed in a haphazard, slipshod manner that shows lack of planning, commitment, and deep thought.

F-You put nothing into this class.  

Assignments:

POLICIES: 

ATTENDANCE AND PARTICIPATION (ON GOING) 

You are expected to attend class and to be well prepared to participate.  This means that you have read and reflected on the assigned readings and are clearly involved in group discussions and activities. Early departure from class, excessive tardiness, or not respecting the length of break time will negatively affect your grade. Missing class or turning in late work may result in the loss of a letter grade, you may be dropped from the course or receive an incomplete.

The only exceptions to this rule are true family emergencies or serious illness that you have discussed with me in advance. 

Papers:  

Papers should be typed using APA style. All papers should be carefully proof read (use spell-check and an outside editor; a friend or colleague), and turned in as clean and clear of form as possible. Computers are available at the County Canyon Center.  

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). 

PRODUCTS 

Personal Journal 

Keep a weekly journal that covers your experiences during this component of your education; one entry per week.  Each entry in your journal should be one page, typed using APA style.  Bring the journal to class on Tuesday as we may be using it during our sessions.  You will provide me a final hard copy at the end of the semester.  

Notes on writing the paper: 

For this product it is important that you write at length given the subject.  Several items are essential when you write for this course: use APA style, your knowledge/perspective and a developed theoretical framework.  A research paper may contain a: a clear topic, concise thesis statement and or research question/s. But, write until you have covered the subject with enough depth to reflect your knowledge as an educator and a scholar.  The final copy, what we will share in class, is your/our analysis of the world; we may agree or disagree, however, it is most important that we challenge each other.  Finally revise, revise and proofread. 

In-Depth Interview: 

As part of this class you will conduct an in-depth free flowing interview of a person who considers her/himself in the beginning stages of learning to speak read or write, preferably an adolescent or adult learner. You must conduct a thorough investigation into your informant’s life (final product will be an essay, 5 page minimum).  The purpose of this product is for you to gain as thorough an understanding of your informant’s lived reality.  You might begin by posing a question: What is your background? 

Supplementary References (not required but helpful) 

Apple, M. (1990). Ideology and the curriculum. New York: Routledge.

Freire, P. (1970).  Pedagogy of the oppressed.  New York:  Continuum. 

* Syllabus collaboratively adopted by Bilingual Faculty 

** I reserve the right to change, add to or subtract from, the content of the syllabus, due dates, assignments, schedule and calendar as necessary throughout the semester.