COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

Required elements of the departmental syllabus:

1. Course Prefix and Number: FLE 5365

2. Course Title: ESOL Education in Content Areas

3. Regular Instructor(s): Dr. Phil Smith

4. Course Prerequisites (if any): None

5. Course Description:

This program is designed to enable participants to meet the special linguistic and cultural educational needs of limited English proficient (LEP) students in content area classes. It is designed to provide a theoretical and practical foundation for ESOL competencies in program courses that include ESOL infusion.

6. Course Goals and Objectives:

Given successful completion of the course, the participant will:

1. Demonstrate knowledge of the requirements of the 1990 ESOL Agreement regarding the appropriate roles and responsibilities of content area teachers.

2. Demonstrate familiarity with culturally sensitive alternative assessment instruments for LEP students.

3. Demonstrate familiarity with differing interpersonal and communication strategies to encourage positive relationships with LEP students and their families.

4. Demonstrate knowledge of family unit concepts of major ethnic groups in local districts/schools.

5. Demonstrate knowledge of the cultural and religious rites of major ethnic groups in local districts/schools.

6. Develop and implement strategies for using school, community, and home resources of LEP students to enhance their emotional well-being, school adjustment and academic performance.

7. Demonstrate ability to encourage community, parent, and school involvement and partnerships to promote cultural awareness and sensitivity in the community.

8. Develop an awareness of community resources that service, provide assistance, or may benefit LEP students and their families.

9. Demonstrate ability to work cooperatively with the community and express to the community that its participation is wanted and needed.

10. Recognize major differences and similarities between various cultural groups in the U.S., in Florida, and in the local community; demonstrate ability to counsel students, parents, school personnel and community members on these differences and similarities.

11. Demonstrate ability to use knowledge of the demographics of Florida's LEP population to improve the school's ability to meet the educational needs of LEP students.

12. Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to create a positive and supportive environment to accommodate the various cultural backgrounds of students.

13. Demonstrate knowledge of the requirements for comprehensible instruction for students at different stages of L2 proficiency and develop apply strategies for providing comprehensible instruction in content area classes.

14. Demonstrate techniques to promote L2 language development through content area activities and interdisciplinary connections.

15. Establish a portfolio framework for the collection of artifacts that demonstrate the attainment of integrated ESOL competencies in future courses.

16. Critically analyze current literature in Second Language Acquisition and ESOL Education research.

17. Synthesize theoretical perspectives in SLA and articulate a personal stance.

7. Content Outline:

1.1 Why ESOL?

1.2 The 1990 ESOL Agreement

1.3 Stages of Second Language Acquisition

1.4 Comprehensible Instruction & Second Language Development

1.5 Modifying Lessons to Promote Comprehensible Instruction and Second Language Development

1.6 Creating and Modifying Assessments for LEP Pupils at Different Stages of L2 Proficiency

1.7 What is Culture?

1.8 Primary Cultures of LEP Students in Florida

1.9 Cultural Experiences

1.10 Stages of Cultural Adjustment

1.11 Relative and Universal Experiences—Cross-Cultural Exchange

1.12 Communicating Across Cultures—Contact with the Home and Community

1.13 Modifying Lessons to Promote Cultural Understanding and Cultural Diversity

1.14 Organizing and Updating your Portfolio

1.15 Critical Pedagogy, Multiculturalism, and ESOL Education

1.16 Developing Critical Awareness of Trends in ESOL Methods and Theories

8. Evaluation of Student Outcomes:

All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.

Campus Class

Distance Learning Class

The evaluation/assessment activities are:

1. Lesson Plan Modified for Comprehensible Input—15 points

Each student will choose a lesson plan from her/his content area and modify it for the four stages of second language acquisition.

2. Cultural Interview—10 points

After having prepared interview questions based on the class readings and discussions, students will interview an LEP student about her/his culture.

3. Lesson Plan Modified to Incorporate Culture—4 points

Each student will choose a content area lesson plan and modify it to include a multicultural emphasis. Students will also analyze whether LEP children will need any cultural background information to comprehend the lesson and will provide them with means of attaining it.

4. ESOL Survival Materials/Resources—25 points

Students will prepare a kit of materials and resources to make instruction comprehensible and culturally-sensitive for LEP students. The kit will include a picture file, survival phrases in various languages, a description of multicultural activities, props, community resources, written resources for teaching (descriptions of websites, books, articles, etc.) and other means to help make the content area class LEP friendly.

5. Comprehensive Assessment—20 points

A comprehensive quiz covering all of the course readings will be administered during the last class session. The quiz will include multiple choice, true/false, matching, and short answer questions.

6. Infusion Portfolio— Students will assemble a portfolio to collect all future ESOL integration products from their program area courses and process core.—5 points

7. Home/School/Community Project—11 points

Students will create an Home/School/ Community involvement project for LEP pupils, applying their knowledge of cultural diversity, comprehensible instruction, and second language development strategies in their plan.

8. Research Articles—5 points

Students will annotate 15 current research articles, critically analyzing their rhetoric and conceptual and theoretical frameworks.

9. Presentation—5 points

Students will present on a topic related to their content area and collaborate with others in their content area to develop and update an annotated database of ESOL content area resources.

The evaluation/assessment activities are:

1. Lesson Plan Modified for Comprehensible Input—15 points

Each student will choose a lesson plan from her/his content area and modify it for the four stages of second language acquisition.

2. Cultural Interview—10 points

After having prepared interview questions based on the class readings and discussions, students will interview an LEP student about her/his culture.

3. Lesson Plan Modified to Incorporate Culture—4 points

4. ESOL Survival Materials/Resources—25 points

5. Comprehensive Assessment—20 points

A comprehensive quiz covering all of the course readings will be administered during the last class session. The quiz will include multiple choice, true/false, matching, and short answer questions

6. Infusion Portfolio—Students will assemble a portfolio to collect all future ESOL integration products from their program area courses and process core.—5 points

7. Home/School/Community Project—11 points

8. Research Articles—5 points

Students will annotate 15 current research articles, critically analyzing their rhetoric and conceptual and theoretical frameworks.

9. Presentation—5 points

Students will present on a topic related to their content area and collaborate with others in their content area to develop and update an annotated database of ESOL content area resources.

9. Grading Criteria:

Campus Classes

Distance Learning Class

The final grade will be based on the following categories and weights:

1. Lesson Plan Modified for Comprehensible Input—15%

2. Cultural Interview—10%

3. Lesson Plan Modified to Incorporate Culture—4%

4. ESOL Survival Materials/Resources—25%

5. Comprehensive Assessment—20%

6. Infusion Portfolio—5%

7. Home/School/Community Project—11%

8. Research Articles—5%

9. Presentation—5%

Grades will be assigned using the following standard:

A= 90 or better

B = 80-89

C = 70- 79

D = 60 –69

F = 59 or lower

The final grade will be based on the following categories and weights:

1. Lesson Plan Modified for Comprehensible Input—15%

2. Cultural Interview—10%

3. Lesson Plan Modified to Incorporate Culture—4%

4. ESOL Survival Materials/Resources—25%

5. Comprehensive Assessment—20%

6. Infusion Portfolio—5%

7. Home/School/Community Project—11%

8. Research Articles—5%

9. Presentation—5%

Grades will be assigned using the following standard:

A= 90 or better

B = 80-89

C = 70- 79

D = 60 –69

F = 59 or lower

10. Textbook(s) and Readings:

Diaz-Rico, L. & Weed, K. (2002). The crosscultural, language, and academic development handbook: A complete K-12 reference guide. Boston: Allyn & Bacon.

11. Attachment I

COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

ATTACHMENT I

1. Rationale for Setting Goals and Objectives:

Appropriate and effective schooling of LEP students is a major concern for all State

Boards of Education, other educators, parents, and students in the United States, but a particularly critical one for the state of Florida. Florida, like California and Texas, has a significant number of LEP students enrolled in its public schools today and this number keeps growing. Educating these students so that they are equipped with the knowledge and skills needed to be productive citizens, i.e. possessing higher levels of language, math, and reasoning skills, is most important if Florida (and the United States) intends to grow and be competitive in a global economy. The fact that a number of LEP students tend to drop out of school must be taken into consideration and addressed, and one effective way of doing so is to educate better, that is, make school a more meaningful and academically and socially rewarding place for LEP students.

Florida also has a legal responsibility for the appropriate schooling of LEP students. In 1990, as a result of a lawsuit by a coalition of agencies representing the interests of LEP students (META), Florida’s State Board of Education entered into a consent decree that outlines a plan for serving LEP students. Under the provisions of the plan, LEP students will be identified and assessed; programming aimed at providing access to the curriculum will be implemented; teachers will be trained in ESL and bilingual approaches, methods, techniques and strategies; principals and administrators will be trained in the provisions of the Florida Consent Decree; and outcome measures will be developed.

This course is designed to address primarily the first three of the above criteria.

As the ESOL overview course for students in the Math Education, Science Education, Social Studies Education, Computer Education, Physical Education, Adult and Vocational Education, and Art, Music, and Theater Education programs, this course provides a global perspective of the needs of LEP pupils and prepares students to integrate the infused ESOL Performance Standards that they will encounter in their program area and process core courses.

Content in this course includes the fundamental principles, concepts, theories, methods, techniques, strategies, etc. of 2^nd language teaching and learning as found and advocated by leading researchers in the fields of Applied Linguistics (TESOL), Second Language Acquisition, Sociolinguistics, and other related disciplines. Such researchers include: J. Cummins, A. Carrasquillo, S. Krashen,. M. Long. V. Collier, M. Saville-Troike, N. Seelye, G. Valdes, Y. Padron, D. Hymes, L. Beebe, H.D. Brown, J. Kenworthy, M. Swain, D. Larsen-Freeman, L. Vygotsky, M. McCloskey, A. Chamot, J.M. O’Malley, P. A. Richard-Amato, J. K. Peyton, T. Piper, A. Raimes, J. A. Crandall, and G. Cantoni-Harvey.

In addition to this its content being grounded in research findings, this course addresses the Performance Standards for Teachers of ESOL and the Florida’s Subject Area Competencies for ESOL. Indicators for the Accomplished Practices are also evidenced in the course syllabus.

2. Specific competencies addressed from the relevant guidelines.

In the past few years, Florida’s Department of Education established the following

Performance Standards for Teachers of English for Speakers of Other Languages (ESOL). This

course’s design addresses 20 of the 25 standards.

ESOL Performance Standards

1. Conduct ESOL programs within the parameters, goals and stipulations of the

Florida Consent Decree.

2. Recognize the major differences and similarities between the different cultural groups in the United States.

3. Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students.

4. Use knowledge of the cultural characteristics of Florida’s LEP population to enhance instruction.

5. Determine and use appropriate instructional methods and strategies for

individuals and groups, using knowledge of 1^st and 2^nd language acquisition processes.

6. Apply current and effective ESOL teaching methodologies in planning and

delivering instruction to LEP students.

7. Locate and acquire relevant resources in ESOL methodologies.

8. Select and develop appropriate ESOL content according to student levels of proficiency and listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communication skills (BICS), and (2) cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum.

12. Apply content-based ESOL approaches to instruction.

13. Evaluate, design, and employ instructional methods and techniques appropriate to learners’ socialization and communication needs, based on knowledge of language as a social phenomenon.

14. Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.

15. Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at the elementary, middle, and high school levels.

16. Design and implement effective unit plans and daily lesson plans, which meet

the needs of ESOL students within the context of the regular classroom.

17. Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle, and high school levels.

18. Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.

19. Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques.

20. Administer tests and interpret test results, applying basic measurement concepts.

21. Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition.

22. Develop and implement strategies for using school, neighborhood, and home

resources in the ESOL curriculum.

23. Identify major attitudes of local target groups toward school, teachers, discipline,

and education in general that may lead to misinterpretation by school personnel; reduced cross-cultural barriers between students, parents, and the school setting.

3. Are there field-based experiences in this course? If so, please briefly indicate nature and duration.

Yes. The course requires students to interview an LEP pupil.

4. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)

Both the campus course and the distance learning course emphasize the use of instructional technologies because they are effective media for comprehensible instruction, which is a primary consideration when teaching LEP students.

NOTE: The distance learning class is computer-based, i.e. most of its instruction is conducted via the Internet (with supplementary videotapes and audiotapes).

Some ways (adapted from indicators for Accomplished Practice #12) in which

technology is incorporated in the course are as follows:

A. Computers (WWW, email, CD-ROM, etc.)

· Uses, on a personal basis, computer applications, such as word processors, databases, and presentation tools

· Utilizes instructional and other electronic networks to gather and share information (electronic learning logs/dialogue journals, email discussion lists, chat rooms, WWW tutorials and simulations, etc.)

· Selects and utilizes educational software for instructional and management purposes (record keeping/grading software, CALL software, tutorials, games, simulations, etc.)

· Uses computer applications to create visuals and other materials (graphics software, word processors, calculators, etc.)

· Incorporates educational software in lesson preparation and implementation (tutorials, simulations, games, etc.)

· Uses virtual libraries for information gathering and referencing

B. Video

· Uses videotapes that demonstrate various teaching points

· Uses in lesson and material preparation

· Uses videotapes for reflective teaching

C. Audio

· Uses audiotapes to collect oral language samples

· Uses in lesson and material preparation

· Uses videotapes for reflective teaching

D. Display Units

· Uses overhead projectors or other display units to “visualize” instruction

· Uses in lesson and material preparation

5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable.

Twenty of the Florida Adopted Subject Area Competencies for English for Speakers of Other Languages in K-12 Programs are addressed in the ESOL Performance Standards (#2).

6. Are there any components of the course designed to prepare teacher candidates to help K-12 students achieve the Sunshine State Standards? Is so, please identify.

LEP students are accountable for achieving the Sunshine State Standards for Language Arts. Teachers of these students are responsible for ensuring that these standards are met by employing ESOL methods, techniques and strategies. This course focuses on preparing preprofessional teachers to teach LEP students.

DEPARTMENTAL COURSE SYLLABUS

Attachment I (cont'd)

MATRIX

7. Matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II Master's Programs).

Course Goals and Objectives

Topics

Evidence of

Achievement

Accomplished Practices & ESOL Performance Standards

1.0 Demonstrate knowledge of the requirements of the 1990 ESOL Agreement regarding the appropriate roles and responsibilities of content area teachers.

1.1 Why ESOL?

1.2 The 1990 ESOL Agreement

1.1.1 Comprehensive Assessment

AP--9

ESOL PS--1

2.0 Demonstrate familiarity with culturally sensitive alternative assessment instruments for LEP students.

2.1 Modifying Lessons to Promote Cultural Understanding and Cultural Diversity

2.1.1 Comprehensive Assessment

2.1.2 Lesson Plan Modified for Comprehensible Input

AP—1, 5

ESOL PS—4, 14, 19, 20, 21

3.0 Demonstrate familiarity with differing interpersonal and communication strategies to encourage positive relationships with LEP students and their families.

3.1 Relative and Universal Experiences—Cross-Cultural Exchange

3.1.1 Comprehensive Assessment

3.1.2 Cultural Interview

AP—2, 5, 11

ESOL PS—2, 4, 22, 23

4.0 Demonstrate knowledge of family unit concepts of major ethnic groups in local districts/schools.

4.1 What is Culture?

4.2 Cultural Experiences

4.1.1 Comprehensive Assessment

4.1.2 Cultural Interview

AP--5

ESOL PS—2, 3, 4

5.0 Demonstrate knowledge of the cultural and religious rites of major ethnic groups in local districts/schools.

5.1 What is Culture?

5.2 Cultural Experiences

5.1.1 Comprehensive Assessment

5.1.2 Cultural Interview

AP--5

ESOL PS—2, 3, 4

Course Goals and Objectives

Topics

Evidence of

Achievement

Accomplished Practices & ESOL Performance Standards

6.0 Develop and implement strategies for using school, community, and home resources of LEP students to enhance their emotional well-being, school adjustment and academic performance.

6.1 Relative and Universal Experiences—Cross-Cultural Exchange

6.2 Communicating Across Cultures—Contact with the Home and Community

9.1.1 Lesson Plan Modified to Incorporate Culture

9.1.2 ESOL Survival Materials/Resources

9.1.3 Project

AP--11

ESOL PS—22, 23

7.0 Demonstrate ability to encourage community, parent, and school involvement and partnerships to promote cultural awareness and sensitivity in the community.

7.1 Communicating Across Cultures—Contact with the Home and Community

7.1.1 Lesson Plan Modified to Incorporate Culture

7.1.2 ESOL Survival Materials/Resources

7.1.3 Project

AP—5, 11

ESOL PS—22, 23

8.0 Develop an awareness of community resources that service, provide assistance, or may benefit LEP students and their families.

8.1 Communicating Across Cultures—Contact with the Home and Community

8.1.1 Lesson Plan Modified to Incorporate Culture

8.1.2 ESOL Survival Materials/Resources

8.1.3 Project

AP--11

ESOL PS—22, 23

9.0 Demonstrate ability to work cooperatively with the community and express to the community that its participation is wanted and needed.

9.1 Communicating Across Cultures—Contact with the Home and Community

9.1.1 Lesson Plan Modified to Incorporate Culture

9.1.2 ESOL Survival Materials/Resources

9.1.3 Project

AP--11

ESOL PS—22, 23

10.0 Recognize major differences and similarities between various cultural groups in the U.S., in Florida, and in the local community; demonstrate ability to counsel students, parents, school personnel and community members on these differences and similarities.

10.1 Communicating Across Cultures—Contact with the Home and Community

10.1.1 Cultural Interview

10.1.2 Project

AP--5

ESOL PS—2, 3, 4, 22, 23

Course Goals and Objectives

Topics

Evidence of

Achievement

Accomplished Practices & ESOL Performance Standards

11.0 Demonstrate ability to use knowledge of the demographics of Florida's LEP population to improve the school's ability to meet the educational needs of LEP students.

11.1 Primary Cultures of LEP Students in Florida

11.1.1 Lesson Plan Modified to Incorporate Culture

11.1.2 ESOL Survival Materials/Resources

11.1.3 Project

AP--5

ESOL PS—2, 4, 22, 23

12.0 Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to create a positive and supportive environment to accommodate the various cultural backgrounds of students.

12.1 What is Culture?

12.2 Primary Cultures of LEP Students in Florida

12.3 Stages of Cultural Adjustment

12.1.1 Lesson Plan Modified to Incorporate Culture

12.1.2 ESOL Survival Materials/Resources

12.1.3 Project

12.1.4 Comprehensive Assessment

AP--5

ESOL PS—2, 3, 4, 13, 14

13.0 Demonstrate knowledge of the requirements for comprehensible instruction for students at different stages of L2 proficiency and develop apply strategies for providing comprehensible instruction in content area classes.

13.1 Comprehensible Instruction & Second Language Development

13.2 Creating and Modifying Assessments for LEP Pupils at Different Stages of L2 Proficiency

13.3 Stages of Second Language Acquisition

13.1.1 Lesson Plan Modified for Comprehensible Input

13.1.2 Comprehensive Assessment

AP--9, 10

ESOL PS—5, 6, 7, 8, 12, 13, 15, 16, 17, 18

14.0 Demonstrate techniques to promote L2 language development through content area activities and interdisciplinary connections.

14.1 Comprehensible Instruction & Second Language Development

14.2 Modifying Lessons to Promote Comprehensible Instruction and Second Language Development

14.3 Creating and Modifying Assessments for LEP Pupils at Different Stages of L2 Proficiency

14.1.1 Lesson Plan Modified for Comprehensible Input

14.1.2 Comprehensive Assessment

AP—9, 10

ESOL PS—5, 6, 7, 8, 12, 15, 16, 17, 18

Course Goals and Objectives

Topics

Evidence of

Achievement

Accomplished Practices & ESOL Performance Standards

15.0 Establish a portfolio framework for the collection of artifacts that demonstrate the attainment of integrated ESOL competencies in future courses.

15.1 Organizing and updating your portfolio

15.1.1 Portfolio Contents

AP--10

ESOL PS--7

16.0 Critically analyze current literature in Second Language Acquisition and ESOL Education research.

16.1 Critical Pedagogy, Multiculturalism, and ESOL Education

16.1.1 Class Presentation

AP—4 & 5

ESOL PS—5, 7, 8, 12

17. Synthesize theoretical perspectives in SLA and articulate a personal stance

17.1 Developing Critical Awareness of Trends in ESOL Methods and Theories

17.1.1 Research Article Reviews

AP—4 & 5

COLLEGE OF EDUCATION

ESOL PS—4, 14, 19, 20, 21

ESOL PS—2, 4, 22, 23

ESOL PS—2, 3, 4

ESOL PS—2, 3, 4, 22, 23

AP--9, 10

ESOL PS—5, 7, 8, 12