COLLEGE OF EDUCATION

 

DEPARTMENTAL COURSE SYLLABUS

 

Required elements of the departmental syllabus:

 

 

1.         Course Prefix and Number:               FLE 5431 – ESOL 2                   Credit Hours: 3

 

2.          Course Title:                                     Second Language and Literacy Acquisition in Children and Adolescents

                                                                       

 

3.         Regular Instructor(s):            Tony Erben, Linda Evans         

 

4.         Course Prerequisites (if any):            ESOL 1

 

5.                  Course Description: 

 

This course is designed to provide students with a critical understanding of instructional delivery which caters for the linguistic and literacy needs of minority / heritage communities. The focus of this course is located within postmodernist principles of cultural capital, discursive practices and difference. Students will be required to engage with the political debates and resultant educational ramifications concerning bilingual education, dual language programs, ESOL education, as well as other issues such as power and inequalities in language education. This sociocultural-critical theoretical framework will provide students with the basis to then negotiate issues of second language learning, critical pedagogy, language varieties, multicultural communities as well as critical literacy and reading development.

 

6.         Course Goals and Objectives:

 

1.0    Develop an understanding for modes of educational delivery within multicultural / pluralist communities. 

 

2.0    Develop competence in second language acquisition in order to understand better the dimensions and implications of second language development on teaching and learning

 

3.0   Understand and better appreciate critical literacy within a postmodern perspective as it relates to educational practices within a context of difference, dissonance and discontinuities

 

4.0   Develop competence in notions of language varieties such as dialects, sociolects, and ideolects and the ideological roles these play in linguistic and cultural empowerment

 

5.0   Understand the role, function and implications 1.0-4.0 above have on reading practices, reading development and reading assessment in the education of LEP students

 

6.0   Synthesize and articulate how principles of second language literacy research in bilingual education frame and support inclusive instructional practices.

 

 

 

7.         Content Outline:

 

Historical and international perspectives of societal bilingualism

 

1.1               What is bilingualism

1.2               Diglossia

1.3               Pidgins, Creoles, Dialects and Standard Language

1.4               Language as Prestige, Power and as marginalised "Other"

1.5               Racism in education, multiculturalism, pluralism, equity and equalisms / dualisms

 

Individual bilingualism (theory, research & social)

 

2.1       What is SLA?

2.2       What questions does SLA attempt to answer?

2.3        First language acquisition and methods of language teaching (grammar-translation, direct approach, audiolingual method, natural approach, communicative approach, task-based language learning)

2.4        Language issues that affect content-based teachers: emergence vs mastery, i + 1 vs ZPD, acculturalation, learnability vs teachability, acquisition rich environment, experiential vs analytic, communities of knowledge, speech communities

 

Language Varieties

 

3.1               What are language varieties? A linguistic perspective - registers of language use; dialects, sociolects and ideolects

3.2               A critical perspective - language hegemony, linguistic inequalities and cultural disempowerment in educational settings; (D)discourse practices

3.2        Language and politics; ebonics, English only laws

3.3        Reconciliation vs embracing the conflict

 

Literacy

 

4.1        What is literacy?

4.2               Types of literacy (critical, functional, visual, technological, bi/multicultural, educational)

4.3               Taking a critical stance. Developing skills in deconstructionism. Deconstructing syllabi, tests, texts, and school practices

4.4               Coping with non-standard varieties of language use in educational contexts; signs, tokenism, sterotyping, reacting to difference, textual production

4.5               Empowerment agents in education

 

Reading / Writing

 

5.1               What is reading / writing?

5.2               Reading and writing connections

5.3               SLA and reading / writing processes

5.4               Freireism; reading / writing the word, reading / writing the world

5.5               Teaching reading and writing skills to LEP students through content-based courses

 

 

 

 

 

Synthesis of inclusive instructional practices

 

 

6.1       Descriptions of workable literacy practices

6.2              Case study analysis

6.3              Fieldwork

8.         Evaluation of Student Outcomes:

 

All modules of this course include evaluation activities to support the application of the knowledge and skills needed for effective teaching of LEP students. 

 

Campus Class

LFAD Class

The evaluation/assessment activities are:

 

(a)    Quizzes/Reading Checks on assigned readings

(b)    Performance tests

(c)    Case study and other assigned activities

(d)    Professional resource portfolio

(e)    Participation

The evaluation/assessment activities:

 

(a)    Reaction Papers to Assigned Readings 

       and Performance Checks

(b)     Performance Tests

(c)    Case study and other assigned activities

(d)    Professional resource portfolio

(e)    Participation

 

9.         Grading Criteria:

 

Campus Classes

LFAD Class

 

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

 

(a)    Quizzes on assigned readings      20%

(b)    Performance tests                            20%

(c)    Case study and other assigned activities  30%                                                                 

(d)    Resource Portfolio           20%

(e)    Participation                   10%

 

 

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:

 

(a)    Reaction Papers to Assigned Readings  and Performance Checks                20%

(b)    Performance tests                            20%

(c)    Case study and other assigned activities  30%                                                       

(d)    Resource portfolio                      20%

(e)    Participation                             10%

 

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:

 

A.     Campus class – Course Manual: FLE 4363/5431, Second Language and Literacy Acquisition in Children and Adolescents

B.     LFAD class – Course Manual: FLE 4363/5431, Second Language and Literacy Acquisition in Children and Adolescents

 

11.               ADA Statement:

 

Students with disabilities are responsible for registering with the Office of Student Disabilities Services in order to receive special accommodations and services.  Please notify the instructor during the first week of classes if a reasonable accommodation for a disability is needed for this course.  A letter from the USF Disability Services Office must accompany this request.

 

 

12.            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.  It is an

overview of five subject areas pertinent to teaching LEP students:  Applied Linguistics,

Cross-cultural Communication and Understanding, Methods in Teaching ESL,

Curriculum Development, and Language Testing.  (These areas are those identified as necessary for the ESOL endorsement on Florida teaching certificates.)  Content in this course includes the fundamental principles, concepts, theories, methods, techniques, strategies, etc. of 2nd language teaching and learning as found and advocated by leading researchers in the fields of Applied Linguistics (TESOL), Second Language Acquisition, Sociolinguistcs, and other related disciplines.  Such researchers include:  J. Cummins, S. Krashen,. M. Long. V. Collier, M. Saville-Troike, N. Seelye, G. Valdes, Y. Padron, D. Hymes, L. Beebe, H.D. Brown, M. Swain, D. Larsen-Freeman, L. Vygotsky, M. McCloskey, A. Chamot, J.M. O’Malley, P. A. Richard-Amato, J. K. Peyton, 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 all twenty-five of them. 

 

           

            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 1st and 2nd 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.

9.         Develop experiential and interactive literacy activities for LEP students, using

current information on linguistics and cognitive processes.

10.        Analyze student language and determine appropriate instructional strategies,

using knowledge of phonology, morphology, syntax, semantics, and discourse.

11.        Apply essential strategies for developing and integrating the four language skills

of listening comprehension, oral communication, reading, and writing.

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.

24.        Develop, implement, and evaluate instructional programs in ESOL, based on

current trends in research and practice.

25.        Recognize indicators of learning disabilities, especially hearing and language

impairment and limited English proficiency.

 

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

 

Yes. The course is structured around a series of assignments based on a case study of an LEP student currently enrolled in either elementary, middle, or high school.  These assignments are scheduled to be completed throughout the semester.  A resource portfolio, which is the compilation of all the assignments, is due at the end of the semester. 

 

Below are examples of course assignments:

 

·         List specific cultural/background questions or information to be obtained about your case-study student and develop a plan detailing how to obtain the information.  (Product:  Detailed Plan)

·         Compare and contrast how specific daily school routines are carried out in your school vs. the student’s home culture (Product:  Written Assignment)

·         Collect literacy data on your case-study student in the following domains: cognitive, affective, and psychomotor.  (Product:  Instruments designed to collect information on various aspects of literacy completed with data collected from case-study student)

·         Develop and conduct a lesson with your case-study student.  This lesson should be designed to teach language and teaching skills and curricular content using some of the strategies introduced in the course.  Analyze your implementation of the lesson.  (Product:  Lesson Plan and Written Analysis of Implementation)

 

 

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 LFAD 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 LFAD class is computer-based, i.e. most of its instruction is conducted via

the Internet. 

 

            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 (SOLOM)

·         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.

 

All 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

Predominant  Accomplished

Practices

 

1.0        Develop an understanding of modes of educational delivery within multicultural / pluralist communities

 

 

Pluralist Language Education

 

1.1   Societal and individual bilingualism

1.2    Historical-sociopolitical overview of models of bilingual education at the state, national and international level

1.3    Strong and weak forms of bilingual education (content & linguistic objectives, client population, socio-political contexts)

1.4    Issues involved in mainstreaming / integration

1.5    Research underpinning bilingual language development

1.6    Racism in education, multiculturalism, pluralism, equity and equalisms / dualisms

1.7   Philosophical approaches to developing a professional self. What type of teacher am I?

 

1.  Quizzes /Reading checks/

      Reaction papers  on

     assigned readings

 

2.       Entries in electronic learning

Logs

 

3.       Case study

 

4.       Portfolio based on ESOL

     Performance Standards and

     current LEP student

     needs

 

 

·         Florida Accomplished Practices: 1,2,4,5,6,8,9,11

 

·          ESOL Performance Standards:2,3,4,5,6,8,13,14,

18,19,21,23,24,25

 

·          COE Conceptual Framework Outcomes: 1,2,5,6

 

 

2.0   Develop competence in second language acquisition theory and research in order to understand better the complex relationship between second language development and teaching / learning.

 

 

 

 

 

Second Language Acquisition Research & Education

 

2.1       What is SLA?

2.2       What questions does SLA attempt to answer?

2.3        First language acquisition and methods of language teaching (grammar-translation, direct approach, audiolingual method, natural approach, communicative approach, task-based language learning)

2.4        Language issues that affect content-based teachers: emergence vs mastery, i + 1 vs ZPD, acculturalation, learnability vs teachability, acquisition rich environment, experiential vs analytic, communities of knowledge, speech communities

 

1. Quizzes /Reading checks/

      Reaction papers  on

     assigned readings

2.       Entries in electronic learning

       logs

3.  Case study activities

4.  Portfolio based on ESOL

     Performance Standards and

     current LEP student

     needs

 

 

 

·       Florida Accomplished Practices: 4,5,7,8,9,10,11,12

 

·       ESOL Performance Standards: 5,6,8,9,11,12,13,

14,16,17,18,24

 

·      COE CFs 1,2,3,5,6

 

 

3.0 Develop competence in notions of language varieties such as dialects, sociolects, and ideolects and the ideological roles these phenomena play in linguistic and cultural empowerment

 

 

 

 

Language Varieties

 

3.3               What are language varieties? A linguistic perspective - registers of language use; dialects, sociolects and ideolects

3.4               A critical perspective - language hegemony, linguistic inequalities and cultural disempowerment in educational settings; discourse practices

3.2        Language and politics; ebonics, English only laws

3.3        Reconciliation vs embracing the conflict

 

1. Quizzes /Reading checks/

      Reaction papers  on

     assigned readings

2.       Entries in electronic learning

       logs

3.  Case study activities

4.  Portfolio based on ESOL

     Performance Standards and

     current LEP student

     needs

 

 

 

·         Florida Accomplished Practices: 2, 3, 5, 7, 8, 9, 11

 

·         ESOL Performance Standards: 1,2,3,4,6,11,12,

13,15,17,18,19,20,21,23,

24,25

 

·      COE CFs: 1,2,4,5,6

 

 

4.0 Develop an understanding for and evaluate critical literacy within a postmodern perspective as it relates to educational practices within a context of difference, dissonance and discontinutities.

 

 

 

 

Literacy

 

4.1        What is literacy?

4.4               Types of literacy (critical, functional, visual, technological, bi/multicultural, educational)

4.5               Taking a critical stance. Developing skills in deconstructionism. Deconstructing syllabi, tests, texts, and school practices

4.6               Coping with non-standard varieties of language use in educational contexts; signs, tokenism, sterotyping, reacting to difference, textual production

4.7               Empowerment agents in education

 

1. Quizzes /Reading checks/

      Reaction papers  on

     assigned readings

2.       Entries in electronic learning

       logs

3.  Performance tests

4.  Assignments literacy

5.  Case study activities: 

6.  Portfolio based on ESOL

     Performance Standards and

     current LEP student  needs

 

·       Florida Accomplished Practices: 2,3,4,5,6,7,9,10

 

·      ESOL Performance Standards: 2,3,4,6,11,12,13,

17,18,24

 

·      COE CFs: 1,2,4,5,6

 

 

5.0 Develop an understanding of the role, function and implications of 1.0-4.0 above on reading & writing practices, reading & writing development and reading & writing assessment in the education of LEP students.

Reading / Writing

 

5.6               What is reading / writing?

5.7               Reading and writing connections

5.8               SLA and reading / writing processes

5.9               Freireism; reading / writing the word, reading / writing the world

Teaching reading and writing skills to LEP students through content-based courses

 

1.  Quizzes /Reading checks/

      Reaction papers  on

     assigned readings

2.       Entries in electronic learning

       logs

 

3. Case study activities: 

4.  Portfolio based on ESOL

     Performance Standards and

     current LEP student

     needs

·       Florida Accomplished Practices: 1,4,5,8,10

 

·      ESOL Performance Standards: 6,8,9,10,11

 

·      COE CFs: 1,2,5,6

 

 

 

 

6.0 Synthesize and articulate how principles of second language acquisition research in bilingual education frame and support inclusive instructional practices.

Synthesis of inclusive instructional practices

 

6.1             Descriptions of workable literacy practices

6.2             Case study analysis

6.3             Fieldwork

1. Case Study activities

·    Florida Accomplished Practices: 1,2,3,4,5,6,7,8,9,10,

11,12

 

·    ESOL Performance

    Standards: 1,2,3,4,5,6,7,8,9,10,

11,12,13,14,15,16,17,18, 19,

20,21,22,23,24,25

 

·    COE CFs: 1,2,3,4,5,6

 

 

 

                                                              ATTACHMENT II

 

                                                     Departmental Course Syllabus

 

                             Preprofessional Benchmarks for the Accomplished Practices

 

 

Practice #1 -- Assessment:    The preprofessional teacher collects and uses data gathered from a variety of sources.  These sources will include both traditional and alternate assessment strategies.  Furthermore, the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

 

Practice #2 -- Communication:  The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques, which she/he will use in the classroom.

 

Practice #3 -- Continuous Improvement:  The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process.  While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes.  The teacher=s continued professional improvement is characterized by self-reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

 

Practice #4 -- Critical Thinking:  The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.

 

Practice #5 -- Diversity:  The preprofessional teacher establishes a comfortable environment that accepts and fosters diversity.  The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds.  The teacher creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and mediation.

 

Practice #6 -- Ethics:  The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

 

Practice #7 -- Human Development and Learning:  Drawing upon well established human development/learning theories and concepts and  a variety of information about students, the preprofessional teacher plans instructional activities.

 

Practice #8 -- Knowledge of Subject Matter:  The preprofessional teacher has a basic understanding of the subject matter and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings.  The teacher=s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

 

Practice #9 -- Learning Environments:  The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase knowledge and skills.

 

Practice #10 -- Planning:  The preprofessional teacher recognizes the importance of setting high expectations for all students.  The preprofessional teacher works with other professionals to design learning experiences that meet students= needs and interests.  The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately.  Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students.  Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

 

Practice #11 -- Role of the Teacher:  The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

 

Practice #12 -- Technology:  The preprofessional teacher uses technology as available at the school site and as appropriate to the learner.  She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources.  The teacher also uses technology to manage, evaluate, and improve instruction.