EDR 620 English as Second Language Methodologies

Syllabus of Record

Catalog Description: Study of methodologies and selected problems in teaching English as a second language. Exploration of curricula of school districts with application to classroom teachers. Three credits.

Unit Mission, Philosophy, Values:

Our Mission:

“Teaching, Leading and Learning in a Democratic Society”

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy:

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)  to enhance the academic and personal potential of their students

b)  to evaluate the social and ethical implications of educational policies and practices.

Values:

“Expertise, Equity, Liberal Education, Social Responsibility”

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Unit and Program Standards:

Unit Standards: Michigan Department of Education (MDE), a constituent member of the and the National Council for the Accreditation of Teacher Education (NCATE)

Standards for Advanced Program Preparing Teachers: National Board for Professional Teaching Standards (NBPTS)

Specialty Program Standards: Standards for Preparation of Teachers: English as a Second Language (ESL = NS)

Course Standards and Assessments:

National Board for Professional Teaching Standards:

#2 Teachers Know their Subjects and How to Teach Them:

§  Appreciate how knowledge is created, organized and linked

§  Have specialized knowledge in how to convey subject

§  Generate multiple paths to knowledge

#3 Teachers Are Responsible for Managing Student Learning:

§  Call on Multiple Methods to Meet Goals

§  Orchestrate Learning in Group Settings

§  Place a Premium on Student Engagement

§  Regularly Assess Student Progress

§  Are Mindful of Their Principle Objective

Standards for Preparation of Teachers: English as a Second Language (ESL = NS):

1.  A variety of instructional practices that produce language outcomes through articulated program models that address the needs of linguistically and culturally diverse learners. (NS standard 3.3)

2.  Knowledge of past and current second language teaching methodologies and their applicability in developing instructional practices and resources to meet the needs of individual second language learners. (NS standard 3.6)

3.  Knowledge and use of a variety of strategies to promote full participation of limited-English proficient students in classrooms. (NS standard 3.7)

4.  Knowledge and use of a wide range of materials, resources, and technologies in effective content teaching for limited-English proficient students. (NS standard 3.8)

5.  An understanding of the standards and benchmarks of the Michigan English Language Proficiency Standards, Michigan Curriculum Framework, and ESL Standards for Pre-K-12 Students in curricular planning. (NS standard 4.1)

6.  Ability to integrate the ESL Standards for Pre-K-12 Students, Michigan Curriculum Framework, and Michigan English Language Proficiency Standards into instruction with appropriate strategies and techniques that support students in accessing the core curriculum as they learn both language and academic content. (NS standard 4.2)

7.  Ability to use standards and benchmarks to evaluate, select, design, and adapt instructional resources by connecting curriculum to students’ experiences and skills of home and community. (NS standard 4.3)

8.  An understanding and use of strategies that promote student competence in using critical thinking skills in concert with learning English. (NS standard 4.4)

9.  An ability to manage and implement standards-based content instruction to supportlimited-English proficient students inaccessing the core curriculum as they learn language and academic content. (NS standard 4.5)

10. The program provides adequate resources, both human and material, to ensure the limited-English proficient teacher preparation program is equivalent in stature to other teacher preparation programs. (NS standard 7.2)

11. The program provides a methods course with specific strategies of instruction for limited-English proficient learners and collaboratively supports structured field experiences. (NS standard 7.3)

Common Assessment: FINAL PROJECT: Portfolio of ESL field Assignment activities with the Public Schools.

Major Topics:

·  Current ESL methods and approaches (e.g. Total Physical Response, Natural Response, Sheltered English Movement, etc.)

·  The Cognitive Instruction Project

·  Effective School model

·  Peer Tutoring

·  Integrating ESL standards into Classroom Practice (e.g. PK-2; grades 3-5; 6-8 and 9-12)

Course Knowledge Base:

Amorosino, C. (2000). Adult ESL language and literacy instruction: A vision and action agenda for the 21st century. Retrieved November 10, 2003, from http://www.cal.org/ncle/vision.htm.

Andrews, P. (2000). Voices of diversity: Twentieth-century perspectives on history and government (2nd ed.). New York: McGraw-Hill.

Ariza, E. N., Morales-Jones, C. A., Yahya, N., & Zainuddin, H. (2002). Theories and issues in teaching English a a second language with a k-12 focus (2nd ed.). Dubuque, IA: Kendall/Hunt Publishing.

August, D. & Hakuta, K. (1999). Educating language minority children. Washington D.C.: National Academy Press.

Baca, L. & Cervantes, H. (1998). The bilingual special education interface (3rd ed). Columbus, OH: Merrill.

Beckett, C. & Haley, P. (2000). Using standards to integrate academic language into ESL fluency. The Clearing House, 74(2), 102-104.

Birdsong, D. (Ed.) (1999). Second language acquisition and the critical period hypothesis. Mahwah, New Jersey: Lawrence Erlbaum Associates.

Bonissone, P, Rougle, E. & Langer, J. (1998). Literacy through literature in culturally and linguistically diverse Classroom, 18-47. Albany, NY: National Research Center on English Learning Achievement.

Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd ed.). White Plains, NY: Longman.

Diaz, C., Massialas, B., & Kanthopoulos, J. (1999). Global perspectives for educators. Boston: Allyn and Bacon.

Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English learners: The SIOP model (2nd ed.). Boston: Pearson Allyn and Bacon.

Gass, S. & Selinker, L. (2001). Teaching English as a foreign or second language: A teacher self-development and methodology guide. Ann Arbor, MI: University of Michigan.

Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English-as-a-second-language (ESL) teaching and learning. Boston: Allyn and Bacon.

Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning centered approach. Cambridge, United Kingdom: Cambridge University Press.

Holt, D. (Ed.) (1993). Cooperating learning: A response to linguistic and cultural diversity. McHenry, IL: Delta.

Lightbown, R. & Sapda, N. (1998). How languages are learned. Oxford, England: Oxford University Press.

Norton Pierce, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Essex, United Kingdom: Pearson.

Reid, J. (Ed.) (1998). Understanding learning styles in the second language classroom. Upper Saddle River, NJ: Prentice Hall Regents.

Snow, M. & Brinton, D. (Eds.) (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.

Stipek, D. (2002). Motivation to learn: Integrating theory and practice. (4th ed). Boston: Allyn and Bacon.

Tiedt, P. & Tiedt, I. (2002). Multicultural teaching: A handbook of activities, information, and resources (6th ed.). Boston: Allyn and Bacon.

Vacca, R. T., & Vacca, J. L. (2005). Content area reading (8th ed.). Boston: Allyn and Bacon.

Zainuddin, H., Yahya , N., Morales-Jones, C. A., & Ariza , E. N. (2002). Fundamentals of teaching English to speakers of other languages in k-12 mainstream classrooms. Dubuque, IA: Kendall/Hunt Publishing .