EDBL 401

Principles and Practices for Educating Linguistically Diverse Students

Craig A. Hughes

Black Hall 204-15 509-963-1269

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Office Hours Tuesday & Thursday 10:00 – 11:30 AM

Catalog Course Description

Required coursework that provides the fundamental background in language and learning theories needed to educate linguistically diverse students. The basics of sheltered instruction are introduced.

Purpose of the Course

The purposes of this course are consistent with the university’s mission, “by teaching we learn;” the Center’s mission, “facilitating learning for a diverse world;” Teacher Education Program department’s mission, “ensuring graduates are prepared to be outstanding educational leaders who demonstrate the knowledge and skills necessary to educate and work within a diverse school population.” The course uses a critical-constructive approach which allows students to explore issues of importance and examine how these issues relate to larger social constructs. Fulfills requirement for WAC 181-78A-270(c) and the following CWU-CTL proficiencies: CTL-2011.1.ii.1.1, 1.ii.1.2, 1.ii.1.3, 1.ii.1.4, 1.ii.3, 1.2.1, 1.i, 1.i.1, 1.i.2, 1.i.3

Learner Outcomes

Upon completion of this course students will be expected to:

A.Understand classroombased theories leading to methodologies.

1.Students will document SLA & learning theories needed for implementing instruction in the classroom.

2.Students will document the relationship between the theories and classroom practices.

B.Use sheltered instruction methodology to better the educational experiences of linguistically diverse students.

1.Students will be able to prepare lesson plans that include methods and techniques needed by ESL students.

2.Students will be able to facilitate interaction between ESL and English speaking students.

Outcome Assessment:

1: Class participation (20%): All students are expected to be in class and participating in classroom activities such as role playing, discussions, and presentations.

2: Annotated ShelteredInstruction Lesson Plan (30%): All students will develop lesson plan(s) that: A) demonstrate effective sheltering techniques, B) document the theoretical support for such lesson plans, and C) differentiate for multiple levels of language proficiency.

3: Theory Presentation(20%): All students will present an analysis of how second language acquisition theories and learning theories impact instructional practices.

4: Quizzes (10%): There will be four quizzes that will be based on readings for the class.

5: Final activity (20%)

Required Texts

Rothenberg, Carol & Fisher, Douglas (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education.

Deussen , T., et al. (2008) What Teachers Should Know About Instruction for English Language Learners: A Report to Washington State.

Electronic Resources

Washington State English Language Development (ELD) Standards.

Hanson, S. andFilibert, C. (2006). Teaching English Learners the SIOP Way. Pacific Educator (pp. 12-15).

Course Overview

Week of / Topic / Readings / Assignments Due
Jan 5 / Introduction and Syllabus,
Jan 10 / Overview / R&F 1; D pp. 7-24
Jan 17 / Second Language Acquisition Theories & Learning Theories / R&F 2
Jan 24 / Stages of Language Development / ELD Standards / Qz1
Jan 31 / Sheltered Instruction Introduction / R&F 3; H&F / Presentations
Feb 7 / Assessment / R&F 4 / Qz2
Feb 14 / Oral Language Development / R&F 5, epilogue
Feb 21 / Academic Language / R&F 6; D pp 25-end / LP 1
Feb 28 / Instructional Modification / R&F 7 / Qz3
March 6 / Instructional Modifications / R&F 8
March 13 / Finals / Final Activity / LP 1 & 2 Qz4

Annotated Lesson Plan

EDBL 401

The major assignment in EDBL 401 will be two Annotated Lesson Plans using one of the Sheltered Instruction Observation Protocol (SIOP) lesson plan templates as a starting point. There is no single required format for the lesson plan, but as documented below, certain items must be included for full credit.

Each of the two lesson plan should encompass a time period between 30 and 50 minutes. The first of the lesson plans should be geared toward full class instruction. The second should be geared toward group structured activities.

The required portion of the lesson plan are:

  • student population language expectations
  • objectives and/or outcomes
  • subject area (required)
  • language (required)
  • skill/strategy development (optional)
  • standards. These are the state/professional organization standards that provide the overall framework for instruction of all students.
  • materials
  • preparation activities. These are the activities that are used to prepare the students for the majority of instruction to follow.
  • instructional activities. A step by step overview of instructional activities to be used in this lesson.
  • review. An overview of the review activities, if any, that will be used during this lesson.
  • assessment. Assessment procedures are an intricate part of lesson planning and need to be directly related to the outcomes/object presented above.

In addition to the standard formatting of the lesson plans there will need to be the "annotation" of the plans. What is meant by annotation, in this context, is 1) that you explain why you have included certain components of your plan based on what we have studied in class and 2) the modification of instruction to be used with students at different levels of language development, if this is not included directly in the lesson plan. Please see the sample lesson plan for how the annotation can occur.

These annotated lesson plans can be done either as a webpage with links to the annotations or as a Word document. If you use Word following steps will help you with the formatting of your lesson plans.

  1. Write out your lesson plan using the format of your choice that includes information required about.
  2. At the end of the document include the notes required as explained above. Be sure to separate each of these annotations into a new paragraph.
  3. Move your cursor to the beginning of each of these annotation paragraphs. Click on the "insert" tab and then click on "bookmark." The Bookmark box will open.Label each of these annotations using a system that makes sense to you. In the sample lesson plan you will see that I used "An1" for annotation one etc.. After labeling bookmark, click on the add
  4. Move your cursor to the part of the lesson plan where this annotation should occur. If needed, click on the "insert" tab. Then click on the "hyperlink" button. In the left-hand column you will see several choices. Choose "place in this document." Your annotation bookmarks will appear. Click on the correct one and then move on to the next.
  5. To make your professor happy, repeat steps three and four reversing the process. In other words, you'll be creating a book mark in your lesson plan and then linking your notation paragraphs with those bookmarks. This allows the reader to return to the exact spot they were before going to the annotation.