Barry University
Adrian Dominican School of Education
Department of Teaching and Learning
COURSE NUMBER AND NAME:
TSL 476 Methods of Teaching Limited English Proficient (LEP) students (K-12) 3 credit hours
Instructor: / Term:Office Location: / Class Location:
Office Hours: / Class Dates:
Work Phone: / Class Time:
Fax: / Field Experience:
E-mail: / Website:
COURSE CATALOG DESCRIPTION:
Examines the specifics of teaching English as a Second Language and identifies major English for Speakers of Other Languages (ESOL) methodologies and approaches applicable to English as a Second Language (ESL) students in a multilingual/multicultural classroom; based on theories, principles, and current research related to second language acquisition.
COURSE RATIONALE:
The past decades have emphasized cultural diversity in the United States, particularly in South Florida, where increased immigration patterns have occasioned a variety of cultures, races and ethnic groups to live side by side. Given the implications of the 1990 Consent Decree filed to insure ESL students their rights to equal access to educational programs and services, present and future, teachers must:
1. Develop techniques to address the diverse needs of the multi-ethnic student population in their classrooms and to engender cross-cultural understanding.
2. Develop the necessary skills for coordinating elementary school curriculum and instruction appropriate for a culturally and linguistically pluralistic school setting.
COURSE GOALS:
1. To enable educators to improve the instructional environment and educational performance of ESL students.
2. To present ESOL methods, approaches and techniques that will bridge educational gaps and facilitate interaction between students and teachers, and among students within the educational setting.
3. To provide teachers with a frame of reference and practice to develop and apply strategies and methods of ESOL education in different content areas.
4. To provide teachers with alternative methods of assessment that are appropriate with ESL students.
This three-credit course satisfies the parameters, goals and stipulations of the Florida Multicultural Education, Training, and Advocacy (META) Consent Decree for teachers of ESL students.
NATIONAL GUIDELINES:
· ESL Standards for Primary/Elementary Students - National TESOL Standards
GUIDELINES USED IN DEVELOPING COURSE OBJECTIVES:
● Florida Subject Area Competencies and Skills: ESOL K-12
● Florida Performance Standards for Teachers of Speakers of Other Languages (TESOL)
COURSE OBJECTIVES:
Students will be able to: / ESOL K-12 Competencies and Skills / TESOLFlorida Performance Standards
1. / To present an overview of the methods of teaching
English to Speakers of Other Languages. / 4, 5, 7, 8, 10 / 1
2. / To utilize and adapt knowledge of first and second
language acquisition for teaching Language Arts and
content area subjects. / 1, 2, 7, 10 / 6
3. / To enable participants to describe and select
appropriate ESOL content according to levels of communicative proficiency in productive and receptive skills. / 2, 4, 7 / 5
4. / To apply essential strategies based on current trends in ESOL teaching for developing and integrating the four language skills of listening, speaking, reading, and
writing. / 2, 4, 7 / 9, 10, 11, 13
5. / To demonstrate effective lesson planning for ESOL instruction, including adaptation of content area lessons and written texts for the needs of ESL students. / 4, 6, 7, 8, 9, 10, 11 / 6, 8, 9, 12, 14, 16
6. / To evaluate, select and employ appropriate instructional materials, media and technology for ESOL, including ESOL in the content areas, at elementary, middle and high school levels. / 4, 6, 7, 8, 10, 11 / 15, 17
ACCOMPLISHED PRACTICES:
Targeted: AP # 10
Supplemental: AP # 5
Supplemental: AP # 12
COURSE TEXT(s):
Pergoy, S. F., & Boyle, O. F. (2005). Reading, writing and learning in ESL: A resource book for
K-12 teachers (4th ed.). New York, NY: Longman.
SUPPLEMENTAL MATERIALS:
WEBSITES
NOTE: Websites continually change so the information here may not always be available.
· Florida Department of Education: Sunshine State Standards: http://www.firn.edu/doe/menu/sss.htm
· Miami-Dade County Public Schools CBC: http://portal.dadeschools.net/cbc/index.htm
· TESOL Organization www.tesol.org
AUDIO/VISUAL/TECHNOLOGY:
Overhead Transparencies
Pertinent Videos
Power Point Presentations
CONTENT OUTLINE:
INSTRUCTOR NOTE:The Content Outline must include the following:
· Indicate the content covered in each session
· Include mid-semester evaluation to indicate student progress
· Include Final Exam
The professor reserves the right to make changes in the time frame of topic presentation and assignments to comply with course schedule.
This Content Outline is based on a sixteen week schedule in which a course meets once per week, with each course meeting lasting 2 hours and 40 minutes. This course has a ten-hour Field Experience component.
Session / Date / Topic / Chapters1 / Introduction
Course Requirements
2 / English Language Learners (ELL) in school / 1
3 / Second language acquisition / 2
4 / Classroom practices for English learner instruction / 3
5 / Oral language development in second language acquisition / 4
6 / Emergent literacy / 5
7 / Emergent literacy / 5
8 / MIDTERM EXAMINATION
9 / English learners and process writing / 6
10 / English learners and process writing / 6
11 / Reading and literature instruction for English Language Learners / 7
12 / Content reading and writing: Pre-reading and during reading strategies / 8
13 / Content reading and writing: Post-reading strategies / 9
14 / Reading assessment and instruction / 10
15 / Lesson Plans Presentations
16 / FINAL EXAMINATION
COURSE REQUIREMENTS:
INSTRUCTOR NOTE:Course requirements must include the following:
· The Required Accomplished Practices Assignment designed specifically for this course. This assignment MAY NOT be altered.
· You may include additional instructional activities and assignments; however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices.
· REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds and exceptional learners.
REQUIRED ACCOMPLISHED PRACTICE ASSIGNMENT
(Targeted AP #10 Planning ; Supplemental AP #5 Diversity & 12 Technology)
A completed Accomplished Practice annotation form with the related evidence(s) for the targeted and/or supplemental AP is to be submitted electronically. Completion and submission of the annotation form does not correlate with fulfillment of the Accomplished Practice(s).
REQUIRED COURSE ASSIGNMENT:
Unit Lesson Plan and Oral Presentation (Targeted AP: #10 Planning)
Part A: Unit Lesson Plan
Each student will select 1 of the following content areas (math, science, social studies, art, music, or physical education – NOT language arts) and develop and implement a lesson plan that is part of a unit especially designed for ESL students. The lesson plan is to demonstrate the use of instructional technology to deliver the lesson. Also, the lesson plan is to use the standard form distributed in class. Each student is to make a copy of her/his lesson plan for the instructor. The lesson plan is to be typed and follow the Department of Teaching and Learning Lesson Plan format.
Part B: Oral Presentation of Lesson Plan
Each student is to offer an oral description of the lesson plan developed in Part A of this assignment. This description is to be 10 to 15 minutes in length and will be evaluated using the standard form distributed in class.
ADDITIONAL COURSE ASSIGNMENTS
To be included at the discretion of the instructor.
INSTRUCTOR NOTE:· You may include additional instructional activities and assignments; however, they MUST meet the course goals and objectives and align with one or more of the Accomplished Practices.
· REMEMBER ALL instructional activities and assignments must address the needs of all learners including learners with diverse linguistic backgrounds and exceptional learners.
FIELD EXPERIENCE 10 hours required
Field experiences are a vital component not only of this course but in understanding teaching, as well as the role of the teacher. Experimental learning (“on the job” preparation) is unmatched. As such, passing this course is based on successful completion of all required field experiences. Successful completion includes (but not necessarily limited to) completion of all paperwork, meeting timelines, and professional responsibilities and dispositions associated with field experiences. Receiving an ‘Incomplete” for not completing field experiences in the timelines provided within this syllabus, is not an option. Acting professionally and responsibly also implies adherence to Barry University policies regarding cheating and falsification of reports or documents. Such actions will result in course failure.
· Submit a copy of your Field Experience official log of hours indicating the required 10 hours for this course, a copy of the completed Barry Observation form, and a copy of your directing teacher’s evaluation by ______.
MIDTERM EXAMINATION
The midterm examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
FINAL EXAMINATION
The final examination may include multiple choice items, short answer responses and extended response essays emphasizing applications of the principles, concepts and instructional strategies presented in class.
METHODS OF INSTRUCTION
Any of the following instructional techniques may be utilized as they fit within the context of the session: Class discussions, text-based discussions, lectures, cooperative learning groups, hands-on experiences, student presentations, debates, video tapes, reflections, analysis, journal writing, practical applications, problem solving, and guest speakers. Presentations will address the needs of all learners including learners with diverse linguistic backgrounds and exceptional learners. Students are expected to participate during each class. All assigned reading must be completed before class.
TYPES OF ASSESSMENT(s):
Final grade will be based on course requirements, and examinations. The graded activities will reflect both alternative and traditional assessments. Grades activities and their relative weights are as follows:
ASSIGNMENTS / Possible PointsRequired Accomplished Practice Assignment: Unit Lesson Plan and Presentation
Additional Assignments
Midterm Examination
Final Examination
GRADING SCALE:
The Teaching and Learning Department grading scale will be used.
93-100=A 85-92=B 78-84=C 70-77=D 0-69=F
WRITTEN ASSIGNMENT CRITERIA:
Written materials must reflect student’s knowledge of the subject as well as the use of higher thinking skills (analysis, interpretation, synthesis, and evaluation). Assignments must contain correct use of grammar, punctuation, and spelling. All papers must reflect the student’s own thoughts and words unless quotation marks are used. All assignments are due on the designated date. Remember: Effort does not necessarily equal achievement!
COURSE POLICIES:
1. Adherence to the Barry University (Dis)honesty Policy as described in the Student Handbook is required. Including policies related to Cheating and Plagiarism and defined as:
§ Cheating - the attempt, successful or not, to give or obtain aid and/or information by illicit means in meeting any academic requirements, including examinations. Cheating includes falsifying reports and documents.
§ Plagiarism - the use, without proper acknowledgment, of the ideas, phrases, sentences, or larger units of discourse from another writer or speaker. Plagiarism includes the unauthorized copying of software and the violation of copyrights laws.
2. All assignments, including reading assignments, are due on the designated date. Course work WILL NOT BE ACCEPTED after ______
3. Attendance: Attendance is MANDATORY and WILL AFFECT your final grade. Students are expected to attend and to be on time for every class. It is the responsibility of the students to initiate the withdrawal during the designated withdrawal period. Otherwise an F will be issued at the end of the term.
4. Respect for the Learning Environment should include, but not limited to, turning off all cellular telephones and switching your pagers to “vibrate” mode.
5. Requests for incomplete grades must be submitted in writing to the professor prior to completing two-thirds of the course and should clearly document the reason(s) for requesting an incomplete grade. All requests are subject to review and approval by the professor.
6. All course assignments utilizing any resource including on-line resources must be cited.
DISABILITY STATEMENT:
It is the policy of Barry University to provide reasonable accommodations for qualified individuals with disabilities. This University adheres to all applicable federal, state and local laws, regulations and guidelines with respect to providing reasonable accommodations to afford equal educational opportunity. It is the student’s responsibility to contact the Office of Disability Services (305-899-3488) located in Room 102 in the R Kirk Landon Student Union. The Office will aid in appropriate accommodations for the student and notify faculty in a timely manner. This is in accordance with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990.
BIBLIOGRAPHIC REFERENCES:
Artiles, J., & Ortiz, A. (Eds.) (2002). English Language Learners with special education needs:
Identification, assessment, and instruction. Washington, DC: Center for Applied
Linguistics and Delta Systems.
Avalos, M. A. (2003). Effective second language reading transition: From learner-
specific to generic instructional models. Bilingual Research Journal, 27(2),
171-205.
Baker, C. (2002). Foundations of bilingual education and bilingualism (3rd ed.).
Clevedon, UK: Multilingual Matters.
Birch, B. M. (2002). English L2 reading: Getting to the bottom. Mahwah, NJ: Lawrence
Erlbaum.
Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D.,
Lively, T., & White, C. (2004). Closing the gap: Addressing the vocabulary needs
of English language learners in bilingual and mainstream classrooms. Reading
Research Quarterly, 39(2), 188-215.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language (3rd ed). Boston:
Heinle & Heinle.
Chamot, A. U., Cummins, J., Kessler, C., O’Malley, M., & Filmore, L. W. (2001). ESL:
Accelerating English language learning (Teacher’s Ed.). New York: Longman.
Cummins, J. (2002). Reading and the ESL student. Orbit, 33(1), 19-22.
Denton, C. A., Anthony, J. L., Parker, R., & Hasbrouck, J. (2004). Effects of two
tutoring programs on the English reading development of Spanish-English
bilingual students. The Elementary School Journal, 104(4), 289-305.
Derwing, T. M., & Rossiter, M. J. (2003). The effects of pronunciation instruction on the