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                                                      Boise State University

Teacher Education Course Syllabus

Course: Culturally Diverse Learner

Course Number: ED BLESL 501 Section: 001 Instructor: Claudia Peralta Nash

TF: 4/04-05; 4/25-26; 5/09-10 in Shield 102  WC: 1/25-26; 2/15-16; 3/07-08 in West Room 325

Office Hours: Wednesdays (by appointment) or F & S before class

Email: ClaudiaNash@boisestate.edu Phone: 426-2846

Conceptual Framework: The Professional Educator

Boise State University strives to develop knowledgeable educators who integrate complex roles and dispositions in the service of diverse communities of learners. Believing that all children, adolescents, and adults can learn, educators dedicate themselves to supporting that learning. Using effective approaches that promote high levels of student achievement, educators create environments that prepare learners to be citizens who contribute to a complex world. Educators serve learners as reflective practitioners, scholars and artists, problem solvers, and partners.

Standards and Assessments

Course Description

Through the use of ethnographic tools, students will gain a better understanding of cultural and linguistic issues in their schools, local, and global communities.

Course Objectives

·        Investigate a socio-cultural group (preferably) to which you do not belong. Using appropriate sources, identify group perspectives with relation to education, and how these perspectives correspond with the framework of the typical American school/the school their child attends.

·        Use the intellectual writings of members of your cultural group to inform your understanding of their belief and value systems and how these systems affect their understanding of education.

·        Build on the language, dialect(s), learning styles, and interests of students whose background differs from the teacher’s to help children/students master academic material.

·        Use skills in reducing prejudice and stereotyping such as cooperative learning, developing a multicultural curriculum, locating and using good multicultural resources, and involving parents in schooling.

·        Critically reflect on your own application of theories and concepts related to class discussions.

·        Gain an understanding of students’ prior knowledge and how differentiating instruction plays a large part in developing their understanding.

Texts

Gabbard, D. (Ed.) (2008). Knowledge and power in the global economy: The effects of school reform in a neoliberal/neoconservative age. Mahwah, NJ: Lawrence Earlbaum Associates

Tatum, B. D. (1997). Why are all the black kids sitting together in the cafeteria? And

other conversations about race. NY: Basic Books.

Selected articles provided in Blackboard (BB) & Electronic Readings

Required Outside Readings (of your choice):

1) One selection of adult literature preferably written by a member of the cultural group you are studying OR someone with an insider perspective. For example, an ethnography; oral history, case study, etc.

2) Two selections of children’s literature which reveal values/belief systems (applicable to gaining insights into how to teach culturally diverse learners);

3) One article about educating members of your cultural group.

Recommended Sources

Frank, C. (1999). Ethnographic eyes: A teacher’s guide to classroom observation.Portsmouth, H: Heinemann.

McCaleb, S.P. (1994). Building communities of learners: A collaboration among teachers, students, families, and community. New York: St. Martin’s Press.

Spradley, James P. (1979). The Ethnographic Interview. New York: Harcourt Brace Jovanovich College Publishers.

Academic Honesty

Cheating or plagiarism in any form is unacceptable. Boise State University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent his/her own ideas, concepts, and current understanding. Academic dishonesty also includes submitting substantial portions of the same academic course work to more than one course for credit without prior permission of professor. If a student is found cheating or plagiarizing material, it may result in a failing grade.

Investigation of a cultural community:

Cultural Inquiry Project (50%):

The purpose of this project is to deepen your knowledge of a specific cultural community. Select a specific ethnic, gender, or other cultural community (such as the Deaf community). Learning about the community of your students is an extremely important component in understanding children and their families, and learning to educate children well. This assignment provides you the opportunity to not only learn from a child, but also to learn from and alongside adults who have concerns and goals for their community and who are committed to making a difference in resolving local issues. Furthermore their expertise will help you to identify resources available to you as a future educator.

Select 2-4 resources for learning related to that focus that reflect insiders points of view. In other words, the resources should either be members of the cultural community you are learning about, or have close enough association with that community that the perspective and knowledge is authentic. The resources can include reading materials, interviews, listening materials, or other resources.

Your final paper should be an analysis, synthesis, and application of:

1.      Your ethnographic interview process and its implications for you as a teacher. Portions of the interviews should be included, but no real names of insiders can be used in your paper or when talking about your project. This is to protect the identity of those who have volunteered to help you. The body of the paper itself should include your synthesis of the transcription, with particular attention to generative themes. A copy of the entire transcription may be attached as an appendix to the main paper.

2.      Major concepts and issues raised during class discussions and course readings.

3.      Outside readings from review of literature, which provided insight into educating students from your cultural community. You are required to research outside literature related to the cultural group of study (above) and integrate cultural insights from the literature into your final paper. 

Final presentation (20%)

Your project can take any form you wish, when you turn it in, but it should:

give information about the community you chose, related to the specific focus you chose;

communicate how you know the extent to which the perspective represents insider perspectives;

offer implications for teaching; and include basic background information, such as sources, so we can follow what you did.

Course Assignments Grading

Attendance and Participation 30%

Cultural Inquiry Project 50%

Final Presentation 20%

Grading:

In general, grades will be based on evidence of reading, critical thinking, and thoughtful reflection as demonstrated in the written assignments. As noted, attendance is essential and absences may adversely affect one's grade

Grading Scale:

A: 91-100

B: 80-90

C: 69-79

D: 58-68

Guidelines for Our Discussions

SHARE THE AIR TIME. Everyone's participation is encouraged. Please monitor your own participation level. If you are someone who often speaks up, be sure you are also allowing opportunities for others to participate. if you are someone who is hesitant to speak in groups, use this opportunity to stretch yourself some.

CONFIDENTIALITY IS IMPORTANT. Share the ideas from the course with your friends and acquaintances, but personal statements and experiences should remain confidential.

MUTUAL RESPECT IS IMPORTANT. Diverse perspectives are to be expected. When necessary, we can agree to disagree, and do so in a mutually respectful way. We are all "works in progress". We need to listen carefully to each other and recognize that all of us are here to learn.

SPEAK FROM YOUR OWN EXPERIENCE. When talking about difficult topics, it's easy to slip into a pattern of talking about what "others" think. Try to avoid that. Use "I" statements.

RISK TAKING IS ENCOURAGED. IF YOU HAVE A QUESTION, ASK IT!

When necessary, any changes in scheduled assignments will be announced in class and via e-mail.