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Boise State University

Teacher Education Course Syllabus

Fall Semester 2007 

 Course: Identification & Diagnosis of Limited English Proficient Students  

Course Number: ED BLESL 301 Section: 001  Schedule: Th 6-9 pm, E 317

Instructor:R. Bahruth              Office Hours: 1/2 hour before or after class or by appointment Email:RobertoBahruth@boisestate.edu  Phone: 426 3680                                       

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 

 

Standards/Indicators Addressed

 

Assessment Method

Standard 3

5.      The teacher understands the distinction between issues of learning disabilities and English language development.

Disposition

The teacher respects the value of diverse cultures to language learning

Focused academic dialogue journals/learner's log;

attendance; class participation;

presentations; synthesis paper

Standard 8

   1. The teacher understands variations in assessment of  the student progress that may be related to cultural or linguistic differences

   2. the teacher knows the various instruments to measure language dominance and levels of proficiency

 

Performance

   1. The teacher uses a combination of observation and other assessment to make decisions about prereferral, referral and placement for the purpose of accessing the bilingual/ENL programs

   2. The teacher selects and administers assessments suited to the students' culture, literacy and communication skills, and practical and academic needs

Focused academic dialogue journals/learner's log;

attendance; class participation;

presentations; synthesis paper

 

 Course Description

Language proficiency tests and theory. Preview language assessment currently in use. Interpretation of the results of the use of these instruments in order to place children at the proper level of Bilingual Education of ESL. Practical experience in administering assessment instruments. PREREQ/COREQ: ED-BLESL 201.

Course Objectives

- To understand theoretical foundations of language acquisition and authentic assessment practice

- To be able to critique testing instruments using theoretical yardsticks

- To gain experience in administration and scoring of testing instruments

- To understand the language/concepts of testing and language proficiency

- To understand the role of the educator to minimize bias in assessment

Texts

- Selected reading provided by the instructor

- Using the Natural Approach using the New Oxford Picture Dictionary. ENG Jackson, Utilizando el metodo natural, EPN Jackson

- The New Oxford Picture Dictionary (English/Spanish) Gaitan

- Literacy con Carińo NEW ED. Hayes, et al. (Preface both intros. Ch 6, Epilogue)

Week 1 Culture Circle  What is Language? Course title/Caring/ Issues in Assessment – orientation for Pedagogy of Language Class – multilayered lessons –evolution of context
Week 2 Attend Pedagogy of language ILC 303 6-8:30 debrief 8:30
Week 3 Discussion of Strategic Orientation
Week 4 Group Organization for Projects – How to weigh an elephant
Week 5 Developmentally Appropriate Assessment (Jackson)
Week 6 Discussion of Psycholinguistic  Demonstrations Authenticity
Week 7 Discussion of Psycholinguistic  Demonstrations
Week 8 Culture Circle 
Week 9 Legitimization vs. Advocacy (Cummins)
Week 10 Discussion of lessons
Week 12/13 Class Lessons Pedagogy of Language (IN Spanish)  (1 hour)
Week 14 Debriefing
Week 15 Review and Discussions
Week 16 Final Reflection Paper  40%

Academic Honesty

Cheating or plagiarism in any form is unacceptable. The University functions to promote the cognitive and psychosocial development of all students. Therefore, all work submitted by a student must represent her/his 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 the instructor(s).

Grading Procedures

 

Percentage

of Grade

                    Description of Assignment

 

20

PROJECT 20%:  In groups of two or three, prepare a lesson in Spanish to present in Pedagogy of Language with an authentic assessment component, according to the criteria presented during course. PROJECTS SHOULD REFLECT UNDERSTANDING OF COURSE OBJECTIVES.

 

20

ATTENDANCE  & PARTICIPATION 20%:  Class participation requires all of us to give our undivided attention to each speaker throughout the course.  Part of my responsibilities is to ensure that we all respect the right of a speaker.  My ongoing assessment includes monitoring this point.  If you want to comment to a neighbour, write down your comments and share them after class.  Attendance, punctuality, attentiveness to others count.  We all have an obligation with a reciprocal interaction format.                                 

 

20

HOMEWORK 20%:  Academic dialogue journals are a standard requirement to be exchanged at each class meeting.  Each writing partner must provide a journal so a two-way exchange is possible.  Each entry in these journals must be dated, written in black ink, and both partners' names should be on the covers.  These journals will be evaluated by the instructor at the end of the course for quantity & quality (analysis, synthesis, application, questioning & responding).

 

40

FINAL REFLECTION PAPER 40%:  An analysis, synthesis, application paper focusing on major concepts and issues raised during class discussions, projects, and in readings which demonstrates comprehension of course objectives. Include discussion of Literacy con Carińo NEW ED. Hayes et al Preface both Intros, Ch 6 Epilogue).   

 

 

Grading Scale

A+ to A Outstanding

A- to B

Good

B- to C-

Acceptable

D/F

Unacceptable

 A-Reserved for exemplary work. Your work shows deep thought, analysis, and synthesis of the readings and activities. You made connections among the readings and with your learning experience. You shared with your classmates; examined your biases and prejudices and were willing to make changes based on new information. You attended class in both body and spirit.

B-Distinguished work. You fulfilled all the assignments according to specifications. You were present most of the time. You did the readings, but didn’t really get into them or make personal connections, either to our own life or to your service learning experience. Sometimes you shared in class. You were able to embrace some new ideas and information.

C-Average work. You fulfilled the assignments minimally. If you did all the readings, you didn’t really get below the surface to the deeper issues. You made few connections among the readings, activities or service learning experience. You rarely entered into the discussions in class. You have made few changes in your thinking about diversity, democracy, equity and social justice.

D-Below average work. Attendance and participation were sporadic. You didn’t really enter into the learning opportunities presented to you. Assignments were completed in a haphazard, slipshod manner that shows lack of planning, commitment, and deep thought.

F-You put nothing into this class.