Morelia Educational Experience
Field Experience to San Antonio
Teacher
Education Course Syllabus
Fall
Semester 2007
Course:
Identification & Diagnosis of
Limited English Proficient Students
(3)
Course
Number: ED BLESL 301 Schedule: E
317/MP 203 Th 6-9 pm
Instructor:Roberto 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;
|
Course Description
Language proficiency tests and theory. Previews language assessment instruments currently in use. Interpretion of the results of these instruments in order to place children at the proper level of Bilingual Education or ESL. Practical experience in administering assessment instruments. PREREQ: Admission to Teacher Education & Spanish 202. 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 Cariño 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% |
PROJECT 20%: In groups of two or three, review a test instrument (LAS, A-LAS, BINL, BSM, Maculaitis, Integrative Tests, etc.) according to the criteria presented during the course. Critique the test according to language acquisition theory and test construction criteria. OR Demonstrate an alternative assessment using the Jackson texts by developing a lesson to be implemented in EDBLESL 497 Pedagogy of Language. PROJECTS SHOULD REFLECT UNDERSTANDING OF COURSE OBJECTIVES.
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 neighbor, write down your comments and share them after class. Attend sessions of EDBLESL 497 Pedagogy of Language. Attendance, punctuality, attentiveness to others count. We all have an obligation with a reciprocal interaction format.
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).
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.
A
note on Academic Dishonesty: It is the responsibility of each student
to ensure that all references are properly recognized and that all sources are
fully documented.