Morelia Educational Experience
Field Experience to San Antonio
Teacher
Education Course Syllabus
Fall
2008
Course:
The Bilingual ESL Curriculum
Course
Number: ED-BLESL 500 Section: 1130-50 Schedule: Fri
4:00-10:00 Sat 8:00-5:00
Instructor: Arturo
Rodriguez, Ph.D. Office: Tues- BSU
West- 1 hour before to 1 hour after class.
Twin Falls- 1 hour before to one hour after class
E-Mail:
arturorodriguez@boisestate.edu Phone:
426-4438 Fax: 426-4006
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
1: 3.
The teacher understands and knows how to identify differences in
bilingual programs and ENL approaches (Bilingual: dual language,
maintenance, transitional, early and late exit, etc.; ENL: sheltered
English, academic support, tutorial, extended day, etc.). Disposition 2.
The
teacher appreciates the similarities and differences between cultures as
well as the contributions of various cultures. Performance 1.
The teacher uses knowledge of content areas to establish goals,
design curricula and instruction, and facilitate student learning in a
manner that builds on students’ linguistic and cultural diversity. |
Personal
journal; Research Project, Research paper, Critical Policy analysis:
Program Evaluation. |
Overview:
Current
issues and their political ramifications in the fields of education especially:
Literacy, Bilingual/Multicultural education, and English as a Second Language.
Analysis and critique of current trends and programs in education and creating
an awareness of how teachers can enhance their advocacy for students, parents,
and stakeholders.
Course
Learning Outcomes
By
the end of the semester, you should have:
§
An understanding of
Public Policy Analysis and Program Evaluation
§
A broader understanding
of federal and state literacy and bilingual education policy.
§
An in-depth understanding
of the means by which Federal and State educational policies
limit or ensure school district program success.
§
Developed strategies that
show a critical understanding of ways to support language learning.
§
Connected curriculum to
the understandings, perspectives, identities, and cultures of students
Texts
Garcia,
Ofelia. et. al. (2006). Imagining multilingual schools. Clevedon-Buffalo-Toronto:
Multilingual
Matters
Limited
Tse, Lucy. (2001). Why don’t they learn English. New York: Teachers College Press
Grading
Grading
Scale: A+ to A=Outstanding A- to B=Good B- to C=Acceptable
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.
Assignments:
|
Percentage
of Grade |
Description
of Assignment
|
Due
Date
|
|
15 |
Weekly
Journal writing One
entry per week. Conduct research on Language and literacy acquisition.
See Products for guidance. |
September
to November |
|
20 |
Weekly
electronic discussion |
Weekly
postings due no later than Sun midnight. |
|
45 |
Research
Paper: Topic of Choice but using the following added focus: Issues in
supporting the acquisition of Language & Literacy. |
Session
I First draft (not
graded) Session
II First full draft (graded 15 points) Session
III, 2008 Final copy (graded 30 points) |
|
20 |
In-depth
Interview: Please see a more complete description under the heading
products. |
Second
session. |
ADA:
Students needing support other than what is written into the syllabus
please see me as soon as possible before or after class, or make an
appointment to speak with me. I will make accommodations as needed. We will work together to ensure that you receive a rigorous
academic experience while being responsive to your particular situation.
You
are expected to be well prepared to participate.
This means that you have read and reflected on the assigned readings and
are clearly involved in group discussions and activities. Missing or late
assignments will negatively affect your grade. Turning in late work may
result in the loss of a letter grade, you may be dropped from the course or
receive an incomplete.
The
only exceptions to this rule are true family emergencies or serious illness that
you have discussed with me in advance.
Papers:
Papers should be typed using APA style. All papers should be carefully proof
read (use spell-check and an outside editor; a friend or colleague), and turned
in as clean and clear of form as possible.
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).
Products
Personal
Journal
Keep
a weekly journal that covers your experiences during this component of your
education. Each entry in your journal should be one page, typed using
APA style. Submit your journal to
me once weekly by Friday midnight during the days posted. A final copy is due at the end of the semester.
Notes
on writing the research paper:
For
this product it is important that you write at length given the subject (12 page
minimum not including title page and references).
Several items are essential when you write for this course: use APA
style, your knowledge/perspective and a well developed theoretical framework.
A research paper may contain a: a clear topic, concise thesis statement
and or research question/s. But, write until you have covered the subject with
enough depth to reflect your knowledge. The
final copy, what is your/our analysis of the world; we may agree or disagree.
Finally revise, revise and proofread.
The first draft will include your topic and a rough sketch or outline.
What do you propose to write about?
The second draft will be more complete several pages, your ruminations
and some support for your arguments. The
final draft is as stated.
In-Depth
Interview:
As
part of this class you will conduct an in-depth free flowing interview of a
person who considers her/himself in the beginning stages of learning to speak
read or write, preferably and adolescent or adult learner. You must conduct a
thorough investigation into your informant’s life (final product will be an
essay, 5 page minimum). The purpose
of this product is for you to gain as thorough an understanding of your
informant’s lived reality. You
might begin by posing a question: What is your background?
Supplementary
References (not required but helpful)
Anzaldua,
Gloria. (1999). Borderlands/la frontera: The New Mestiza. San Francisco, CA:
Aunt
Lute Books.
Freire,
Paulo. (1970). Pedagogy of the oppressed. New
York: Continuum.
Freire,
Paulo. & Macedo Donaldo (1987). Literacy:
Reading the word and the world. Westport,
CT: Bergin & Garvey.
**
I reserve the right to change, add to or subtract from, the content of the
syllabus, due dates, assignments, schedule and calendar as necessary throughout
the semester.