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 2 The teacher knows the key linguistic structures, articulatory system, and vocabulary of the English language

Focused academic dialogue journals/learner's log; attendance; class participation; presentations, synthesis paper

Standard 2 1 The teacher understands the process of language acquisition and development, and the role these processes play in students’ educational experiences

Disposition 1 The teacher respects linguistic and dialectical differences 2 The teacher appreciates the important role of a first language and how it interacts with and influences the process of learning a new language

Performance 3 The teacher encourages students to use their first language as a resource to promote academic learning 4 The teacher uses strategies and approaches that promote biliteracy, and ultimately, English language acquisition.

Focused academic dialogue journals/learner's log; attendance; class participation; synthesis paper

Course Description: Pedagogy of teaching ESL that will maximize language and literacy acquisition. Students will learn how to develop content subject material that is pedagogically responsible to English language learners and culturally diverse students by learning pedagogical scaffolds that place students at the center of the learning process.

Course Objectives

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

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

- To understand the role of the educator to increase pedagogical validity.

Texts

- Selected reading provided by the instructor SET 1:DIN IN THE HEAD (Krashen), SKILLS (Hansen), WHAT IS GOOD EDUCATIONAL RESEARCH? (Hostetler) ECOLOGICAL EDUCATION (Bahruth, Lea)

SET 2: !2 Easy Ways; How Education; Joining the Literacy Club (SMITH).

- 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

Grading Procedures:

Project 20%: In groups of two or three, develop a learner-centered, multilayered lesson centered on a theme to be implemented in class demonstrating the Pedagogy of Language concepts discussed. 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. 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.

Schedule

Session 1:

Introductions, orientation to the program, orientation to the class, Unified Theory of Language Acquisition, Contextualized language lessons in Spanish “de Colores”. Discussion of Din in the Head, Strategic Competence, Skills, Grammatical Input based upon learner output. Independent learners. Montessori’s “flexibility of thought/developmentally appropriate pedagogy”; Piaget’s “disequilibrium/moderately novel stimuli”; Vygotsky’s “zone of proximal development”; Freire’s “word-world”; Greene’s “aesthetic education”;

Session 2:

Thematic Units, multilayered lessons, literature-based lessons, psycholx guessing games. Demonstration lessons in math, (cortagalletas - probabilidad e estimación – tiro a la canasta). Montessori’s Categorization – synthesis activity.

Session 3:

Twin Falls: Presentation by Dra. Viviana López “Media Literacy” - Presentations of Multilayered, learner-centered Lessons by Cohort. Critiques and Comments. Evaluations.

West Campus: Presentations by Elva Reza-López: Nepantlando

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.