Course Syllabus

BEDUC 442/542 Curriculum, Instruction, and Assessment in English for Speakers of Other Languages (ESOL)[1]

Autumn 2016; 5 credits
Wednesdays
InstructorDr. Karen Gourd

Course Prerequisite: B EDUC 441 or 541 Second Language Acquisition, Bilingual Education, and the Structure of English is a prerequisite for this course.  Permission to take the course without the prerequisite will be granted by the instructor only if the student can document sufficient grounding in theory and principles in preparation for planning, instruction, and assessment related to students acquiring English as an additional language. This prerequisite is necessary since course participants will be teaching students with English as an additional language (EAL) and need to have the foundational course in order to meet the needs of the students with EAL. 

__________________________________________________________

 School of Educational Studies Vision Statement

  School of Educational Studies Diversity Statement

School of Educational Studies Principles for the ESOL Endorsement Program

______________________________________________________________

Course Description

This course will provide the basis for curriculum, instruction, and assessment (CIA) for teaching students withe English as an additional language (ELA) in general education or in programs specifically designed for students learning English as an additional language.  Course content is aligned with Washington State Competencies for the ESOL Endorsement and with Washington State ELP Standards.

In addition, this course also will prepare participants interested in working with students with EAL outside the K-12 system (e.g., working with college students or adult learners through community-based organizations, teaching English in another country, or interacting socially and professionally with language learners).

WA state adopted the ELD Standards and in May of 2015 renamed the endorsement and adopted revised endorsement competencies.  One of the goals for these revisions was reflect the strong voices in education that support necessary changes in how schools educate students with EAL. Rather than viewing pullout ESOL programs as the primary place students with EAL are educated, current trends are recognizing the need for discipline-based language development as necessary for academic success for students with EAL.

One of our opportunities this quarter emerged from campus discussion in the spring of 2014 related to the academic language support needed for UWB students acquiring English.  One of the recommendations was that students in the School of Educational Studies gain experience teaching students with EAL by working with students at UWB.  Autumn quarter 2016 will be the third year, BEDUC 542 students will also be teachers of students with EAL at UWB, while also working with K-12 students.   

  1. Rationale

Students with English as an additional language (EAL) are the largest growing student population in the U.S., and few teachers have preparation to teach this population. Recognizing this mismatch between need and readiness to teach, some school districts in the area are only interviewing teachers for positions if they have an ESOL endorsement or a special education endorsement.  As typical throughout the US, in the Pacific Northwest, most teachers responsible for the education of students with EAL have little, if any, education or experience to prepare them for their role as teachers of students with EAL.  UWB is committed to changing this dismal situation and offers a rigorous, inquiry-based program based in theoretical and practice to prepare highly capable teachers and leaders in districts that educate students with EAL.

 

  • Learning Objectives

By the end of the course, participants will be able to

  1. Use the ELP standards, WIDA Standards, Common Core State Standards, Next Generation Science Standards, and specific competencies for an ESOL Endorsement in Washington State to support student engagement and learning,
  • Develop units, lessons, and activities that reflect second language acquisition and bilingual education theory (SLA) such as CALPS, BICS, funds of knowledge, comprehensible input L + 1, and academic language,
  • Apply a range of models and strategies to develop students' with EAL skills in reading, writing, speaking, and listening (e.g., formative assessment, CHATS, scaffolding, and modeling),
  • Apply a range of strategies for teaching discipline-based content (e.g., art, math, science, social studies) through English for students with EAL,
  • Make discipline-specific language explicit through identifying, explaining, modeling, and providing examples,
  • Assess students' with EAL language development (reading, writing, speaking, and listening) and content knowledge development,
  • Set long- and short-term learning goals for students in reference to external benchmarks,
  1. Meet specific competencies for an ESOL Endorsement in Washington State (See Appendix A for the specific competencies identified for this course);
  2. Teach planned segments, lessons and units of instruction designed specifically to meet the needs of specific ELLs;
  • Appraise, choose, and modify tasks and texts for specific learning goals,
  • Design a sequence of lessons toward a specific learning goal,
  • Select and use particular methods to check understanding and monitor student learning,
  • Compose, select, interpret, and use information from methods of formative assessment,
  • Provide oral and written feedback to students on their work,
  • Implement organizational routines, procedures, and strategies to support a learning environment inclusive of students with EAL,
  • Use strategies (e.g., heterogeneous grouping; interactive activities, communicative language) that promote inclusion and optimal learning opportunities for students with EAL in general education and ESOL specialized classes,
  • Elicit and interpret individual students' with EAL thinking,
  • Establish norms and routines for classroom discourse central to the needs of students with EAL,
  • Facilitate a whole-class discussion inclusive of students with EAL,
  • Establish and manage small group work inclusive of students with EAL,
  • Design relationship-building conversations to ensure students with EAL are valued members of their classes,
  1. Analyze instruction for the purpose of improving it;
  2. Serve as a resource to administrators, peers, families, and students
  • Apply concepts relative to cross-cultural adjustments (e.g., stages of cultural adaptation,
  • Communicate with other professionals.
  • Communicate about a student with a parent or guardian;
  • Embrace multiple perspectives, home-school discontinuity, negotiating, compromising,
  • Name, define, and use pedagogical principles that support language learners socially, culturally, linguistically, and academically,
  • Explain the complexity of issues faced by students with EAL and their families relative to equitable educational opportunities,
  • Compare and contrast “assimilation,” “acculturation,” and “multiculturalism.”
  1. Instructional Approach

This is a professional development, graduate-level course.  We will be integrating theory and practice throughout the quarter and will be using a practice-based approach regularly.  Classtime will be spent using readings assigned for the course, practicing strategies, debriefing direct interactions with students with EAL, preparing lessons, workshopping and problem-solving.  Course participants will be discussing their previous work with students acquiring English as well as discussing work through community-based learning completed during the quarter.  The community-based learning and research (CBLR) component of this course will take place at your school site.  We will have some UWB students join us during our class time for additional experiential learning. Successful completion of the course is dependent on successful completion of the CBLR work.

 

[1] The WA Proficiency Level Descriptors and English Language Proficiency Standards are designed to be used by classroom teachers and ESOL specialists alike. The Washington ELP Standards provide correspondences to Mathematics, Science, and ELA practices as well as explicit correspondences to the Common Core ELA and Literacy Standards” (http://www.k12.wa.us/migrantbilingual/eld.aspx).

[1] In May of 2015, Washington State changed the name of the endorsement from ELL (a reference to the students) to ESOL (a reference to the discipline).  In Washington State, an ESOL endorsement can only be added to another endorsement; it is not a stand-alone endorsement area.

Course Summary:

Date Details