CSU, Chico School of Education

CSU, Chico • School of Education

The CSU, Chico School of Education aspires to be a recognized leader in preparing professional educators to meet the needs of a diverse society through innovation, collaboration and service.

EFFECTIVE • REFLECTIVE • ENGAGED

BLMC 672: Methods and Strategies for Second Language Acquisition and Development

Spring 2014

Instructor: / Dr. Mary Soto
Office location: / THMA 219
Telephone: / (956)244-6679 (Text or call)
E-mail: /
Office hours: / Thursdays: 11:00 – 2:15
Fridays: 12:00 – 1:45
Class days and times: / Saturday 1:00-4:50
Classroom: / HOLT 113

Course Usage of BbLearn

Copies of the course syllabus and major assignments may be found on Bblearn. You are responsible for regularly checking the online resources, which is accessed through the Chico State Portal at http://portal.csuchico.edu. [Insert applicable information regarding your online resources, and expectations for how students will use the system.]

Course Description and Goals

Credits: 4 units

Course Description:

Candidates will further develop the knowledge, skills, and disposition to work effectively with English Learners. This course focuses on strategies and methodologies to assist the classroom teacher in acquiring the knowledge, skills, and disposition for meeting the needs of the English Learners in the school setting. M.A. candidates will learn about current methods that develop reading, writing, listening, and speaking in the target language.

Course Rationale:

M.A. candidates will develop strategies techniques, and, materials that facilitate learning for all grade level students. This is the foundation of carefully planned, effective instruction in a multilingual and cross-cultural setting. The knowledge, skills, and dispositions introduced in this course form the basis for specialized curriculum development for multilingual and cross-cultural settings.

Dispositions of Educators:

1. Appreciate and value human diversity, recognize community and cultural norms, show respect for students’ varied talents and perspectives, seek to foster culturally-appropriate communications and demonstrate best practice in his or her field. (D1)

2. Believe that all children can learn, appreciate their varying abilities, and persist in helping all children achieve success. (D2)

3. Commit to continuous, self-directed learning, critical thinking and reflection in order to refine instructional practice and deepen knowledge in the academic disciplines. (D3)

4. Demonstrate pride in the education profession and participate in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies. (D4)

5. Commit to the expression and use of democratic values and to create a learning environment that fosters active engagement in learning and encourage positive social interactions. (D5)

Student Learning Objectives

Course Content Learning Outcomes
Recognizing the diverse cultural and linguistic backgrounds of learners in a multilingual/cross-cultural setting, the prospective teacher will

1. implement instructional strategies and methods based on knowledge of language acquisition stages and state content academic standards (D2)

2. identify and execute instructional behaviors utilized by effective teachers in the classroom (D2)

3. analyze teaching methods and strategies for a culturally and linguistically diverse student population (D2, D3)

4. foster the development of social skills, individual accountability, and positive interdependence (D5)

5. implement instructional methods and strategies that demonstrate knowledge, understanding, and sensitivity of language minority students and their cultures (D1, D2, D3, D5)

Required Texts/Readings

Textbook

Freeman Y.& Freeman, D. (1998). ESL/EFL Teaching: Principles for Success.Heinemann.

Freeman Y.&Freeman, D. (2008). Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas. Heinemann.

Other equipment requirements

Bring laptop to class, as we rely heavily on Bblearn and technology. If a laptop is not available to you, print required materials and bring to class with you or make other arrangements with the instructor of the course.

Classroom Protocol

Your participation points are based on the following criteria (see participation rubric at end of this syllabus):

· Consistent and on-time attendance

· Professional courtesy towards colleagues and instructor

· Preparation for and participation in class discussions and activities

· Evidence that you are reading

Dropping and Adding

You are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. found http://www.csuchico.edu/catalog/. You should be aware of the new deadlines and penalties for adding and dropping classes.

Assignments and Grading Policy

Course Assignments Work will be reviewed in class and submitted to assignment dropbox in Bblearn, and on web page as a link. Be prepared to bring an electronic or paper copy to class on due date

Lesson Reflection

In ESL/EFL Teaching there is adistinction made between acquisition and learning. Consider a content lesson you teach this week. What parts of the lesson foster acquisition and how does the lesson reflect a learning view? Be specific. How would you change the lesson in the future?

Survey

Do a survey of 5 of your colleagues asking them true or false questions relating to emergent bilinguals and second language acquisition (questions will be provided). Write a summary of the results and compare and contrast these results to what Freeman and Freeman write.

Case Studies

Find one LTEL, one LFS and one AFS student at your school or in your district. Interview that student and report the student’s immigration background, family background, and schooling background. Based on your readings, what do those students’ need from school?

Unit

The ESL/EFL Teaching: Principles are

1. Learning Proceeds from Whole to Part

2. Lessons Should be Learner Centered

3. Meaningful and Purposeful Lessons

4. Social Interaction

5. Developing Oral and Written Language

6. Supporting the L1 and Cultures

7. Faith in the Learner

Develop a content -based lesson bringing in at least three content areas. Plan and teach the lesson to yourstudents. (They may be all emergent bilinguals or only some of the class may be English learners. Evaluate your lesson before you teach it and indicate how thedifferentactivities/strategies reflect the seven principles for success. Teach the lesson. Reflect on how the implementation of your lesson worked. How would you change the lesson?

Assignment / Due Date / Points
Lesson Reflection / 15
Survey / 15
Case Studies / 25
Unit / 25
Participation / 20
Total Points / 100

All assignments are to be turned in on time or a 10% penalty will be applied, unless prior approval has been granted by the instructor due to a serious and compelling reason.

Grading Scale

A / 94 - 100% / B+ / 87 - 89% / C+ / 77 - 79% / D+ / 67 - 69% / F / 0 - 59%
A- / 90 - 93% / B / 84 - 86% / C / 74 - 76% / D / 64 - 66%
B- / 80 - 83% / C- / 70 - 73% / D- / 60 - 64%

All papers submitted must meet APA style guidelines. Online resources are available for you to learn the APA style. http://www.psywww.com/resource/APA%20Research%20Style%20Crib%20Sheet.htm

http://owl.english.purdue.edu/owl/resource/560/01/

Also, a manual is sold at the AS Bookstore: Publication Manual of the American Psychological Association.

University Policies and Campus Resources

Academic integrity

Students are expected to be familiar with the University’s Academic Integrity Policy. Your own commitment to learning, as evidenced by your enrollment at California State University, Chico, and the University’s Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Judicial Affairs. The policy on academic integrity and other resources related to student conduct can be found at: http://www.csuchico.edu/sjd/integrity.shtml.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Students with disabilities requesting accommodations must register with the DSS Office (Disability Support Services) to establish a record of their disability.

Special accommodations for exams require ample notice to the testing office and must be submitted to the instructor well in advance of the exam date.

IT Support Services (Optional)

Computer labs for student use are located on the first and fourth floor of the Meriam Library, Room 116 and 450, Tehama Hall Room 131, and the Bell Memorial Union (BMU) basement. You can get help using your computer from IT Support Services; contact them through their website, http://www.csuchico.edu/itss. Additional labs may be available to students in your department or college.

Student Services (Optional)

Student services are designed to assist students in the development of their full academic potential and to motivate them to become self-directed learners. Students can find support for services such as skills assessment, individual or group tutorials, subject advising, learning assistance, summer academic preparation and basic skills development. Student services information can be found at: http://www.csuchico.edu/current-students.

Disability Services

If you need course adaptations or accommodations because of a disability or chronic illness, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Please also contact Disability Support Services (DSS) as they are the designated department responsible for approving and coordinating reasonable accommodations and services for students with disabilities. DSS will help you understand your rights and responsibilities under the Americans with Disabilities Act and provide you further assistance with requesting and arranging accommodations. The Disability Support Services website is http://www.csuchico.edu/dss.

Student Learning Center (Optional)

The mission of the Student Learning Center (SLC) is to provide services that will assist CSU, Chico students to become independent learners. The SLC prepares and supports students in their college course work by offering a variety of programs and resources to meet student needs. The SLC facilitates the academic transition and retention of students from high schools and community colleges by providing study strategy information, content subject tutoring, and supplemental instruction. The SLC is online at http://www.csuchico.edu/slc. The University Writing Center has been combined with the Student Learning Center.

Session / Topics / Assignments /
1
1/25 / Introduction to the different ESL/EFL Methods / Read:
Freeman & Freeman (1998). ESL/EFL Teaching. Pages xiii-87
2
2/8 / Student centered lessons
Creating lessons that have meaning and purpose
The role of social interaction in learning
The four modes / Read:
Freeman & Freeman (1998). ESL/EFL Teaching. Pages 88-191
3
3/1 / Supporting students’ first language and culture
Faith in the learner
Putting all seven principles into action / Read:
Freeman & Freeman (1998). ESL/EFL Teaching. Pages 192-266
Lesson Reflection Due
4
3/15 / Older English learners / Read:
Freeman & Freeman (2008). Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas. Chapters 1-3.
Survey Assignment Due
5
4/4 / Using themes
Routines and strategies to support older English learners
Closing the achievement gap / READ:
Freeman & Freeman (2008). Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas. Chapters 4-6
Case Study Assignment Due
6
4/26 / Final project (unit) due

Student Participation Rubric ( Ann Schulte)

Criteria / Not Proficient
0-5 / Developing
6-7 / Proficient
8-9 / Exemplary
10
Class Participation / Rarely if ever contributes to class dialogue. Not prepared when called upon. / Contributes to class discussion when called upon. Comments are helpful and related to topics being discussed. / Comments enrich class discussion.
Attention to class discussion is apparent. Is prepared with course readings. / Volunteers regularly to class discussion. Is always prepared with course readings.
Comments are insightful, reflective and enlightening.
Attendance and Promptness / Frequently misses class. Often late to class or not ready to begin on time. / Occasionally misses class. Sometimes late to class or not always ready to begin on time. / Rarely, if ever misses class. Usually on time to class and returning from breaks. / Attendance is regular. Always prompt to class and back from breaks. Ready to begin on time.
Group Participation / Isolated from group activities. Not constructive. Contributes little to group success. / Involved with group activities. Listens actively and participates in group process. / Actively participates in the group. Makes relevant comments and suggestions. Helps the group be successful. / Makes useful contributions to the group (not dominating), including suggestions and over-looked questions. Focused on task and attentive.
Encouraging and Supporting Others / Is often negative or unsupportive of others. / Consistently fails to offer encouragement and occasionally is negative or unsupportive. / Never discourages anyone with word or action. Occasionally offers encouragement and support. / Makes constructive comments to others. Offers frequent words and gestures of encouragement.