ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
The mission of the Education Community is to prepare future educators
who will promote lifelong learning and empower diverse communities.
COURSE SYLLABUS
The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix: / TSL 3080Section #: / 6747, 7417, and 8166
Credit Hours: / 3
Co-requisites: / None
Pre-requisites: / Admission to Secondary Science Education BS, or Educational Studies BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS, or Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Middle Grades Mathematics Education BS, or Middle Grades Science Education BS, or Secondary Mathematics Education BS, or Initial Certification.
Day, Time and Campus: / Online / Online
Modality: / Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.
Professor: / Jennifer Fernandez
Office Hours: / See Instructor Page
Office Location: / St. Pete Gibbs / TE 109A
Office Phone: / 727-341-3336
Email Address: /
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.D.Office Location & Number: / Tarpon Springs / BB 101
I look forward to working with you this semester. Because we are online, please make sure you email or call me right away if you have any questions or ever need help. I am available on both the St. Petersburg and Clearwater campuses, and love to meet students face to face. Stop by if you are around, or give me a call to set up an appointment. I hope you enjoy the class!
I. COURSE DESCRIPTION
This course is an introduction to the issues, principles, and practices of teaching English to speakers of other languages. It provides the foundation of knowledge necessary to meet the instructional needs of linguistically and culturally diverse students. Students will have 15 hours of field experience in a K-12 Public school setting. The five ESOL Domains will be assessed in this course. Students will have 15 hours of field experience.II. MAJOR LEARNING OUTCOMES
1. The student will demonstrate an understanding of theories related to the effect of culture, and the role of cultural groups and individual identities in teaching and learning for ELLs. (ESOL Domain 1/Standard 1) by:a. Identifying strategies for reducing cross-cultural barriers among students, parents, teachers, administrators and the community.
b. Comparing cultures to identify differences that may impact student learning.
2. The student will demonstrate knowledge and understanding of the structure and use of English to support ELLs’ skills (ESOL Domain 2, Standard 1) by:
a. Identifying and describing language universals, language function, language change and aspects of language.
b. Creating activities and lessons to assist cross linguistic transfer and promote language acquisition.
3. The student will demonstrate knowledge and understanding of second language acquisition theory and practice to support ELLs’ literacy development (ESOL Domain 2, Standards 2, 3) by:
a. Comparing theories of language acquisition and identify associated theorists and traditions.
4. The student will demonstrate an understanding of educational policy and law as well as the historical development of the teaching of English for Speakers of Other Languages (ESOL) (ESOL Domain 3, Standard 1) by:
a. Sequencing and identifying important historical milestones leading to the Florida Consent Decree.
b. Distinguishing the specific requirements of the six sections of the Florida ESOL Consent Decree with regards to meeting the needs of ELLs.
5. The student will demonstrate knowledge and understanding of methods, curriculum, and technological resources appropriate for literacy and content area instruction in ESOL (ESOL Domain 3, Standards 2, 3.) by:
a. Identifying and planning for language proficiency levels in listening, speaking, reading and writing in a second language.
b. Instructing, evaluating and re-teaching content-based activity.
c. Analyzing models of sheltered content area instruction.
6. The student will apply research practices, strategies, resources and technologies to plan differentiated instruction for ELLs at varying levels of proficiency (ESOL Domain 4, Standards 1, 2) by:
a. Selecting appropriate objectives.
b. Differentiating instruction dependent on language proficiency and student cognitive and cultural background knowledge.
c. Planning for comprehensible instruction using realia, manipulative, technology, and visuals.
7. The student will demonstrate an understanding of ESOL identification, assessment, testing, and evaluation to assist and assess ELLs’ language differences, literacy development, content area learning, and special education issues(ESOL Domain 5,Standards 1, 2, 3) by:
a. Applying knowledge about language development, acculturation and special education.
b. Administering informal oral and written English proficiency assessments and analyzing results.
c. Creating and/or modifying content area and language proficiency assessments for ELLs.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) / Required: Wright, W. (2015). Foundations for Teaching English Language Learners (2nd ed.). ISBN: 9781934000151Recommended: Hamayan, E., Marler, B., Sanchez-Lopez, C., & Damico, J. Special Education Considerations for English Language Learners (2nd ed.). ISBN: 9781934000113 (PLEASE NOTE: This book will be required for ESE majors in other courses.)
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:Materials:
Library: / http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 15 hours of observation/participation in a public K12 school as approved by the Office of School Partnerships. As part of the school-based hours for TSL 3080, students are required to tutor English Learners for four (4) of the 15 hours. ESOL SBHs must be completed with an ESOL Certified/Endorsed Cooperating Classroom Teacher (CCT) in an educational, K-12, public school setting, with at least one ESOL Student currently receiving ESOL Services.
B. ALL Course Assignments
Course Assignments / PointsEmail etiquette assignment / 10
Introduction discussion / 10
Cultural Identity and Development Reflection / 10
Working with ELs discussion / 10
At the Pasar discussion / 10
Linguistic Analysis Project* / 100
Family Engagement Presentation* / 100
CCT Information for School-Based Hours / 10
SLA Graphic Organizer / 25
Objectives Quiz / 20
ESOL Infused Lesson Plan* / 150
Presentation of a Reading Strategy* / 75
Immersion discussion / 10
School-Based Notebook: Observation Paper / 100
School-Based Notebook: SOLOM* / 100
School-Based Notebook: Tutoring (4 hours)* / 100
Consent Decree Quiz / 30
Speaking in Tongues discussion / 10
Record of Hours / 20
Final Exam / 100
TOTAL / 1000
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.
C. GRADING
· Course assignment details can be found in MyCourses by clicking on the Course Content tab.
· Assignments submitted up to one week after the due date will receive a letter grade deduction.
· Assignments submitted more than one week after the due date will earn a zero in the grade book.
· Discussions and quizzes are only open during the times designated in the course syllabus; therefore you cannot make up a missed discussion or quiz
· For assignments noted with an asterisk (*) above, the work must be submitted to pass the class, and it must meet the 75% requirement, even if no credit is earned for the assignment. They must also be submitted to Chalk and Wire and earn a minimum score of 2.0 or higher on each criteria.
· Incomplete assignments will NOT be graded.
· Required resubmissions will result in a letter grade penalty. Carefully reading directions, sample assignments, and rubrics will help you to be successful in this course.
· 10% can be deducted from assignments as a result of poor presentation, conventions (e.g. grammar, APA style), and support documentation as described in the course instructors assignment directions.
· Attendance is required for COE courses.
Grading Scale:
Points / Percentage / Letter Grade900-1000 / 90-100% / A
830-899 / 83-89% / B
750-829 / 75-82% / C
680-749 / 68-74% / D
679 / < 67% / F
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC Syllabus Statements
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE
Readings – Complete before the class meeting for that week after Week 1.Assignments – Details for all assignments are located under the Content tab in MyCourses. All assignments are due on Monday by 11:30 pm.
Discussion Boards – There are two due dates for discussion boards. To receive full credit, initial postings must be posted by Friday, and at least two replies to your classmates must be posted by Monday at 11:30PM. Dates are noted in the calendar in the following way (x/x, y/y) where x/x is the Friday due date for your initial posting and y/y is the Monday due date for your replies to your classmates as well as the end date for the discussion. Discussions are not accepted late.
Week/Date/Modality / Topics / Readings/Assignments
Week 1
Jan 8 / Overview
· Welcome to course
· Course overview/Syllabus
· State ESOL Standards for Teacher Preparation
· ELLs in our area / Read
- Ch. 1 (Wright)
- Gottschalk article (in MyCourses)
Do
- Introductions discussion
- Email etiquette assignment
- Explore TESOL Resources module
Week 2
Jan 15 / Culture
· What is culture?
· How does your culture influence your worldview? / Read
- Culture, Identity, & Development (LAB at Brown University, 2002) (In MyCourses)
Do
- Complete reflection on cultural values
Week 3
Jan 22 / Culture
· Culturally responsive pedagogy
· Home, school, & community issues
· Community & parental influences on learning / Read
- Ch. 9 (Diaz-Rico) (in MyCourses)
- Family Engagement Presentation requirements
Do
- Participate in discussion on Working with ELs
- Connect with Family Engagement presentation group members
Week 4
Jan 29 / Language
· Language structures & use
· Language functions
· English grammar refresher & ELL challenges / Read
- Ch. 2, pp. 27-35 (Wright)
Do
- Participate in At the Pasar discussion
- Work on Family Engagement presentation
Week 5 / Language
· Language variation
· Dialects, pidgins, & creoles
· Discourse varieties / Read
- Ch. 2, pp. 36-47 (Wright)
Do
- Linguistic analysis project – due in Chalk & Wire
- Work on Family Engagement presentation
Week 6 / Language Acquisition
· Stages of oral language development
· First language acquisition & processes / Read
- Ch. 3 (Wright)
- Review L1 & L2 development links
Do
- Family Engagement presentation – due in Chalk & Wire
Week 7 / Language Acquisition
· Second language acquisition (SLA) & approaches
· SLA theory & practice (Krashen, Cummins)
· Academic language objectives in SLA / Read
- L1 & L2 language development links (in MyCourses)
- Review Standards, Objectives & Using Them to Teach presentation
Do
- Objectives Quiz
- SLA graphic organizer – due in MyCourses
- CCT information for school-based hours placement – due in MyCourses
Week 8 / Instruction of ELLs
· ESOL Infused Lesson Plans
· ESOL adaptations & modifications
· Sheltered instruction models, methods & techniques
· Content-area instruction / Read
- Ch. 10 (Wright)
Do
- ESOL Infused Lesson Plan – due in Chalk & Wire
3/5-3/9 SPRING BREAK / SPRING BREAK
Week 9 / Instruction of ELLs
· Reading
· Writing
· Strategies for supporting ELLs’ literacy development / Read
- Ch. 8 (Wright)
- Ch. 9 (Wright)
- ESOL Strategies Matrix (in MyCourses)
Do
- Reading strategy presentation – due in Chalk & Wire
Week 10 / Instruction of ELLs
· Listening & Speaking
· Strategies for supporting ELLs’ oral proficiency development / Read
- Ch. 7 (Wright)
Do
- Work on School-Based Notebook (SBN) assignments
Week 11 / Instruction of ELLs
· Assessment
· Technology resources for ELLs
· Immersion video / Read
- Ch. 6 (Wright)
Do
- Participate in Assessment of ELLs discussion
- SBN: Observation paper – due in MyCourses
Week 12 / Instruction of ELLs
· ESOL and special needs
· Primary language support
· Advocacy for ELLs / Read
- Ch. 11 (Wright)
- Ch. 12 (Hamayan, Marler, Sanchez-Lopez, & Damico) *If you do not have the text, read the scanned chapter in MyCourses
Do
- SBN: SOLOM – due in Chalk & Wire
Week 13 / Legislation to Support ELLs
· Historical overview & legal foundations of LEP educational practices
· The Florida Consent Decree & other landmark cases
· ESOL identification, assessment & placement of ELLs
· ESSA and the ELL / Read
- Ch. 4 (Wright)
- 1990 Florida Consent Decree (in MyCourses)
Do
- Take Consent Decree quiz in MyCourses
- SBN: Tutoring (4 hours) – due in Chalk & Wire
Week 14 / Programs of Instruction
· Components of instructional programs
· Programs for ELLs
· Program for bilingual students / Read
Ch. 5 (Wright)
Do
- Watch Speaking in Tongues video
- Participate in Speaking in Tongues discussion
- Record of Hours – due in Chalk & Wire
Week 15 / Review / Do
- Review Wright text
- Review Florida Consent Decree
- Review additional articles and presentations in MyCourses
Week 16 / Final Exam / Exam opens April 26 at 7:00 am
Exam closes April 29 at 11:30 pm
VII. Uniform Core Curriculum Assignments