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Course Description
This course is designed to assist elementary teacher candidates in their development of instructional approaches, methods, and strategies for English Language Learners (ELL) with a focus on the social
studies. The subject matter of the course includes an examination of English
Language Development (ELD) state framework and standards, teaching methods,
curriculum, and assessments. We will also introduce and explore the CA Social
Studies Framework and Standards and methods of instruction for the social studies
with attention to Specially-Designed Academic-Instruction in English
(SDAIE). Participants
will be invited to complete assignments that address social, conceptual, and
academic tasks while fostering students' communicative competence in English
while encouraging native language development. Further,
the course will address ways to support students' expression of meaning in a
variety of ways, including the use of objects and visual representations. Course participants will learn to teach elementary students how social science concepts and themes provide insights into historical periods and cultures (e.g., teaching using timelines, maps, and other graphic organizers to develop conceptual understanding of historical periods, events, and cultures). We will be specifically interested in making challenging content understood
by all learners, regardless of their English proficiency. .
Kip Téllez,
Ph.D.
Education Department
McHenry 1286
University of California, Santa Cruz
1156 High Street Santa Cruz, CA 95064
(831) 459-2208
ktellez@ucsc.edu
http://people.ucsc.edu/~ktellez
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH : Heinemann. ISBN: 0325003661
Bigelow, B. (2008). A people's history for the classroom. Rethinking Schools.
Echevarria, J., et al. (2008). Making content comprehensible for English Learners: The SIOP model (3rd Edition). Boston: Pearson
Téllez, K. (2010). Teaching English learners: Fostering language and the democratic experience. Boulder, CO: Paradigm
Zarillo, J. (2009). Teaching elementary social studies. Boston: Pearson.
Bailey, A. (2008) Teaching and assessing students learning English in school. pdf
Bigelow, B. (2008). Readings from People's history. pdf
Combined EL and ELD Content Standards pdf
California History/Social Science Content Standards. pdf
Crawford, J. (2004). Basic research on second language language acquisiton. Educating English Learners. pdf
EdSource. (2008). English learners in CA: What the numbers say. pdf
Genesee, F. (1999). Program alternatives for linguistically diverse students. Santa Cruz, CA: CREDE. pdf
Gutierrez, K. (1995). Unpacking academic discourse. Discourse Processes, 19, 21-37. pdf
Kinsella, K. (2005). Teaching vocabulary. pdf
Jiménez, R. (2004). More equitable literacy assessments for Latino students. The Reading Teacher, 57, 576-578. pdf
Lightbown, P.M., & Spada, N. (2002). How languages are learned. Oxford: Oxford University Press. Ch 1 and 2 only. pdf
McLaughlin, B. (1992). Myths and misconceptions about L2 learning. NCREDSLL html
Pang, E.S., & Kamil, M.L. (2004). Second language issues and early literacy instruction. Temple University: LSS Publication Series, No. 1 pdf
Scarcella, R. (n.d.) English learners and writers: Responding to linguistic diversity. pdf
Short, D., & Echevarria, J. (n.d.). Teacher skills to support English language learners. pdf
Solomon, J., & Rhodes, N. (1995). Conceptualizing academic language. CAL. html
Snow, M., & Katz, A. (2010). English language development: Foundations and implementation in K through 5. In Improving education for English learners: Research-based approaches (pp. 83-150). Sacramento, CA: CDE. pdf
Spanos, G., Rhodes, N., Dale, T.C. & Crandall J. (1988). Linguistic features of mathematical problem solving. In R. Cocking & J.P. Mestre (Eds.), Linguistic and cultural influences on learning mathematics (pp. 221-240). Mahweh, NJ: Erlbaum. pdf
Valdes, G. (2000). Bilingualism and language use among Mexican-Americans. In S.L. McKay & S.L. Wong, New immigrants in the US. NY: Cambridge U Press. pdf
Wong-Fillmore, L., & Snow, C. (2000). What teachers need to know about language. CAL html
Zarillo, J. (2008). The transformation curriculum: Infusing multicultural perspectives. Chapter 3. Boston, MA: Pearson. pdf
Recommended readings
Blau, E.K. (1991). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24 (4), 746-753. pdf
Butler, F.A., Bailey, A., Stevens, R., Lord, C. & Huang, B. (2004). Academic English in Fifth-grade Mathematics, Science, and Social Studies Textbooks, CSE Report 642 Los Angeles: CRESST/University of California, LA. pdf
Cox, B.E., Shanahan, T., & Sulzby, E. (1990). Good and poor elementary readers' use of cohesion. Reading Research Quarterly, 25(1), 47-65 .pdf
EdSource. (2007). Similar English learner students, different results: Why do some schools do better? pdf
Enright, D.S., & McCloskey, M.L. (1988). Integrating English, Part II: Integrated Units. Reading, MA: Addison-Wesley. pdf
Ervin-Tripp, S.M. (1974). Is second language learning like the first? TESOL Quarterly, 8, 111-127. pdf
Erneling, C. (1993). Understanding language acquisition: the framework of learning (Ch 1). Albany: SUNY Press. pdf
Griffin, C., Malone, L., & Kameenui, E. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 98-107. pdf
Laturnau, J. (2002). Standards-based instruction for English Language Learners. Honolulu, HI: PREL html
Lightbown, P.M. (2000). Anniversary article: Classroom SLA research and second language teaching. Applied Linguistics, 21, 431-462. pdf
Polio, C. (1997). Measures of writing accuracy... . Language Learning, 47, 101-143. pdf
Richards, J.C., & Rodgers, T.S. (1986). Total physical response. From Approaches and methods in language teaching (pp. 87-98). Cambridge: Cambridge University Press. pdf
Scarcella, R. (2003). Academic English: A conceptual framework. LMRI. pdf
Van Patten, B. (2003). Some givens about second language aquisition. From input to output. Boston: McGraw-Hill. pdf
Wallerstein, N. (1986). The teaching approach of Paulo Freire. In J. Oller, (Ed.), Methods that work. Boston: Heinle & Heinle. pdf
Other Resources
List of Wordless Picture Books
Almost Zero Planning Language Activities
| Session/Date | Topic | Readings |
Assignment(s) Due or Things to Bring |
|---|---|---|---|
1 Jan. 10, 12
|
Course
Overview & Introductions Review EL terms Video: "Seasons of Change" |
Ed
Source: ELs in CA Genesee
|
Group Reading Analysis (in class) |
2 Jan. 17, 19 |
What
do teachers need to know about language? Why do we need to scaffold
language in order to promote learning? Video: "The Human Language-First Language" |
Wong-Fillmore
& Snow |
Individual Reading Analysis due |
| 3 Jan. 24, 26 |
What are common myths about L2 learning? What are the theories of L2 learning and acquisition? How do theories of L2 acquisition inform instruction? Introduction to English language development levels. Applying theory to classroom experience and instructional
practice. |
McLaughlin Lightbown &
Spada
|
Group Reading Analysis (in class) Bring in CELDT scores/levels for ELs in your placement class |
4 Jan. 31, Feb.3 |
What
are the language goals and objectives for California ELs? ELD/ELA Standards comparison/group discussion and Video: Sample ELD lesson |
Combined
EL and ELA Standards Gibbons Ch 2 |
Individual Reading Analysis due (ELD/ELA Standards comparison) |
5 Feb. 7, 9 |
What are the foundations of social studies education? How can you transform social science instruction to include multiple perspectives and the contributions of underrepresented groups? Content Area
Task: Social Science Planning Guest Speaker: Esther! will speak on including diverse perspectives in teaching. |
CA History/Social Science Standards Bigelow |
Individual Reading Analysis due Please bring copy of your classroom's social studies textbook and teacher's guide |
6 Feb. 14, 16 |
What are effective practices for productive language (speaking and writing) development? What strategies help ELs go from speaking to academic writing in social studies? How can an
analysis of language functions, frames, and fluency be used to promote
effective practices? Guest speaker: Felicia! Presenting on writers' workshop for ELs. |
Gibbons Chs 3 and 4 Bailey Zarillo |
Group Reading Analysis (in class) |
7 Feb. 21, 23 |
Understanding context specific language demands What does an analysis of social science text books reveal about the language demands of the content? What is a contrastive analysis of two langauges and how might teachers benefit from its use? Can cognates help in promoting academic language? Analyze social studies text for use of academic language; Practice strategies
for scaffolding academic texts (e.g., chapter walk, think-aloud, SQ3R
in social studies) |
Rejuventation of Sempervirens... Spanos et al. Solomon & Rhodes Gutierrez |
Individual Reading Analysis due
Assignment 2: CAT/Social Studies Lesson Design and Implementation |
8 Feb. 28, Mar.1 |
What are effectives practices for receptive language (listening and reading) development? Tech project Instructional technology and hypertext for L2 teaching: Creating a customized computer learning application in the social sciences. Working with technology to teach language withimages, sounds, and video |
Gibbons Chs 5 and 6 Pang & Kamil Directions for PowerPoint Project |
Group Reading Analysis (in class)
Assignment 1: ELD Group Lesson Presentation |
9 Mar. 6, 7 |
How do we use valid language assessments? CELDT/Redsignation/Other Issues/Video analysis Sharing your quick EL assessment results in job-alike groups; Sample assessment activities. Guest Speaker: Ellen Ferguson, Soledad USD |
Assessment of English Readings on CELDT Jiménez |
Individual Reading Analysis due (EL Assessment)
|
10 Mar. 13, 15 |
Using Existing Curriculum in ELD What is the role of music in L2 development? What other language strategies might we use to enhance and supplement language acquisition? Analyzing various ELD district adopted materials. |
Gibbons Ch 7 Selections from various EL curricula |
Group Reading Analysis (in class) Bring sample ELD Teacher's Guide. Assignment 3: Group/Individual ELD Instructional Technology Project due |
| Final Exam Week | Wrapping up |
Course Assignments
1. ELD Group
Lesson Presentation (completed in placement and videorecorded). Using
an example taken from either the Gibbons text, 50 Strategies book, or another sources, your job-alike group will plan, teach,
and videorecord a lesson to a group of ELL in one of your placement classrooms.
Your group should meet with Kip prior to conducting your lesson. You will
turn in your videorecorded lesson (edited to 10-15 minutes of highlights) along
with a single, collaborative reflective essay (about 750 words) noting those
aspects that your group thought were successful and those elements to alter
for future lessons. Please write your group members' names on the face of the
compact disc (cd) or dvd disc. We will watch your video in class to learn from each groups' experience.
Evaluation (25 points possible): Quality of understanding
of lesson design, connection to concepts and theories found in other course
readings, comprehensiveness and coherence, connection to recognized objectives
and standards, and quality of reflection.
2. Content
Area Task (CAT)/Social Studies Lesson Design and Implementation (completed individually). Please
develop and conduct an original Social Studies-based lesson in your placement
classroom. Select an historical period or event revelant to the state standards. The overarching design should provide for multiple representations
of language and content as well as a specialized language input to provide access
to cognitively demanding content. Please use the SIOP lesson plan format shared
in class. Be sure that your lesson includes graphic organizers (e.g., maps, timelines) to assist in conceptual development. Also please refer to CAT Elementary History-Social Science Planning Task commentary prompts.
Evaluation (25 points possible): Content Area Task Planning Rubic EH2 only.
3 . Group or Individual Social Sciences/SDAIE Instructional Technology Project Using Microsoft PowerPoint
(or other hypertext/hyperlinked software). Please choose an objective relevant
to your grade level(s) in social sciences and create a customized instructional
technology project. The project should include user-selected navigation capabilities
and the use of hyperlinked text and images to provide multiple representations
of language/content. In addition, you or your group will invite at least 4 students
(one ELL) to test your project. Please complete a 300-400 word write-up
sharing the students' reactions to your project and your reflections on its
success. Please submit your project on a cd. Please include the names of each
group member on the face of cd. Place a copy of your write-up (as Word or text
file) on the cd as well.
Evaluation (25 points possible): Amount and quality of representational
support, Comprehensiveness, Student engagement, Connection to relevant standards.
4. Group Reading Analysis or Individual Reading Analysis. Each
week, you will be asked to analyze one of the required readings in the course
using one of two strategies: A Group Reading Analysis invites your
job-alike group to offer your collective reactions to one of the readings, completed
during class time, while an Individual Reaction brief (about 350 words)
will invite you to write your own reflection on a reading prior to the class
session for which that reading is assigned. Directions for each type of assignment
reading analysis will be given in class or via email.
Evaluation (25 points possible-2.5 points each): Comprehension, Comprehensiveness.
Sorry, no make-ups for these assignments.
Due Dates will Vary.
Grading scale: 94-100:A; 90-93:A-; 87-89:B+:83-86:B;80-82:B-. Satisfactory: Minimum 80 pts.
Miscellanea
Students with disabilities are encouraged to speak with the instructor as soon
as possible regarding needed modifications to the course structure. In
addition, please contact the UCSC Disabilities Resources Center at 831-459-2089
for general assistance.
We hold to the ideals of academic
integrity adopted by the UCSC community.
Finally, please, please let me know if the course is not meeting your needs
in any way. Comments and suggestions are always welcome via email, phone message,
or written note. Thanks, Kip
