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Course
Description
This course is designed to assist elementary teachers in their development of
teaching strategies for English Language Learners (ELL) with a focus on 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 Students
(SDAIE). We will be specifically interested in making challenging content understood
by all learners, regardless of their English proficiency. 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. We will know and apply
pedagogical theories, principles, and practices for the development of academic
language, comprehension, and knowledge in the area of social studies. 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.
Instructors:
Lorie Chamberland,
Ed.D.
Education Department
Social Sciences I 211
University of California, Santa Cruz
1156 High Street Santa Cruz, CA 95064
(831) 459-2280
loriec@ucsc.edu
Kip Téllez,
Ph.D.
Education Department
Social Sciences I 217
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
Echevarria, J., et al. (2008). Making content comprehensible for English Learners: The SIOP model (3rd Edition). Boston: Pearson
Herrell, A., & Jordon, M. (2007). Fifty strategies for teaching English Language Learners. Upper Saddle River, NJ: Pearson. ISBN: 0-13-098462-0 (At Bay Tree)
Lomas Garza, C. (1990). Family Pictures/Cuadros de Familia. San Francisco: Children's Book Press.
Zarillo, J. (2009). Teaching elementary social studies. Boston: Pearson.
Bailey, A. Teaching and assessing students learning English in school. pdf
Combined EL and ELD Content Standards pdf
California History/Social Science Content Standards. pdf
Crawford, J. (1994). 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
Kinsella, K. (2005). Teaching vocabulary. pdf
Lightbown, P.M., & Spada, N. (1999). 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. 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
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
Téllez, K. & Waxman, H. (2006). A meta-synthesis of qualitative research on effective teaching practices for English Language Learners In J.M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching. Philadelphia: John Benjamins Publishing. 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
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
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
| Session/Date | Topic | Readings |
Assignment(s) Due or Things to Bring |
|---|---|---|---|
1 Jan. 5,7 |
Course
Overview & Introductions Featured Activity: Discussing a typology of ELs; Review EL terms ("Give one-Get one" activity); Video: "Seasons of Change", a documentary of a Mexican Immigrant family. |
Ed
Source: ELs in CA Genesee |
Group Reading Analysis (in class) |
2 Jan. 12, 14 |
What
do teachers need to know about language? Why do we need to scaffold
language in order to promote learning? Featured Activity: Viewing the film, "The Human Language-First Language" and small group discussion, Learning the elements of language activity |
Wong-Fillmore
& Snow |
Individual Reading Analysis due |
| 3 Jan. 19, 21 |
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 ELD levels Featured Activity: Jigsaw lesson applying theory to classroom experience and instructional practice; ELD Level sort |
McLaughlin Lightbown &
Spada
|
Group Reading Analysis (in class) Bring in CELDT scores/levels for ELs in your placement class |
4 Jan. 26, 28 |
What
are the language goals and objectives for California ELs? How do teachers use models of EL development and how do they relate to effective practices? Featured Activity: ELD/EL Standards Hunt |
Combined
EL and ELA Standards Gibbons Ch 2 |
Individual Reading Analysis due |
5 Feb. 2, 4 |
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? Introduction to a sample social science unit and cumulative assessment. Content Area
Task: Social Science Assessment |
CA History/Social Science Standards Fourth Grade Social Science Assessment and Background Information and select response test results (pdf and MS Excel) and essay portion of the test. You are not required to analyze the essay portion of the assessment. Sample assignments from the SS CAT. |
Individual Reading Analysis due |
6 Feb. 9, 11 |
What are effective practices for productive language (speaking and writing) development? What strategies help ELs go from speaking to academic writing? How can an analysis of language functions, frames, and fluency be used to promote effective practices? Featured Activity: Review of classroom video (speaking to writing); Group social science lessons using functions and frames/Cloze lessons |
Gibbons Chs 3 and 4 Bailey |
Assignment 1: ELD Group Lesson Presentation Group Reading Analysis (in class) |
7 Feb. 16, 18 |
Understanding context specific language demands What does an analysis of social science text books reveal about the langauge 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? Featured Activity: Analyze social studies text for use of academic language; working with morphology and cognates |
Rejuventation of Sempervirens... Spanos et al. Solomon & Rhodes |
Individual Reading Analysis due
Bring sample chapter from Social Studies text |
8 Feb. 23, 25 |
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. Featured Activity: Working with technology to save images, sounds, and video; Practice strategies for scaffolding academic texts (e.g., chapter walk, think-aloud, SQ3R) |
Gibbons Chs 5 and 6 Pang & Kamil Directions for PowerPoint Project |
Group Reading Analysis (in class) Assignment 2: SDAIE/Social Studies Lesson Design and Implementation |
9 Mar. 2,4 Slides |
Assessment in Language CELDT/Redsignation/Other Issues/Video analysis Featured Activity: Sharing your quick EL assessment results in job-alike groups; Sample assessment activities. |
Assessment of English Readings on CELDT |
Group EL Assessment Analysis (in class)
|
10 Mar. 9, 11 |
Using Existing Curriculum in ELD What is the role of music in L2 development? What other langauge strategies might we use to enhance and supplement language acquisition? Featured Activity: Analyzing various commercial ELD materials. |
Gibbons Ch 7 Selections from various EL curricula |
Group Reading Analysis (in class) Bring sample ELD Teacher's Guide if possible Assignment 3: PACT Content Area Task |
| Final Exam Week | Wrapping up |
Course Assignments
1. ELD Group
Lesson Presentation (completed in placement and videorecorded). Using
an example taken from the Herrell and Jordan text, 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 Lorie/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. Your video and reflective essay will be
shared with your counterpart job-alike group in the other section, who will
be invited to watch your lesson.
Evaluation (20 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.
Due Date: Feb. 9, 11
2. SDAIE/Social
Studies Lesson Design and Implementation. Please develop and
conduct an original Social Studies-based lesson in your placement classroom.
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 us the SIOP lesson plan format shared in class. Please
annotate your lesson plan to show your specific additions/modifications for
ELL. Also, please write a ~750 word analysis of your lesson, analyzing the work
of one ELL, pointing out features of his or her work resulting from the student's
language proficiency level. What content did the student understand and why?
What content was not learned and why?
Evaluation (20 points possible): Amount and quality of lesson's
representational support, Cognitive demand, Comprehensiveness, Student engagement,
Connection to relevant standards, Quality of ELL student analysis and self-assessment/reflection.
Due Date: Feb. 16, 18
3. Elementary
History & Social Science/PACT Content Area Task. This assignment
requires you to complete a PACT Content Area Task by analyzing the responses
of a 4th grade assessment in social science. Please note that this assignment
is part of the required state performance assessment of all teacher credential
candidates.
Evaluation (20 points possible): PACT Rubric EH6
will serve as the evaluative criteria for this assignment.
Due Date: Feb. 23, 25
4 . Group/Individual ELD Instructional Technology Project Using Microsoft PowerPoint
(or other hypertext/hyperlinked software). Please choose an objective relevant
to your grade level(s) in any content area 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
(at least 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 (20 points possible): Amount and quality of representational
support, Comprehensiveness, Student engagement, Connection to relevant standards.
Due Date: Mar 9 or 11
5. 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 (20 points possible-2 points each): Comprehension, Comprehensiveness.
Sorry, no make-ups for these assignments.
Due Dates Vary.
Grading scale: 72-80 A; 64-71 B; and so on. 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 us 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, Lorie and Kip
