The limits of my language are the limits of my mind. All I know is what I have words for.
--Ludwig Wittgenstein

Other Language Quotes

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 the social studies content area.  The subject matter of the course includes an examination of English Language Development (ELD) teaching methods, social studies curriculum, and methods of instruction for the social studies, along with a particular focus on Specially-Designed Academic-Instruction in English Students (SDAIE).  Participants will be invited to complete assignments that address social, conceptual, and academic tasks while fostering students' communicative competence in English.  They will know and apply pedagogical theories, principles, and practices for the development of academic language, comprehension, and knowledge in the area of social studies, as well as learning how to support students’ expression of meaning in a variety of ways, including students’ first language and visual representations. 

Kip Téllez, Ph.D.
Education Department
Social Sciences I 253
University of California, Santa Cruz
1156 High Street  Santa Cruz, CA  95064
(831) 459-2208
ktellez@ucsc.edu
http://people.ucsc.edu/~ktellez

Office hours: M 1-4 and always by appt.

Required Texts (available at the Bay Tree Bookstore)

Herrell, A., & Jordon, M.  (2004).  Fifty strategies for teaching English Language Learners.  Upper Saddle River, NJ: Pearson.  ISBN: 0-13-098462-0

Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH : Heinemann. ISBN: 0325003661

Recommended Texts (parts available on-line html)

National Council for the Social Studies.  (2000).  Curriculum standards for social studies.  NY: Author  ISBN 0-87986-065-

Required readings

Combined EL and ELD Content Standards pdf

California History/Social Science Content Standards.  pdf

CELDT Blueprint pdf

Genesee, F.  (1999). Program alternatives for linguistically diverse students.  Santa Cruz, CA: CREDE. html

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

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, Bunch, Snow, & Lee. (in press). Enhancing the development of students' language(s): An introduction for teachers. In Darling-Hammond, L. Bransford, J. D., LePage, P., and Hammerness, K. (Eds.) Teaching for learning: Curriculum development in teacher education (tentative title). New York: National Academy of Education. 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

Van Patten, B. (2003). Some givens about second language aquisition. From input to output. Boston: McGraw-Hill. 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

Enright, D.S., & McCloskey, M.L.  (1988).  Integrating English, Part II: Integrated Units.  Reading, MA: Addison-Wesley. 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

Wallerstein, N.  (1986).  The teaching approach of Paulo Freire.  In J. Oller, (Ed.), Methods that work.  Boston: Heinle & Heinle. pdf

Other Resources

Graphic Organizers

Teaching Vocabulary

ELL Writing Samples

List of Wordless Picture Books

Guitar Starter Documents

Nifty Book Report Form

SDAIE Review

Bill of Rights/Obligations

Course Schedule (Subject to Change)

Date Topic/Media/Activites Reading(s)

TH Jan. 4

Read the “Myths” paper

Myths about language learning

TU Jan. 9

Course Overview & IntroductionsWhat do teachers need to know about language?

What do teachers need to know about the language background of students?

Valdes, Bunch, Snow, & Lee

TH Jan. 11

Program options for ELL

Federal Policy regarding ELL

Genesee

TU Jan. 16

Who are ELLs?

Bilingualism vs. Bidialecticalism: Differences for Instruction

Valdes

TH Jan. 18

Language Acquisition 1

Lightbown & Spada, Ch 1

Group Presentations Begin
TU Jan. 23 Language Acquisition 2

Van Patten

Lightbown & Spada Ch 2

SIOP Observation Due

TH Jan. 25 Drawing students into the curriculum 1 Combined EL and ELD Standards
TU Jan. 30 Drawing students into the curriculum 2

Effective practices 		Gibbons, Ch 1


Téllez, K. & Waxman, H.
TH Feb. 1 Addressing the social studies standards: Instructional technology and hypertext for L2 teaching. NCSS standards
TU Feb. 6 Meet in Ming Ong Computer Lab, Merrill College (Optional Session) Directions for PowerPoint Project
TH Feb. 8 Group work  
TU Feb. 13 ListeningUnderstanding Language Demands, Part 1 Gibbons, Ch 6Spanos, G., Rhodes, N., Dale, T.C. & Crandall J.

ELD/Soc Studies Lesson Due
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

 

Date Topic/Media/Activities Readings
TH Jan. 4 Read the “Myths” paper Myths about language learning
     
     
     
     
     
     
     
     
     
     
TH Feb. 14 SpeakingUnderstanding Language Demands, Part 2 Gibbons Ch 2
TU Feb. 20 SpeakingUnderstanding Academic Language, Part 1 Solomon, J., & Rhodes, N
TH Feb. 22 WritingUnderstanding Academic Language, Part 2 Gibbons, Ch 3PACT Rubric for LD/AL & Task 4 from Teaching Event Handbook MS Word File
TU Feb. 27 Writing Gibbons Ch 4
TH March 1 Reading Gibbons Ch 4Pang & KamilReadings Log Due
TU March 6 Assessing Language: Using the CELDT CELDT Blueprint
TH March 8 Curriculum in Social Studies None
TU March 13 Wrap up, catch up, and review  Academic Lang and Lang Demands Project Due
TH March 15 The role of music in the ELD classroom Group PowerPoint Project Due

Course Assignments

1. Group Lesson Presentation (completed in placement and videotaped), using an example taken from  Herrel and Jordan text.  Presentations will take place throughout quarter.  Your group must meet with Kip prior to conducting your lesson.

Evaluation (Weight-15%): 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 reflections based on peer feedback.

2. Academic Language and Language Demands mini-Project (Preparation for PACT)

This assignment will help you to understand the academic language-or "register"-of mathematics or literature, as well as understanding how to evaluate student work in light of language proficiency. More information on this project presented in class.

Evaluation (Weight-20%):

3. ELD/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 reduced language input to provide access to cognitively demanding ideas. Please use any lesson plan format, annotated to show your specific modifications for ELL. Descriptions or images of the lesson's objects and curricular materials must also be included. Finally, please analyze the work of one ELL, pointing out features resulting from the student's language proficiency level. What content did the student understand and why? What content was not learned and why?
Please append to your lesson a 700 word general self-assessment of the overall lesson.

Evaluation (Weight-20%): 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.

4. Group ELD Instructional Technology Project

Using Microsoft’s PowerPoint (or other hypertext/hyperlinked software), please choose an objective relevant to your group’s grade level(s) in any subject and create a customized instructional technology project.  You may choose any content area. The project should include user selected navigation capabilities and the use of hyperlinked text and images to provide multiple representations of language.  In addition, your group will invite at least 4 students (at least one ELL) to test your project. Directions here.

Evaluation (Weight-15%): Amount and quality of representational support, Comprehensiveness, Student engagement, Connection to relevant standards

Send your project to ktellez@ucsc.edu as attachment.  Include the names of each group member in the text of the message, as well as students' reactions and your analysis. 

Please place the following in the subject line of the message:

w07-ELDht

5. SIOP Lesson Observation

Observe or conduct a lesson in your student teaching classroom. Please use the SIOP observation tool and complete a short analysis of the lesson.

Evaluation (Weight-10%): Connection of observations to state criteria; depth of understanding; comprehensiveness

6. Readings Journal

You will be invited to write your reactions to 5 of the readings or chapters (your choice, but no more than two chapters). You may choose from the recommended readings or other papers if you wish.

Evaluation (Weight-20%): Comprehensiveness, comprehension, relations among the readings or chapters.

Miscellany
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.