California State University San Marcos
COLLEGE OF EDUCATION
EDSS 547 Secondary World Languages Education Spring 2011
CRN: 22601 M: 5:00pm – 7:45pm UNIV HALL
Professor: Bernardo Estrada
Office Hours: M before and after class or by appointment
College of Education Mission Statement
The mission of the College of Education Community is to collaboratively transform public education by preparing thoughtful educators and advancing professional practices. We are committed to diversity, educational equity, and social justice, exemplified through reflective teaching, life-long learning, innovative research and on-going service. Our practices demonstrate a commitment to student-centered education, diversity, collaboration, professionalism, and shared governance. (Adopted by COE Governance Community,
Required of credential candidates aiming to obtain an authorization to teach Spanish at the Secondary Level.
This course involves the practical application of the underlying theories and issues pertaining to second/foreign language education. Students will participate in lesson development, peer teaching experiences, materials development, textbook evaluation, and test construction appropriate for the teaching of foreign languages. Students are required to do additional reading and to submit five annotated bibliographies of articles from foreign language journals from the last three years or complete an analysis of four professional publications.
Students completing EDSS 457 will be able to:
1) Explain the basic terms, philosophies, problems, issues, history, and practices related to the teaching of World languages in the US.
2) Demonstrate understanding/application of the national standards for Foreign Language education.
3) Explain the theoretical framework upon which Foreign Language education is founded.
4) Demonstrate understanding of existing student identification, assessment, and language designation/levels for Foreign Language in the USA.
6) Demonstrate understanding of Foreign Language and Heritage Language education and their implications for
curriculum, instruction, and educational policy.
7) Explain the meaning of culture and the necessity for cultural convergence in schools.
8) Use Service-Learning techniques to create a more just and humane learning environment, and help students in their growth and development as effective agents of change.
Students create a bank of activities for their classroom addressing the needs of groups of students with different achievement levels in L1 and L2.
Students create a list of resources available through their school, district or county office,
Student analyze and evaluate curriculum they are currently using and provide suggestions for improvement.
Student develops lesson models incorporating different second language instructional methodologies and other approaches such as cooperative learning and whole language.
Students produce lessons using video technology (camcorder, video, and videodisc)
Students develop assessment tools using different approaches
Students are expected to a) report, interpret, analyze, and synthesize complex information, and;
b) demonstrate university-level competence in information literacy, the use of technology, and oral communication.
Please note that this is a hybrid course that involves face-to face as well as online components. Therefore, students are required to check WebCT for online components, announcements, and assignments.
College of Education Attendance Policy
The Governance Community of the College of Education adopted the following policy on 12/19/97:
Due to the dynamic and interactive nature of courses in the College of Education, all students are expected to attend all classes and participate actively. At a minimum, students must attend more than 80% of class time, or s/he may not receive a passing grade for the course at the discretion of the instructor. Individual instructors may adopt more stringent attendance requirements. Should the student have extenuating circumstances, s/he should contact the instructor as soon as possible.
The course deals with complex material processed in a variety of ways. Structured interactions, group processes, oral presentations, guided discussion of readings, and self-disclosure exercises are the norm. Students are expected to have read assigned materials by the date indicated in the syllabus, and should be prepared to discuss readings individually or in variously structured groups. The degree of your engagement in these processes forms the basis for points assigned. Due to the fast paced and highly interactive nature of the course, regular attendance and full participation are expected: teaching and learning is difficult (if not impossible) if one is not present for and engaged in the process. Therefore, College Policy is amplified as follows:
1. Missing more than 1 class meetings will result in the reduction of one letter grade. 2. Arriving late or leaving early on more than two occasions will result in the reduction of one letter grade. 3. Illness and emergency circumstances will be negotiated on a case-by-case basis. Students are expected to establish appropriate personal, academic and career-ladder priorities. These measures should not be considered punitive. Rather, they should be viewed as taking appropriate individual responsibility for one’s own learning in a democratic, collaborative and reciprocal-learning environment.
Authorization to Teach English Learners
The credential program at CSUSM has been specifically designed to prepare teachers for the diversity of languages often encountered in California public school classrooms. The authorization to teach English learners is met through the infusion of content and experiences within the credential program, as well as additional coursework. Students successfully completing this program receive a credential with authorization to teach English learners. (Approved by the CCTC in SB 2042 Programs Standards, August, 2002).
Teacher Performance Expectation (TPE) Competencies
This course is designed to help teachers seeking the Single Subject(s) Credential to develop the skills, knowledge, and attitudes necessary to assist schools and districts in implementing an effective program for all students. The successful candidate will be able to merge theory and practice in order to realize a comprehensive and extensive educational program for all students. The course objectives, assignments, and assessments have been aligned with the CCTC standards for the Single Subject(s) Credential. You can incorporate artifacts from this class into your final comprehensive portfolio.
California Teacher Performance Assessment (CalTPA)
Beginning July 1, 2008 all California credential candidates must successfully complete a state-approved system of teacher performance assessment (TPA), to be embedded in the credential program of preparation. At CSUSM this assessment system is called the CalTPA or the TPA for short.
To assist your successful completion of the TPA a series of informational seminars are offered over the course of the program. TPA related questions and logistical concerns are to be addressed during the seminars. Your attendance to TPA seminars will greatly contribute to your success on the assessment.
Additionally, COE classes use common pedagogical language, lesson plans (lesson designs), and unit plans (unit designs) in order to support and ensure your success on the TPA and more importantly in your credential program.
The CalTPA Candidate Handbook, TPA seminar schedule, and other TPA support materials can be found on the COE website provided at the website provided: http://www.csusm.edu/coe/CalTPA/ProgramMaterialsTPA.html
Outcomes and Standards
The context for, and scope of this course is aligned with standards for the Cross-cultural Language and Academic Development (CLAD) endorsement, as articulated by the California Commission on Teacher Credentialing (CTC), and as approved by the faculty of the College of Education in development of the program approval documents. (Note: As of 2002, the CLAD competencies are collectively referred to as an Authorization to Teach English Learners.) Further consideration has been given to the alignment of standards for multicultural education as articulated by the National Council for Accreditation of Teacher Education (NCATE), the Interstate New Teacher Assessment and Support Consortium (INTASC), and the National Board for Professional Teaching Standards (NBPTS). Emphasis is placed on learning outcomes (what you know and can demonstrate) rather than on inputs (putting in “seat time”, meeting minimum criteria for assignments, checking off tasks and activities), and how these outcomes correspond to your potential to enhance student learning as a new teacher.
Every student has the right to equitable educational consideration and appropriate accommodation. Students having differing ability (mobility, sight, hearing, documented learning challenges, first language/English as a second language) are requested to contact the professor at the earliest opportunity. Every effort will be made to accommodate special need. Students are reminded of the availability of Disabled Student Services, the Writing Center, technology assistance in the computer labs, and other student support services available as part of reasonable accommodation for special needs students.
It is expected that each student will do his or her own work, and contribute equitably to group projects and processes. If there is any question about academic honesty, consult the University Catalog.
Every student has the right to appeal grades, or appeal for redress of grievances incurred in the context of any class. Disputes may be resolved informally with the professor, or through the formal grades appeal process. For the latter, consult Dr. Prado-Olmos, Associate Dean.
Students with Disabilities Requiring Reasonable Accommodations
Students are approved for services through the Disabled Student Services Office (DSS). The DSS Office is located in Craven Hall 4300, and can be contacted by phone at (760) 750-4905 or TTY (760) 750-4909. Students authorized by DSS to receive reasonable accommodations should meet with their instructor during office hours or, in order to ensure confidentiality, in a more private setting.
Shrum, J.L. & Glisan, E.W. (2000 to 2010). Teacher's handbook: Contextualized language instruction, Heinle and Heinle. ISBN/ISSN 08384-1465-6 Note: Any edition available (1st. 2nd, 3rd, ,or 4th)
Handbook Homepage: http://thandbook.heinle.com
California Frameworks for Foreign Language (Available from CDE)
Handbook of selected readings
Submission Schedule: Work submitted within one week late will be reduced by one letter grade. Work received over one week late receives no credit.
Grading Emphasis: Each written assignment will be graded approximately 80% on content and context (detail, logic, synthesis of information, depth of analysis, etc.), and 20% on mechanics (grammar, syntax, spelling, format, uniformity of citation, etc.). All citations will use APA format.
All assignments are due on the dates indicated. Assignments turned in late will not receive full credit. They must be typewritten, and should reflect university level composition.
The following grading scale will be used:
90 – 100 A
89 – 80 B
72 – 79 C+
Use of Technology:
Students are expected to demonstrate competency in the use of various forms of technology (i.e. word processing, electronic mail, use of the Internet, and/or multimedia presentations). Specific requirements for course assignments with regard to technology are at the discretion of the instructor. Keep a digital copy of all assignments for use in your teaching portfolio. All assignments will be submitted online, and some will be submitted in hard copy as well. Details will be given in class.
Electronic Communication Protocol:
Electronic correspondence is a part of your professional interactions. If you need to contact the instructor, e-mail is often the easiest way to do so. It is my intention to respond to all received e-mails in a timely manner. Please be reminded that e-mail and on-line discussions are a very specific form of communication, with their own nuances and etiquette. For instance, electronic messages sent in all upper case (or lower case) letters, major typos, or slang, often communicate more than the sender originally intended. With that said, please be mindful of all e-mail and on-line discussion messages you send to your colleagues, to faculty members in the College of Education, or to persons within the greater educational community. All electronic messages should be crafted with professionalism and care.
Items to take into consideration:
Would I say in person what this electronic message specifically says?
How could this message be misconstrued?
Does this message represent my highest self?
Am I sending this electronic message to avoid a face-to-face conversation?
In addition, if there is ever a concern with an electronic message sent to you, please talk with the author in person in order to correct any confusion
All assignments are due on the dates indicated. Assignments must be typewritten/word processed, double-spaced and with standard margins. It is expected that all assignments will reflect university-level composition and exposition. Use of electronic spelling and grammar checking is encouraged. Assignments may be submitted via e-mail as text messages or enclosures. If you choose to submit your work electronically, please send it to the e-mail address indicated, to ensure timely receipt and response. Text should be readable by MS Word 97 minimum (Windows 95 minimum). If submitting in paper form, submit 2 copies of all work - one will be returned to you with comments and the other will be retained on file.
1. Lesson Plans and accompanying materials: Each item is worth 21pts. For this semester you will need to prepare three lesson plans as follows: 1) Grammar 2) Listening and Reading 3) Vocabulary and Culture (65 pts)
2. Professional Development Reflection Paper (2-4 page self-assessment summaries that include progress toward achieving course objectives and how the student envisions him/herself as a developing professional.
You will select the most important learning or closely related sets of learning you have acquired during the course. You will write in detail:
what you learned, how you knew you were learning something of significance (assessing your own learning),
how this will shape your attitudes and demonstrated behaviors as a teacher or in future intercultural interaction, and how you will demonstrate overall “cultural competence” (as this definition is developed in class)
Emphasis is placed on your ability to synthesize data around the topic you select, your depth of reflective analysis, your ability to articulate the cognitive, behavioral and affective domains of your learning, and the relationship of this topic to your future growth and professional practice. This paper is due on the last day of class. (20 pts)
3. Participation. (15 points) Reflections, Quickwrite activities and other assignments are counted as part of the participation points. Class attendance: The student's grade will be dropped one letter grade AFTER ONE absence.
NOTE: It is important to remember that this is a hybrid course, which means that part of it is delivered face to face and part of it is delivered through online assignments. It is expected that each student will check WebCT for online sessions and that each assignment will be submitted in a timely manner.
EXAMPLES OF EACH OF THE REQUIRED LESSON PLANS
GRAMMAR - The "PACE" Model
El día que me quieras “The day you love me”
Las Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo]
VOCABULARY and CULTURE: “ OJALA QUE LLUEVA CAFÉ”
See Merlot sample at http://www.merlot.org/merlot/viewMaterial.htm?id=88570
Professional Development Responsibilities
CABE www.bilingualeducation.org ACTFL www.actfl.org , AATSP www.aatsp.org TESOL http://www.tesol.edu/, or other appropriate organizations. Check sites for California Foreign Language http://www.standford.edu/group/CFLP and for http://www.clta.net
SDCOE Latino Summit- San Diego County Office of Ed.
California Association for Bilingual Education Annual conference, San Jose, CA
FLTEACH- http://www.cortland.edu/flteach/welcome.htmlx All students should subscribe for at least a three-week period. The topic of FLTEACH, a listserv founded in 1994 by Jean LeLoup and Robert Ponterio, is foreign language teaching methods including high school/college articulation, training of student teachers, and curriculum. Current membership includes colleagues across the country as well as around the world. In order to subscribe:
Send a message to: LISTSERV@listserve.acsu.buffalo.edu
In the message put only the following: SUBSCRIBE FLTEACHfirstnamelastname
Example: SUBSCRIBE FLTEACH maryjones
Send the message just like that- no signature or anything else. You will get a welcome message by return e-mail with instructions on how to use FLTEACH. You might want to consider other options that are available such as by subscribing to the DIGEST option, you will get messages only once a day under one heading "FLTEACH" (This option is highly recommended in order to receive the most information with the list text)
Journals: Please check our Library for availability
Foreign Language Annals (ACTFL)
Learning Languages (NNELL)
Modern Language Journal
Studies in Second Language Acquisition
TENTATIVE WEEKLY READINGS / ACTIVITIES are on a separate sheet and on WebCT
The professor reserves the rights to modify the schedule below when deemed appropriate. Items are suggestive, and delivery depends on available time
Tentative Class Schedule and Assignments will be found on WebCT under each session
General Directions for Micro/Peer Teaching Lesson Plans:
CRITICAL ASSESSMENT TASK
1. FLED 8-12: Choose one chapter from the text you have selected. If you do not have access to a textbook, please make sure to inform your instructor so that you can get a “loaner.” You can also apply the concepts from each lesson plan to any other textbook/books
2. Prepare and hand in a typed lesson plan (Follow Samples provided ) that would permit someone else to do essentially the same thing you were planning to do. Keep a copy for yourself and give one to the instructor .
Make sure that visuals and overhead transparencies are large enough for everyone to see.
3. Assume that students know only those structures and vocabulary up to and including the lesson you are working on!
4. All peer-teaching assignments must conform to the time limits and guidelines given.
6. At least one lesson must integrate cultural concepts (Standard: Cultures Goal) and technology. (This is a minimum requirement. Make every attempt to make culture and technology part of each lesson.)
For assistance in obtaining materials for your lessons: Visit the Barahona Center for the Study of Books in Spanish.
SAMPLE LESSONS : These lessons are provided as a guide for the lessons you need to create for this class.
GRAMMAR - The "PACE" Model (Sample D)
El amor perfecto “Perfect Love”
The PACE Model
El día que me quieras “The day you love me”
Las Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo]
El Cine The Cinema theatre
I. A CONTENT-BASED LESSON:
Integrating the School Curriculum with World Languages.:
Choose a partner and identify a social studies, mathematics, or science , art or music concept that could be taught in the foreign language through a variety of activities. Devise a content-based lesson (Sample B) that includes content objectives, language objectives, and cultural objectives. Present a portion of your lesson to the class (15 min) and provide an explanation of the entire lesson (15 min).
II. VOCABULARY and CULTURE
Using 5-10 words from your textbook and/or targeted theme (EL ED) plan a ten-minute lesson plan that includes the following:
A. Present the new vocabulary words to your "students".
B. Reinforce their understanding of the vocabulary words through both group and individual practice.
Evaluate their understanding via an assessment tool.
D. Include an additional communicative activity that could be used the following day for re-entry of the vocabulary words into that day's lesson. (You probably will not have time to follow through with this during your peer teach.)
A. Choose a single grammar point from your text or curriculum plan (EL ED)
B. Design a lesson following the guidelines discussed in class GRAMMAR - The "PACE" Model (Sample (PACE- p. 154-157, SG)
C. Peer-teach the first two steps (P A). (no longer than 5 minutes)
IV. LISTENING OR READING
A. Design a listening or reading activity that uses the interactive model presented in SG, Chapter 6. Select an authentic taped segment or written text and follow the guidelines presented in class (5 –step model)
B. Peer-teach the pre-reading/listening segment. (no longer than 15 minutes)
Las Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo] : a sample reading/listening lesson
V. INTEGRATING SPEAKING
Design and demonstrate an information-gap activity integrating speaking as a follow-up to the listening or reading activity you presented. Follow the guidelines on p. 211 (SG), Episode Two. (15 min.)
FOREIGN LANGUAGE LESSON DESIGN (Sample A)