EDN 265: Teaching ESL Learners EDN 511: Introduction to English as a Second Language Student Course Syllabus Fall 2012

Instructor: Dr. C. Allen Lynn Office: Education Bldg 379 Home Phone: (912) 245-1853 Online Office Hours: M/T/W/Th: 2:00-3:00 Face to Face Office Hours: T/W/Th: 9:00-11:00 Skype address: calynn18 There are days when I will need to cancel office hours, so I strongly discourage just dropping in. It’s always a good idea to check to make sure I’m in. By that same token, I’m often in the office at other times, so check to see if I’m in if there’s another time you want to stop by.

Course Description: Introduction to the field of English as a second language, including cultural, social, and political contexts of linguistic diversity from historical and critical perspectives. Topics include cross- cultural understanding, legal and administrative aspects of the field, including national and state regulations. A 10-hour participatory observation experience is required.

Watson College of Education Conceptual Framework The Watson School of Education prepares competent professionals to take on leadership positions in our schools by emphasizing ethnical and professional standards, informed decision making, reflective practice, pedagogical knowledge, diversity, content knowledge, effective communications, and technological competence. As a student in this class, you are expected to demonstrate developing competence in all of these areas.

Learner Outcomes: 1. Students demonstrate understanding of the laws, regulations, and policies at the local, state and federal levels that apply to English language learners.  NC ESL Standard 4: Teachers demonstrate understanding of laws, regulations, and policies at the federal, state and local levels that relate to serving limited English proficient students o Indicator 1: Teachers demonstrate knowledge of major federal and state legal mandates related to serving limited English proficient students. o Indicator 2: Teachers demonstrate knowledge of historical development of laws and regulations that have influenced the educational opportunities for limited English proficient students. o Indicator 3: Teachers demonstrate knowledge of current trends and research on language policy, legislative regulations, and procedures. 2. Students develop knowledge and skills to become cultural brokers within the school community.  NC ESL Standard 10: Teachers utilize and respect the diversity in the languages and cultures of limited English proficient students

1 o Indicator 1: Teachers discern the cultural values/perspectives of each student. o Indicator 2: Teachers look for opportunities to integrate each student’s culture into their curriculum. o Indicator 3: Teachers communicate to their students the value of their native languages and allow students to maintain those language skills as they are instructed in English. o Indicator 4: Teachers create opportunities for individual learners to share their language and culture in the classroom. 3. Students use their knowledge of the important role of culture to facilitate student academic and affective development.  NC ESL Standard 3: Teachers demonstrate understanding of the major theories and research related to the nature of cultural and cultural groups that affect and support language development, academic achievement, and individual identities o Indicator 1: Teachers understand major concepts about culture (e.g. cultural diversity, dynamics, relativism, universalism, acculturation, and assimilation) and their relationship to limited English proficient students and their families. o Indicator 2: Teachers gain knowledge about world cultures and language using a range of resources o Indicator 3: Teachers understand cultural differences between the home and the school that affect student learning or school/parent partnership. o Indicator 4: Teachers understand the effects of racism, stereotyping, and discrimination on student learning (e.g. social interaction, curriculum, assessment, and teaching materials). o Indicator 5: Teachers understand potential cultural conflicts within the ESL classroom and model positive cross-cultural interactions. o Indicator 6: Teachers understand that individual identities are formed and transformed by sociocultural factors.

4. Students advocate for cultural accommodation and encourage maintenance of native languages and cultures. 5. Students advocate for English language learners and their families 6. Students serve as resources within their schools and communities.  NC ESL Standard 2: Teachers demonstrate understanding of concepts, theories, research, and practice related to the language acquisition and literacy development of limited English proficient students. o Indicator 4: Teachers understand the relationship between students’ home language and English and recognize this relationship as a foundation for English language acquisition and literacy development. o Indicator 7: Teachers identify various program models for limited English proficient students and understand their rationale. 7. Students display dispositions consistent with the belief that all students can learn. 8. Students effectively communicate with parents, administrators and other stakeholders to facilitate the educational opportunities and achievement of English language learners.

2 Course Texts & Materials (required) 1. Cuadros, P. (2006). A home on the field: How one championship team inspires hope for the revival of small town America. New York, NY: Rayo Publishers. 2. Helmer, S. & Eddy, C. (2003). Look at me when I talk to you: ESL learners in non-ESL classrooms. Toronto, Ontario. Pippin Publishers. 3. Other readings will be available online.

Course Requirements 1) Online attendance is required. You must log-on to Blackboard at least every other day to check for announcements, discussions, etc. I will check periodically to see that you are logging on to Blackboard. If you are not logging on at least 2-3 times per week, your final grade will be reduced by one letter grade. Discussions will be available for one week—after that point they will be closed, and you will lose your opportunity to post. Missed postings will affect your ‘Participation’ grade. 2) Face to face attendance is OPTIONAL. There will be no attendance taken at these meetings. You are welcome to Skype in as well. We will meet every other Tuesday in room 266 in the Education Building. These meetings will be videotaped and archived on the Blackboard site for those students who do not come to the face to face meetings. 3) Late assignments. LATE WORK WILL NOT BE ACCEPTED UNLESS YOU HAVE MADE PRIOR ARRANGEMENTS WITH ME. That means that you contact me PRIOR to the due date and explain the situation. I may or may not give you an extension. 4) Complete all assignments as detailed in the Assignments section. 5) Adhere strictly to the UNCW Honor Code (See Student Handbook, Code of Student Life) 6) All papers should be word processed and edited for grammar and spelling. Structural or organization errors that consistently interfere with comprehension will results in points being deducted from that work. Work that consistently does not meet these criteria may not be accepted. Points will be deducted for poor writing. The Writing Center, Westside Hall, is available to help you. Please take advantage of their services. http://www.uncw.edu/stuaff/writingplace/index.htm 7) All papers should be submitted to me via email as a Microsoft Word attachment on the day that they are due by midnight.

Grading/Evaluation

Undergraduate students (EDN 265) Final Grade Data Points Percentage of final grade 1. Field Experience 15% 2. Book review 15% 3. Modules (Culture Module 50%; Advocacy Module 25%; 45% Policy Module 25%) 4. Tests 10% 5. Participation/Blogs 15%

3 Graduate students (EDN 511) Final Grade Data Points Percentage of final grade 1. Field Experience 15% 2. Research project 10% 3. Book review 10% 4. Modules (Culture Module 50%; Advocacy Module 25%; 55% Policy Module 25%) 5. Tests 10% 6. Participation/Blogs 10%

Graduate students are expected to complete assignments in a detailed, thoughtful, and critical manner. The level of reflection and critique is higher for graduate students than for undergraduate students.

Please see assignment descriptions at the end of this syllabus. If you have any questions regarding the assignments, it is your responsibility to seek clarification. Grading Scale:

100-97 = A 96-94 = A 93-90 = A- 89-87 = B+ 86-84 = B 83-80 = B- 79-77= C+ 76-74 = C 73-70 = C- 69-65= D < 65= F

A: outstanding work meeting expectations of course that needs no revision. (100-90) B: excellent work meeting expectations of course that needs some revision (89-80) C: acceptable work meeting expectations of course-needing extensive revision (79-70) D: minimal work meeting expectations of course (69-65) F: work that does not meet expectations of course (65 and below)

Concerns Any and all concerns should be brought to my attention by email, personal visit or phone call. Everyone is encouraged to express concerns or make suggestions at any time in the semester. Anyone who is uncomfortable coming directly to me may contact my Department Chair, Dr. Vance Durrington, at any time during the semester.

Plagiarism While plagiarism is not new on college campuses, it is becoming an increasingly large problem with the popularity of internet sites that encourage this illegal and unethical activity. Having been a victim of plagiarism when someone else tried to publish my work as their own, I have no tolerance for it. Plagiarism is the intentional or unintentional representation of someone else’s work as your own. This unintentional representation includes copying from classmates, even if you are working together on an assignment. Unless you’re working on a group project with a single product, you work should be significantly different from those of your classmates. Please see the following websites for hints on how to avoid plagiarizing. I will submit all instances of suspected plagiarism to the Associate Dean of the School of Education.

4 http://www.uncw.edu/stuaff/uls/documents/Plagiarism.doc and http://people.uncw.edu/sherrilld/edn200L/Plagiarism.htm

Violence and Harassment UNCW practices a zero-tolerance policy for violence and harassment of any kind. For emergencies contact UNCW CARE at 962-2273, Campus Police at 962-3184, or Wilmington Police at 911. For University or community resources visit http://uncw.edu/wrc/crisis.htm.”

Grade Data Point Descriptions

Field Experience Please see a detailed explanation of this assignment on the “Home” page in Blackboard.

Tests Tests will be open online for 48 hours after they are listed in the course calendar. So, if a test is listed as opening on 9/21/11, it will open at midnight that evening and be open until midnight on 9/23/11.

Participation This grade will come mostly from discussion board posts. It is expected that (at a minimum) you will post twice for each discussion. One post will be your original comments (not a response) on the topic, and then you are expected to comment on at least one of your colleague’s posts in a substantial, reflective manner (more than, “I agree”). This amount of participation will earn you a ‘B’ for participation (excellent work meeting expectations).

Modules Please find explanations for the Modules on Blackboard.

Research project This assignment is for graduate students only. In this paper, you will pose 1-2 research questions that relate to ELLs and answer them in 9-10 double-spaced pages. Please have your research questions approved by me prior.

Book Review You may do this assignment individually or in groups of 3-4. In this review you’ll identify major issues brought out by the book and provide possible solutions in a 5-6 page double-spaced paper. Please remember that you must provide some solutions in addition to identifying problems. A review that only identifies problems without giving substantial possible solutions will get a grade of ‘C’. The biggest problem that students have with this paper is putting too much into the summary portion and not devoting enough space to solutions. I’ve read the book as well; I know what happens. Summary: 15% of total paper Critique of book (your opinion): 15% of total paper Identification of issues: 30% of total paper Potential solutions or ways to address issues: 40% of total paper

5 Participation Rubric for online discussion boards:

Needs Improvement Meets Expectations Exceeds Expectations  Superficial response to the  Response is thoughtful and  Response is thoughtful and question posed with little goes beyond a superficial goes beyond the current or no exploration of the response (yes/no responses context to include past or topic with a few accompanying related experiences  Never refers back to others sentences).  Always couches responses students’ responses  Explores the topic and in terms of what others occasionally refers back to have written in a previously learned constructive way material  Explores topics in a  Reacts to other responses manner that demonstrates on a regular basis research beyond the course materials

Discussion Board Rules  Responses will not be graded on grammatical correctness; however, clarity is always appreciated.  Make sure you’ve read through what you’re going to post to avoid having to have multiple posts correcting what you thought you had said in the first one.  Be sure that you’ve read through all the posts before responding to a discussion.  Do not attempt to include any attachments in your post. Cut and paste or refer to websites.  Be polite. Imagine yourself talking to people face to face. If you wouldn’t say it to everyone in a group, don’t post it on the board.  If you have any problem with any person, concept or idea, please email me privately.

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