Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - FLE6360
Tracking Number - 1608
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Approved, Permanent Archive - 2008-05-05
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-12-05
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Phil Smith
- Phone: 9741113
- Email: firstname.lastname@example.org
- Prefix: FLE
- Number: 6360
- Full Title: ESOL for School Psychologists & School Counselors
- Credit Hours: 3
- Section Type: D -
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): ESOL Sch Psyhologist & Couns
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Course Description: Prepare school psychologists & school counselors to provide services for Eng language learners in their schools. Provides them with current research and guidance in the areas of program development, legislative mandates, and learner characteristics.
- Please briefly explain why it is necessary and/or desirable to add this course: This course meets requirement for School Psychologists and School Counselors, mandated by the 2003 Stipulation to the LULAC, et al v FBOE (1990) Consent Degree, that requires all School Psychologists and School Counselors to have 60 hours or 3-credit hour
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of required sequence for school psychologists and school counselors to meet their ESOL training.
Benefits the program for School Counselors and the program for School Counselors.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in Applied Linguistic, SLA, or related field
- Objectives: 1. Demonstrate knowledge of the requirements of the 1990 ESOL Agreement, including the appropriate roles and responsibilities of school psychologists/school counselors, and demonstrate the ability to counsel ELLs as to the rights afforded them under state and federal regulations. (Course topics 2, 5)
2. Demonstrate positive interpersonal and communication skills in relationships with ELL students and their families. (Course topic 6)
3. Demonstrate an understanding of the unique instructional needs of ELL students with regard to literacy and academic subject matter. (Course topics 1, 3, 7, 8)
4. Demonstrate the ability to communicate with ELLs, their families, and the community to assess and monitor curriculum relevance and student progress toward meeting Florida Department of Education standards. (Course topic 3)
5. Demonstrate ability to promote community, parent, and school involvement and partnership; demonstrate ability to assist in promoting cultural awareness and sensitivity in the school and community. (Course topic 6)
6. Demonstrate familiarity with culturally sensitive problem-solving processes (including assessment and evaluation instruments) which assist in complying with the legal obligations of the district serving ELLs. (Course topic 5)
7. Demonstrate the ability to interpret a broad variety of assessment results within the problem-solving process with regard to planning academic, linguistic and psychosocial services for ELLs. (Course topic 9)
8. Recognize the characteristics of second language acquisition; recognize characteristics of language acquisition and learning stages. Demonstrate knowledge of curriculum and instructional methods that effectively address the linguistic and academic needs of ELLs. (Course topics 3, 4, 7, 8)
9. Demonstrate the ability to collaborate with teachers, school administrators, and other instructional personnel to ensure that appropriate and effective instructional services are provided for ELLs. (Course topics 2, 11)
10. Demonstrate the ability to inform English language learners of support systems and services within the school and community to address their academic needs; demonstrate the ability to improve and extend services to ELLs in under-represented programs including, but not limited to, gifted, vocational, advanced placement, dual enrollment, and post-secondary/career exploration. (Course topics 6, 11)
11. Recognize major differences and similarities among various cultural groups in the U.S., in Florida, and in the local community; demonstrate ability to counsel students, parents, school personnel and community members on these differences and similarities. (Course topics 3, 6)
12. Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to create a positive and supportive school environment to accommodate the various cultural background of students. (Topics 6, 10)
13. Recognize the need for advocacy for English language learners and their families and demonstrate the ability to plan effective advocacy efforts within schools, districts and the community. (Course topics 6, 10, 11)
- Learning Outcomes: 1.Weekly Readings/Discussions
Students will be responsible for completing all readings and participating in the discussion board in Blackboard. Students will also be assigned work groups and will alternate between whole class and work group discussions of material which will address each objective from the course. Every student will have the opportunity to facilitate at least one discussion on a topic from the readings.
Applying the problem-solving process, students will conduct a case study of an English language learner in a K-12 setting. Students will collect information including but not limited to the ELL’s linguistic, cultural and ethnic background, parents’ background, and previous schooling experiences. Students will also describe the ELL’s current schooling situation including placement, teacher(s), language program model, assessment data, academic achievement, and educational plan. Using the data collected through this problem-solving process, students will make recommendations related to the ELL’s academic performance and/or psychosocial development in his/her new environment. Finally, students will provide suggestions for monitoring the ELL’s response to the recommendations.
The case studies will be used to build a bank of case studies accessible to guidance counselors and school psychologists in the field.
3.In-service Training Module
Students will work in pairs to develop a one-hour inservice training module for teachers in their school based on the information provided in this course. The purpose of the training module will be to assist teachers in addressing the social, psychological and academic needs of the ELL students in their classes, and to assist teachers in understanding and meeting the cultural and social needs of the students, parents and community. This training module may be developed for either a face-to-face or web-based delivery model.
5.Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #12)
NOTE: This course is web-enhanced. Some of the lectures will be online, and participants will access online materials.
Some ways (adapted from indicators for Accomplished Practice #12) in which technology is incorporated in the course are as follows:
A. Computers (WWW, email, CD-ROM, etc.)
•Uses, on a personal basis, computer applications, such as word processors, databases , and presentation tools
•Utilizes instructional and other electronic networks to gather and share information (electronic learning logs/dialogue journals, email discussion lists, chat rooms, WWW tutorials and simulations, etc.)
•Uses virtual libraries for information gathering and referencing
•Uses Blackboard and related tools such as the discussion board, wikis, weblogs, and assessing grades.
B. Video/ iPod
•Downloads Video podcasts
•Downloads audio podcasts
•Collect data using iPod recorders
•Create podcasts of ELL student language samples
•Create video podcasts for training modules
6.How are issues of Diversity addressed in this course?
This course focuses on providing equal education to a language diverse population that has specific needs. The participants in this course become well acquainted with the ELL (English Language Learner) population in Florida and how they can better be served in the schools, and examine the Florida Consent Decree, which legislates what accommodations need to be made for this population.
- Major Topics: 1.Introduction to the Course
Relevant professional fields—ESL, SLA, Bilingual Education, Linguistics
World views on language teaching/learning
Positioning of fields within general education
Terminology of field
Major researchers and developments: A timeline
a. Herrera & Murry, Chapter 1
b. Christian, Pufahl & Rhodes, Language Learning: A Worldwide Perspective, Educational Leadership, pp. 24-30.
2.Legislation and Guidelines: A History of Language Policy in Education
Consent Decree; NCLB; court cases/legislative history
Study at some depth; earmark items that apply directly to administrators w/ELLs in their schools
Provide history of legislation for ELLs to give context to Consent Decree
LEP Committees—Function, principal’s role
a, AALA (Office of Academic Achievement through Language Acquisition), Florida Department of Education
i.Settlement Agreement-- http://www.firn.edu/doe/omsle/lulac.htm
ii.2003 Stipulation-- http://www.firn.edu/doe/omsle/pdf/stipulation.pdf
3. English Language Learners in U.S. and Florida Schools
Demographics—National & Florida
Growth Statistics and Projections
Student Characteristics—Immigrant, migrant, refugee
Educational Issues for learners from different backgrounds
b.Florida Center for Survivors of Torture: http://www.gcjfs.org/svc-survivors.htm
c.AALA, Florida Department of Education: http://www.firn.edu/doe/aala/
d.CAL (Center for Applied Linguistics): Refugee Service Center http://www.cal.org/rsc/
4.Program Models: Characteristics of Programs for K-12 ELLs
Evidence-based instructional models for language learning and development
Needs assessment for districts and schools based on demographics and learner characteristics
Research on English achievement of students in various program models
Case studies of program models
a.Ed Leadership—Rossell, Teaching English through English, pp. 32-36;
b.Antunez, B. and Zelasko, N. (2001). What program models exist to serve English language learners? OELA’s National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs, http://www.ncela.gwu.edu/expert/faq/22models.htm (Chart)
c.Rolstad, K., Mahoney, K., and Glass, G.V. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19(4), pp. 572-594. (Research)
d.Herrera, S.G. & Murry, K.G. (2005). Changing perspectives in platform development for instructional methods. Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students, Ch. 4, pp. 94-123.
5.Identification and Placement of ELLs in K-12 Educational Settings
Florida’s Guidelines for Identification and Placement for Language Services
Linguistic and Academic Considerations in Placement
Accessibility of categorical programming and placements—gifted, vocational, SLD
a.NCELA website-- http://www.ncela.gwu.edu/resabout/assessment/9_placement.html --Lindquanti, 2001--The Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English Language Learners.
b.Cline, T. & Shamsi, T. (2000). Language needs or special needs? The assessment of learning difficulties in literacy among children learning English as an additional language: a literature review. London: Department of Education and Employment.
6.Sociocultural Issues in Schooling for English Language Learners
Cross-cultural issues in schooling
Family involvement in schooling: Networking with parents
a.Support systems available to students and parents in schools and community—building awareness
b.Helping parents to understand and monitor students’ academic progress
c.Building teacher/school understanding of cultural issues that affect students in an academic setting—Review of research on practices that identify academic support behaviors that vary from one cultural group to another (e.g. group participation, individual learning, competition, collaboration, teacher-directed, student-centered)
a.Gonzalez, Moll, Floyd-Tenery, Rivera, Rendon, Gonzales, & Amanti, Teacher research on funds of knowledge: Learning from households. (January 1, 1993). Center for Research on Education, Diversity & Excellence. NCRCDSLL Educational Practice Reports. Paper EPR06,
b. Immigrant Students and Mental Health— http://smhp.psych.ucla.edu/qf/immigrantkids.htm
7.Bilingualism and Characteristics of English Language Learners: Cultural and Linguistic Perspectives
Language and cognition
Second language development and first language loss
Language and identity
Language transfer in social and academic contexts
a.Ed Leadership—Reeves, “If I said something wrong, I was afraid,” p. 72.
b.Snow, D. (1992) Myths and misconceptions about second language learning--http://www.cal.org/resources/digest/myths.html
c.Kozulin, A. (1999). Cognitive learning in younger and older immigrant students. School Psychology International, 20(2), 177-190.
d.Genessee, Paradis & Crago—Chapters 1 and 6
8.Academic Language and Literacy Development
Modifying instruction to ensure equity
SDAIE/SIOP Instructional Models
a.Ed Leadership—Zwiers, The third language of academic English, pp. 60-63; Fitzgerald & Graves, Reading supports for all, pp. 68-71.
b.Genesee, Paradis & Crago, Ch. 7—Schooling in a Second Language
c.Herrera & Murry, Ch. 8 9—Sheltered Method of Instruction & CALLA Method of Instruction
9.Assessing Academic Achievement—Methods, measures and models
Selecting appropriate assessments for English learners’ needs
Interpreting existing assessment data for effective problem solving and academic decision-making/placements
Distinguishing differences between contributions of language acquisition and learning problems for low-performing students
a.NCLB and Schools—Assorted articles http://www.ncela.gwu.edu/resabout/assessment/2_nclb.html
b.NCELA Website-- http://www.ncela.gwu.edu/resabout/assessment/5_classroom.html
Assessment and Accomodations for English Language Learners: Issues and Recommendations. J. Abedi, 2001.
c.Navarrete & Gustke, A guide to performance assessment for linguistically diverse students, http://www.ncela.gwu.edu/pubs/eacwest/performance/index.htm
d.NCELA Website—Menken, Standards-based education reform and English language learners, http://www.ncela.gwu.edu/pubs/tasynthesis/framing/2standardsbased.htm
e.Cline, T. & Shamsi, T. (2000). Language needs or special needs? The assessment of learning difficulties in literacy among children learning English as an additional language: a literature review.
10.Post-secondary/Career Counseling for ELLs
Satisfying high school graduation requirements
Dropout prevention and retrieval
Legislative issues in post-secondary attendance/eligibility—Implications for families and students
Cultural considerations in post-secondary/career issues for ELLs
Use of technology to support post-secondary guidance and counseling process
Assisting ELL students and parents in the application process
11.Advocating for ELLs in Schools and in the Community
Networking within and across districts
Utilizing community resources—General and specific to ELL population
Understanding legislative mandates and their implementation in schools
Working within schools to encourage appropriate programming
Involving and empowering parents and students
Action research as a building block
- Textbooks: A reading packet will draw articles from the following resources:
•Genesee, F., Paradis, J. & Crago, M. (2004). Dual language development and disorders: A handbook on bilingualism and language learning. Baltimore, MD: Brookes Publishing Company. (ISBN 1-55766-686-5)
•Herrera, S.G. & Murry, K.G. (2005). Mastering ESL and Bilingual Methods. Boston: Pearson Education, Inc.
•Educational Leadership, Special Issue—Educating Language Learners. 62(4), Dec 2004/Jan 2005. ASCD—http://www.ascd.org/
•ESOL Tapestry—Resources for Educators (http://tapestry.usf.edu/)
•Additional resources/readings a
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: