Graduate Course Proposal Form Submission Detail - FLE6167
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- Department and Contact Information
Tracking Number Date & Time Submitted 1610 2007-12-05 Department College Budget Account Number Secondary Education ED 0-1724-000 Contact Person Phone Phil Smith 9741113 email@example.com
- Course Information
Prefix Number Full Title FLE 6167 Cross-Cultural Issues in Teaching ESOL 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 Credit Hours Section Type Grading Option 3 D - Discussion (Primarily) R - Regular Abbreviated Title (30 characters maximum) Cross Cultural Issues Tch ESOL Course Online? Percentage Online -
Designed for K-12 & adult educ environment to help participants develop awareness & understanding of the major cultures represented by the different language groups within the State of Florida (teach cultural awareness & cross-cultural understanding).
A. Please briefly explain why it is necessary and/or desirable to add this course.
This course is for Inservice teachers and master students who want Esol Endorsement or Ph.D. students who want to get ESOL cognate. It is one of the five courses required to meet the State of Florida ESOL endorsement.
B. 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 to meet the State of Florida ESOL endorsement
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
- Other Course Information
Knowledge of Intercultural Issues:
•Identify the major cultures represented in Florida and examine their similarities and differences with those of other cultures.
•Describe cultural characteristics of the various culture groups represented in the U. S.
•Identify culture specific nonverbal communications such as gestures, facial expressions, and eye contact that may lead to misinterpretation in cross-cultural interactions.
•Demonstrate an understanding of the impact of culture on social and linguistic interactions.
•Distinguish cultural characteristics from stereotypes.
•Demonstrate an understanding and respect for cultural. linguistic, and ethnic diversity and recognize the positive contributions of diversity.
•Identify major differences in educational systems represented by target groups with a view to ascertain appropriate grade placement of students.
•Identity possible "problem" differences to be observed in academic/content areas because of differences in educational/academic background of literate students and their parents; e.g., division procedures in math and early introduction of cursive writing among Hispanic groups, differences in alphabets, eye-orientation in reading and writing, etc., among other Eastern European and Asian groups.
•Analyze ways in which target group parents/community interact with school, teachers, administrators and staff that may lead to misinterpretation.
•Compare and contrast specific culturally different "school behaviors" that may impact the students' daily activities and academic progress and address them appropriately.
•Identify ways in which to involve parents in cooperative efforts and programs to help students with reading development.
•Demonstrate the ability to maximize student potential by using recent findings of educational/psychological research affecting student learning, such as differences in cognitive/learning styles and brain hemisphere dominance, which may also be culturally related.
•Analyze teacher behaviors that demonstrate sensitivity to cultural and linguistic differences.
•Apply ethnolinguistic and cross-cultural knowledge to classroom management techniques.
•Identify strategies for facilitating articulation and communication with the administration, content area teachers, parents, staff, students, and the community.
•Demonstrate awareness of culturally determined behavior of target groups that is intimately related to diversity in family structure and relations, life cycles, role models, decorum, discipline, religion, health, food dress, and tradition.
•Analyze ways in which the teacher can help students develop shared values and expectation that create a climate of openness, mutual respect, support, and inquiry.
•Demonstrate through classroom activities the ability to discover, recognize and take into account cultural bias when utilizing content area assessment materials used in teaching.
•Demonstrate through classroom activities the ability to: a) plan cross-cultural activities that will sensitize students to a diversity of cultures; b) accept and resolve culturally defensive/aggressive behavior on the part of students; c) bridge cross-cultural gaps between students/parents and the school setting.
•Recognize that literacy can be a means for transmitting cultural values within a community.
•Demonstrate ability to enable students to acknowledge the existence of cultural differences and to make the necessary adjustments to function successfully in their new/second culture and within a multicultural setting.
•Demonstrate knowledge of culturally relevant facts related to the major cultures represented by the target group, such as important historical events and geographic features, literary, artistic, and musical accomplishments of their people.
•Demonstrate ability to use cross-cultural awareness in designing instructional activities and criterion-referenced tests.
B. Learning Outcomes
7 Discussion Participations
3 Mini Projects
1 Major Project
7 Reading Responses
C. Major Topics
7.1 Cultural Diversity in American Schools
7.2 Views of Culture and Education
7.3 Educational Approaches to Student Cultural Diversity
7.4 Family, Home, and School Connection
7.5 Connection between language and culture
7.6 Preparing Culturally Responsive Teachers
7.7 Culturally Responsive Curriculum
Student Cultural Diversity: Understanding and Meeting the Challenge (2002). 3rd Edition. Eugene Garcia. National Textbook Company.
Module 2 in TelESOL Course Packet.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information