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Graduate Course Proposal Form Submission Detail - FLE5430

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Current Status: Approved, Permanent Archive - 2004-07-02
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1925 2004-04-30
     
    Department College Budget Account Number
    secondary education ED 172400000
     
    Contact Person Phone Email
    Dr Tony Erben 813 974 1652 terben@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    FLE 5430 ESOL I-Theory & Practice of Teaching English Language Learners

    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 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    ESOL I
     
    Course Online? Percentage Online
    -

    Prerequisites

    none

    Corequisites

    Course Description

    This course is for undergraduate degree holding, preprofessional (preservice) teachers to learn about appropriate instruction, assessment and learning opportunities for Limited English Proficient (LEP) students in the content areas.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Required course by FL DOE

    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?

    in MAT, MA plan 2 - high demand

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    no

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD in applied linguitsics, FLE, SLA orr related field


  4. Other Course Information

    A. Objectives

    1.0 Develop an understanding for the need for training to work with LEP students, i.e. the demographic, sociocultural, legal and pedagogical reasons

    2.0 Develop cultural awareness in order to understand better the influences of various aspects of culture on teaching and learning

    3.0 Understand the influence that home, school, and community relationships have on academic achievement and school adjustment of LEP students

    4.0 Develop instructional strategies that integrate language and curricular content learning

    5.0 Understand the role, function and types of assessment in the education of LEP students

    6.0 Synthesize and articulate how principles of second language acquisition research in bilingual education frame and support inclusive instructional practices

    B. Learning Outcomes

    All modules of this course include evaluation activities to support the application of the knowledge and skills needed for effective teaching of LEP students.

    C. Major Topics

    1.1 Demographic changes into the 21st century and their implications

    1.2 Rationale for providing services to the LEP student

    1.3 International efforts in providing equitable education for minority second language populations

    1.4 National efforts in providing equal education opportunities for LEP students

    1.5 Florida’s efforts in providing equal education opportunities for LEP students

    1.6 Examples of programs designed to meet the needs of LEP students (national and state) as they are situated within social and political contexts of language policy

    1.7 Examples of national and state organizations, which support ESOL

    Developing Cultural Awareness in order to Bridge Home/Community/School Gap

    2.1 Stages of cultural adjustment

    2.2 Stereotypes and other preconceived ideas concerning cultures and cultural characteristics

    2.3 Factors that influence LEP parent involvement in the school

    2.4 Strategies and activities that promote parent, school and community relationships in the classroom

    Proficiency Issues

    3.1 Problematizing Proficiency

    3.2 Proficiency scales and assessment

    3.3 Communicative Competence & Literacy

    3.4 BICS & CALP

    Integrating Language, Literacy, Culture and Content Instruction

    4.1 Promoting literacy in the classroom

    4.2 Expanding language uses

    4.3 Literacy instruction

    4.4 Teaching to enhance oral language production: comprehension, fluency, vocabulary, pronunciation, and grammar

    4.5 Instructional activities appropriate for LEP students’ oral language competence (teaching strategies: TPR, CLL, Natural approach, Cooperative-Constructivist-Whole Language approaches)

    4.6 Planning instruction for LEP students

    4.7 Integrating culture into the curriculum

    4.8 Integrating language and content

    4.9 Developing higher order thinking skills

    4.10 Materials, adaptation, and themes

    4.11 Technology in the classroom

    Assessing LEP Students and Monitoring Student Progress

    5.1 Types of assessment and assessment characteristics

    5.2 Alternative approaches to assessment

    5.3 Monitoring student progress

    5.4 Assessment of LEP oral language output using SOLOM (Student Oral Language Observation Matrix)

    Putting It All Together

    6.1 Review of linguistic and academic needs of LEP students

    6.2 Review of appropriate instruction, assessment, and learning opportunities for LEP students

    D. Textbooks

    Course packet of selected articles

    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


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.