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Graduate Course Proposal Form Submission Detail - FLE5365

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Current Status: Approved, Permanent Archive - 2003-05-15
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2073 2003-05-16
     
    Department College Budget Account Number
    Secondary Education ED 172400000
     
    Contact Person Phone Email
    John Angell 9747888 jangell@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    FLE 5365 ESOL Education in Content Areas

    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 Ed Cont Area
     
    Course Online? Percentage Online
    -

    Prerequisites

    none

    Corequisites

    n/a

    Course Description

    Enables participants to meet the special linguistic & cultural educational needs of limited English proficient (LEP) students in content area classes. Provides a theoretical & practical foundation for ESOL competencies in courses include ESOL infusion.


  3. Justification

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

    x

    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?

    x

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

    x

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

    x


  4. Other Course Information

    A. Objectives

    Given successful completion of the course, the participant will:

    1. Demonstrate knowledge of the requirements of the 1990 ESOL Agreement regarding the appropriate roles and responsibilities of content area teachers.

    2. Demonstrate familiarity with culturally sensitive alternative assessment instruments for LEP students.

    3. Demonstrate familiarity with differing interpersonal and communication strategies to encourage positive relationships with LEP students and their families.

    4. Demonstrate knowledge of family unit concepts of major ethnic groups in local districts/schools.

    5. Demonstrate knowledge of the cultural and religious rites of major ethnic groups in local districts/schools.

    6. Develop and implement strategies for using school, community, and home resources of LEP students to enhance their emotional well-being, school adjustment and academic performance.

    7. Demonstrate ability to encourage community, parent, and school involvement and partnerships to promote cultural awareness and sensitivity in the community.

    8. Develop an awareness of community resources that service, provide assistance, or may benefit LEP students and their families.

    9. Demonstrate ability to work cooperatively with the community and express to the community that its participation is wanted and needed.

    10. Recognize major differences and similarities between 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.

    11. Demonstrate ability to use knowledge of the demographics of Florida's LEP population to improve the school's ability to meet the educational needs of LEP students.

    12. Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to create a positive and supportive environment to accommodate the various cultural backgrounds of students.

    13. Demonstrate knowledge of the requirements for comprehensible instruction for students at different stages of L2 proficiency and develop apply strategies for providing comprehensible instruction in content area classes.

    14. Demonstrate techniques to promote L2 language development through content area activities and interdisciplinary connections.

    15. Establish a portfolio framework for the collection of artifacts that demonstrate the attainment of integrated ESOL competencies in future courses.

    16. Critically analyze current literature in Second Language Acquisition and ESOL Education research.

    17. Synthesize theoretical perspectives in SLA and articulate a personal stance.

    B. Learning Outcomes

    All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.

    Campus Class - The evaluation/assessment activities are: 1. Lesson Plan Modified for Comprehensible Input—15 pointsEach student will choose a lesson plan from her/his content area and modify it for the four stages of second language acquisition. Cultural Interview—10 pointsAfter having prepared interview questions based on the class readings and discussions, students will interview an LEP student about her/his culture.3. Lesson Plan Modified to Incorporate Culture—4 pointsEach student will choose a content area lesson plan and modify it to include a multicultural emphasis. Students will also analyze whether LEP children will need any cultural background information to comprehend the lesson and will provide them with means of attaining it.4. ESOL Survival Materials/Resources—25 pointsStudents will prepare a kit of materials and resources to make instruction comprehensible and culturally-sensitive for LEP students. The kit will include a picture file, survival phrases in various languages, a description of multicultural activities, props, community resources, written resources for teaching (descriptions of websites, books, articles, etc.) and other means to help make the content area class LEP friendly. 5. Comprehensive Assessment—20 pointsA comprehensive quiz covering all of the course readings will be administered during the last class session. The quiz will include multiple choice, true/false, matching, and short answer questions.6. Infusion Portfolio— Students will assemble a portfolio to collect all future ESOL integration products from their program area courses and process core.—5 points7. Home/School/Community Project—11 pointsStudents will create an Home/School/ Community involvement project for LEP pupils, applying their knowledge of cultural diversity, comprehensible instruction, and second language development strategies in their plan.8. Research Articles—5 pointsStudents will annotate 15 current research articles, critically analyzing their rhetoric and conceptual and theoretical frameworks.9. Presentation—5 pointsStudents will present on a topic related to their content area and collaborate with others in their content area to develop and update an annotated database of ESOL content area resources.

    Distance Learning Class

    The evaluation/assessment activities are: 1. Lesson Plan Modified for Comprehensible Input—15 pointsEach student will choose a lesson plan from her/his content area and modify it for the four stages of second language acquisition. 2. Cultural Interview—10 pointsAfter having prepared interview questions based on the class readings and discussions, students will interview an LEP student about her/his culture.3. Lesson Plan Modified to Incorporate Culture—4 pointsEach student will choose a content area lesson plan and modify it to include a multicultural emphasis. Students will also analyze whether LEP children will need any cultural background information to comprehend the lesson and will provide them with means of attaining it.4. ESOL Survival Materials/Resources—25 pointsStudents will prepare a kit of materials and resources to make instruction comprehensible and culturally-sensitive for LEP students. The kit will include a picture file, survival phrases in various languages, a description of multicultural activities, props, community resources, written resources for teaching (descriptions of websites, books, articles, etc.) and other means to help make the content area class LEP friendly. 5. Comprehensive Assessment—20 pointsA comprehensive quiz covering all of the course readings will be administered during the last class session. The quiz will include multiple choice, true/false, matching, and short answer questions6. Infusion Portfolio—Students will assemble a portfolio to collect all future ESOL integration products from their program area courses and process core.—5 points7. Home/School/Community Project—11 pointsStudents will create an Home/School/ Community involvement project for LEP pupils, applying their knowledge of cultural diversity, comprehensible instruction, and second language development strategies in their plan.8. Research Articles—5 pointsStudents will annotate 15 current research articles, critically analyzing their rhetoric and conceptual and theoretical frameworks.9. Presentation—5 points Students will present on a topic related to their content area and collaborate with others in their content area to develop and update an annotated database of ESOL content area resources.

    C. Major Topics

    1.1 Why ESOL?

    1.2 The 1990 ESOL Agreement

    1.3 Stages of Second Language Acquisition

    1.4 Comprehensible Instruction & Second Language Development

    1.5 Modifying Lessons to Promote Comprehensible Instruction and Second Language Development

    1.6 Creating and Modifying Assessments for LEP Pupils at Different Stages of L2 Proficiency

    1.7 What is Culture?

    1.8 Primary Cultures of LEP Students in Florida

    1.9 Cultural Experiences

    1.10 Stages of Cultural Adjustment

    1.11 Relative and Universal Experiences—Cross-Cultural Exchange

    1.12 Communicating Across Cultures—Contact with the Home and Community

    1.13 Modifying Lessons to Promote Cultural Understanding and Cultural Diversity

    1.14 Organizing and Updating your Portfolio

    1.15 Critical Pedagogy, Multiculturalism, and ESOL Education

    Developing Critical Awareness of Trends in ESOL Methods and Theories

    D. Textbooks

    Diaz-Rico, L. & Weed, K. (2002). The crosscultural, language, and academic development handbook: A complete K-12 reference guide. Boston: Allyn & Bacon.

    Journal articles collected in a reading 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


  5. Course Concurrence Information



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