SLT 203 - Integrating Content and SLT

COURSE DESCRIPTION

SLT 203 Content-Based Instruction introduces students to strategies for using content to facilitate second language development. SLT 203 students begin by exploring strategies necessary for developing language in various content classrooms. Then the students examine activities and materials appropriate for developing language skills in specific content areas. The students also conduct case studies of various content classroom and develop activities, materials and lesson plans appropriate for facilitating language development in those settings.

This course consists of lectures, group discussions, student participation, readings, research, field trips, internet enhancement, a major course project and report, and other class activities.

SLT 203 Content-Based Instruction is a required course in the A.S. Educational Paraprofessional with a concentration in SLT and can also be used as an elective course in the A.A. degree curriculum.

COURSE OBJECTIVES/ COMPETENCIES

Upon successful completion of SLT 203 Content-Based Instruction, the student should be able to:

• Describe the strategies necessary for developing language through content
• Describe critical issues for creating lesson plans to facilitate language development using content
• Conduct case-study research on language learners in various general education classrooms including:
  • Observation
  • Analysis
  • Reporting
• Create and implement content-based activities, materials and lesson plans that are appropriate for particular language learners in various general education classrooms
• Compile a teaching portfolio that contains lesson plans, materials and activities for facilitating language development using content

GENERAL EDUCATION AND RELATIONSHIP TO OTHER COURSES

This course supports the following college competency areas:

• Computation and communication abilities
• Problem-solving and decision-making abilities
• Career choices and life-long learning
• Study in a selected program

This course also supports the following Associate in Arts degree SLOs:

• Make effective decisions with intellectual integrity to solve problems and/or achieve goals utilizing the skills of critical thinking, creative thinking, information literacy, and quantitative/symbolic reasoning.
• Ethically, compose, convey, and interpret varied perspectives with respect to an intended audience using visual, oral, written, social, and other forms of communication.
• Evaluate one's own ethics and traditions in relation to those of other peoples and embrace the diversity of human experience while actively engaging in local, regional, and other forms of communication.
• Explore and synthesize knowledge, attitudes, and skills from a variety of cultural and academic perspectives to enhance our local and global communities.

This course also satisfies the following Associate in Science degree competencies:

• Employ skills and understanding in language and mathematics essential to fulfill program requirements.
• Understand attitudes and values of various cultures and examine their potential for improving the quality of life and meaningfulness in work.
• Understand contemporary issues and problems and respond to the impact of current conditions.
• Demonstrate proficiency in conceptual, analytical, and critical modes of thinking.
• Develop insights into human experience and apply them to personal, occupational, and social relationships.
• Recognize relevance of career choices to life-long learning.
• Demonstrate competence in a selected program of study.

SLT 203 Content-Based Instruction supports the following SLOs for A.S. degree for Educational Paraprofessionals with an emphasis in SLT:

• Use informed decision making to function effectively in the classroom, school, local, and professional communities.
• Use communication skills to work effectively with students, their families, school administrators, teachers, staff, and other related personnel.
• Use instructional and behavioral management strategies to facilitate a positive learning environment for students.
• Demonstrate professionalism and ethical practices in the classroom, school, local, and professional communities.
• Demonstrate knowledge and skills specific to the instruction and support of ELL students in a variety of settings.
• Demonstrate an ability to effectively facilitate the language development of students based on individual language needs.

COURSE TEXTS

Diaz-Rica, Lynne T. 2012. A course for teaching English learners, Second Edition. Boston: Pearson. ISBN 0-13-249035-8

Wharton, Jennifer. 2009. Academic encounters: The natural world: Reading, study skills, writing. Cambridge, UK: Cambridge University Press. ISBN: 978-0-521-71516-4

Boardman, Cynthia A. & Frydenberg, Jia. 2008. Writing to communicate 2: Paragraphs and essays, 3rd Edition. White Plains, NY: Pearson Education. ISBN 978-0132351164

Raimes, Ann. 2010. Pocket keys for writers, Third Edition. Boston: Wadsworth Cengage Learning. ISBN: 978-0-547-15294-3

Kanaoka, Yoneko. 2009. Academic listening encounters: The natural world: Listening, note taking, discussion. Cambridge, UK: Cambridge University Press. ISBN: 978-0-521-71639-0

Nilsen, Don L. F. & Nilsen, Alleen Pace. 2010. Pronunciation contrasts in English, Second Edition. Long Grove, IL: Waveland Press, Inc. ISBN: 978-1-57766-641-7

Raimes, Ann. 2004. Grammar troublespots: A guide for student writers, Third Edition. Cambridge, UK: Cambridge University Press. ISBN: 0-521-53286-8

Baugh, L. Sue. 2005. Essentials of English grammar, Third Edition. New York: McGraw-Hill. ISBN: 978-0-07-145708-8

Folse, Keith S. 2004. Vocabulary myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press. ISBN: 0-472-03029-9

Zimmerman, Cheryl Boyd. 2009. Word knowledge: A vocabulary teacher’s handbook. New York: Oxford University Press. ISBN: 978-0-19-470393-2

Additional handouts and materials as supplied by the teacher.

COURSE TOPICS:

➢ Content-based Instruction

➢ Case-study Research

➢ Teaching Portfolio

COURSE CONTENT

Content-based Instruction

Concepts

• Background building
• Making content comprehensible (reducing noise)
• Feedback
• Application and rehearsal
• Assessment

Issues

• Which language learning model is most appropriate for a given context and student group?
• How do we help a diverse group of students overcome their various barriers to language learning?
• How do we best engage with a diverse group of language learners?
• What does research say about your intuitions?

Skills

• To effectively build background and connect new ideas to previous learning and experiences
• To help students access the content by reducing the noise in the content
• To provide effective feedback to language learners
• To provide meaningful opportunities for language learners to rehearse
• To effectively assess the results of activities and materials

Case-study

Concept

• Conducting case-study research

Issue

• How can case studies be utilized to understand the second language classroom?

Skill

• To utilize case studies to understand the second language classroom

Teaching Portfolio

Concepts

• Professional Development

Issue

• How can a teaching portfolio be utilized for professional development?

Skills

• To compile teaching materials for future reflection
• To use the teaching portfolio as a form of professional development

COURSE TASK

Conduct an extended case study of language learners in a chosen content classroom and create lesson plans, materials and activities that help them develop their language in these classrooms.

GRADING

The following procedure will be used to determine a student's grade in the course and the weighting of these items and their contribution towards the final course grade.

Letter grades will be assigned according to the scale described below:

90 - 100% = A

80 - 89% = B

70 - 79% = C

60 - 69% = D

less than 60% = F

Please note that a grade of lower than “B” in the field of Education is considered inadequate. After all, would you want a “C” teacher teaching your children?

ADDITIONAL COURSE REQUIREMENTS

Field Service requirement:

Because students are training to become future ESL educators, students will participate in mandatory field service while in this course. Field service can be accomplished in a variety of ways, including

• verified and approved employment during the course semester as a language tutor or teaching-assistant at Kapi‘olani Community College,
• verified and approved employment during the course semester as a language tutor, teaching-assistant or instructor in an educational setting outside of Kapi‘olani Community College, or
• completing 20 hours of service during the course semester in an approved Service-Learning education-pathway site, such as
  • Palolo Pipeline (Palolo Learning Center, Palolo Head Start, Palolo Elementary School, Jarrett Middle School, Kaimuki High School)
  • Waialae Japanese School
  • Queen Kaahumanu Elementary School’s ELL Program
  • Farrington High School’s ELL Program
  • Kaimuki and McKinley Community School for Adults
  • Project SHINE
  • Foreign-language courses at KapCC (Filipino, French, Hawaiian, Japanese, Korean, Mandarin, Spanish)
  • ESOL program courses at KapCC

Note: Because of the focus of the SLT program, field service must be completed in an educational setting where language teaching and learning is the goal of instruction.

Connection to Course

In each SLT course, students will complete a major course research project, including a final paper and poster presentation, which provides evidence that the students have engaged with, understood, and applied the course content. The field-service requirement provides a means through which SLT program students will be able to complete their research projects. Through their field service, SLT students will collect data by investigating issues, researching ideas, applying skills, testing hypotheses, and reflecting on experiences, which they will use to develop their course papers and posters. SLT students learn by discussing and doing: the SLT classroom is the discussion space; the field-service site is the doing space. Together, learning takes place.

SLT classroom + Field-service site = Learning

Support

Students are supported during their field service through the Laulima course site. Timely field-service information is posted in the Messages section of the course, based on the Timeline provided below. Field-service materials are posted in the Class Materials section of the course. And field-service reports are posted in the Discussion Board section of the course. In addition, regular updates about students’ field-service projects will be discussed in class.

During the first week of the semester, the course instructor will provide more information about the field service requirements, including paperwork from the Service-Learning office at Kapi‘olani Community College.

Field Service Timeline

Online class and email:

Students must be able to access and use our online course site located at http://laulima.hawaii.edu . Students will compile their course projects, access certain course materials, and complete certain course assignments on Laulima.

Students must use their hawaii.edu account or the Laulima mail tool for email communication to guarantee a response from the instructor. Students should expect an email reply within 24 hours. The instructor generally does not respond to email at night or on the weekends. Your understanding is appreciated.

Attendance policy:

Because this is a focused training course, students are expected to attend every class session and come to class prepared for classroom activities. Students are also expected to attend class observations and complete the service learning requirement as scheduled outside of class times.

CLASS SCHEDULE

SCHEDULE OF CONTENT/ TOPICS