EDUC_257

Department of Education

EDUC 257/282 (3 units)

Foundations of First & Second Language Acquisition in Children and Adolescents

Fall 2016

1. Mission and Goals of the Department of Education

The mission of the Department of Education is to prepare professionals of competences, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Rooted in the Jesuit tradition at Santa Clara University, core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education strive to

1. Make student learning our central focus

2. Engage continuously in reflective and scholarly practice

3. Value diversity

4. Become leaders who model ethical conduct and a commitment to social justice

5. Seek collaboration with others in reaching these goals

MS/SS Teaching Credential Program Learning Goals (PLGs)

Beginning teachers leave SCU’s MATTC program ready to:

1. Maximize learning for every student

2. Teach for student understanding

3. Make evidence-based instructional decisions informed by student assessment data

4. Improve their practice through critical reflection and collaboration

5. Create productive learning environments

6. Apply ethical principles to their professional practice

2. Course Description

This course is designed to provide knowledge of the structural, semantic, and cultural aspects of the process of language acquisition and offers practical information about the cognitive development of child bilingual learners. Credential candidates develop an understanding of the theory, principles, methods, and practices of teaching linguistically diverse learners and use professional inquiry to enhance their awareness of personal attitudes toward different cultural, linguistic, and socioeconomic groups of elementary school students. This course, required of all multiple subject and single subject teaching credential candidates, does not require concurrent enrollment in a Clinical Practicum placement or a full time teaching position in a Catholic school.

3. Course Objectives

4. Required Text(s) & Readings

English Language Development Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp

Additional readings will be provided on Camino (SCU online course management system)

Recommended Readings (optional)

Echevarria, J., Vogt, M., & Short, D. J. (2005). Making Content Comprehensible for English Language Learners: The SIOP Model. MA: Boston Allen & Bacon.

García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.

Hudley, A. H. C., & Mallinson, C. (2011). Understanding English language variation in US schools. Teachers College Press.

Valdés, G., Capitelli, S. & Alvarez, L. (2011). Latino Children Learning English: Steps in the Journey. NY: Teachers College, Columbia University.

5. Course Requirements/Assignments

Grades are based on a 100-point total. The distribution of points across assignments is as follows:

1. Class Attendance & Participation

Regular attendance at all class meetings is a program requirement. Ten points will be deducted from your final grade for the course for each class session you missed. Each of you will be granted one Emergency Release (ER) per course. Your ER excuses you from one class session with half the grade penalty (loss of 5 points instead of 10). To use your ER you must notify me by email or phone BEFORE class. Save your ER for medical issues, family demands, car trouble, etc.

You will not be penalized for absences due to the observance of religious holidays that fall on our scheduled class day; please give me advance notice of these absences so I can make the necessary accommodations. All other absences are unexcused and will affect your grade.

Punctuality. Coming to class (and returning from breaks) on time is another course requirement. Your first lateness will be excused; your second lateness will cause 1 point to be deducted from your final course grade; your third lateness will cause an additional 4 points to be deducted. More than three late arrivals indicate a serious problem; this situation will be dealt with at the instructor’s discretion. Attendance and punctuality are the only policies with the immediate potential to impact your course grades. Through ongoing observation and documentation, I gather data documenting your adherence to the policies listed here. These data are a primary factor in the assessment of your mastery of TPE 12- “Professional, ethical, and legal obligations.”

If I have reason to feel you are not meeting all the expectations spelled out below, I will contact you privately to discuss the issue, to clarify the expectations as needed, and to offer my support in helping you reach those expectations. If I do not contact you with a concern, you can assume you are satisfying these requirements. However, if you would like specific feedback on your professional conduct during the quarter, you are welcome to contact me at any time and I will be glad to share my assessment with you.

As we will read about and study in this course, everyone’s learning is enhanced by the quantity and quality of the interactions in the learning environment. Hence, your participation in whole class discussions, group work and pair group is essential for the success of this course.

While a class is in session, you should not engage in any activity not directly related to what is taking place in the classroom. Instructors reserve the right to ask you to close your laptop or put away some other form of technology at their discretion; when/if this occurs, please respond quickly and without protest to avoid further disruption of the class’s learning. Instructors also reserve the right to ignore your inappropriate use of technology in class and simply deduct points from your final grade. If you would like more detailed clarification about the expectations regarding appropriate and inappropriate in-class technology use, please feel free to contact me for further information.

Note: Points lost due to poor attendance and/or lack of punctuality will be deducted from your final grade. A student with excellent grades on assignments and other aspects of professional conduct can earn a poor course grade as a result of excessive absence or chronic lateness.

2. Literature Circle

A common book discussion routine used in reading programs is the Literature Circle-an instructional approach where students come together in small temporary groups formed by book choice that meet on a regular and predictable schedule to (re) read and discuss readings. Students use notes to guide both their reading and discussion and this discussion is generated by students. The teacher’s role in literature circles is that of facilitator.

Each student will be responsible for leading two Literature Circles on the readings throughout the course. Literature Circle leaders should come to class prepared with handouts for each member of your group (4/5 students) that outline the assigned readings with the asterisked headings listed below under the “LC Components” heading. The “Literature Circle Discussion Format” outlines how the literature circle should unfold.

3. Critical Language Self Study

You will study your (1) personal experiences with varied language(s), (2) the ways in which your languages have been developed (3) how these languages have influenced who you are, (4) how these languages have/have not afforded you privileges, and (5) how your experiences with language influence how you view your students. As you begin to consider the language practices of children and youth in our classrooms, it is important to examine how your own language practices have shaped your lives and educational experiences. I encourage creativity and expression with this assignment. You may choose any of the options below as a way to present your critical language self-study. To submit, please upload in Camino.

Options:

· 3-4 page paper

· 7-10 minute Podcast (think: “This American Life”)

· 7-10 minute Video

4. Lesson Plan

You will construct an Integrated ELD lesson plan that scaffolds the learning of language learners. You will need to turn in a copy of the lesson plan on the due date. The lesson will be evaluated according to: academic concepts involving ELD, presence of more than one language domain (reading, writing, listening, speaking), and manner in which lesson is adapted for culturally and linguistically diverse students as well as lesson plan structure.

Note: You have the option to complete the Lesson Plan in pairs or independently. The assignment requirements are the same for either option. If you decided to complete this assignment with a partner, send me an email informing me of your plan to work in pairs.

A Lesson Plan Template, Lesson Plan Guide, and Rubric will be available on Camino.

4. Case Study

For this assignment, you will create a linguistic composite of an English learner. Identify an English learner at a school site, afterschool program, or summer program. You may use a family member or child of a friend as long as you can confirm that the student is classified as an English learner.

You will gather the following information about this student:

1. Demographics & personality: age, gender, language(s) spoken, degree of bilingualism, personality characteristics

2. CELDT Scores: include Overall CELDT score AND listening, speaking, reading & writing subscores

3. Academic Achievement: Math, Science, Language Arts scores from a recent report card or state test results.

4. Review student work, interview the student (if in MS or HS), parent or teacher, or observe the student in the classroom to gain insight into the students’ strengths and areas of need

In addition to gathering the information above, you must also:

5. Complete the SOLOM Matrix for your focal student

6. Recommend at least two instructional strategies and/or activities that could help the student strengthen their areas of need language areas of need (based on SOLOM and CELDT) and their content areas of need (based on academic achievement results and review of student work/interview/observation).

You will represent your case study’s linguistic composite using the options below. Include quotes from course readings or videos. You will present findings from your case study on the last day of class. We will use a “Gallery Walk” format for the presentations.

Options:

· 7-10 minute Podcast (think: “This American Life”)

· 7-10 minute Video

· Poster

· PowerPoint presentation

6. Course Outline & Class Schedule (subject to change)