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                    When teacher preparation and professional development include attention to issues of culture, language,

                    and race and ethnicity, teachers can develop their cultural knowledge and, importantly, a sense of self efficacy, which

                    in turn is positively related to student engagement and achievement

(Goddard, Hoy, & Woolfolk Hoy,2000, 2004; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998 in  Leading with Diversity, Introduction, Part I, p. 26).

Course Description

Our course is web-enhanced meaning that we have scheduled meetings via Zoom conferences interfaces with some online work. You will maintain individual websites where you will house your course assignments. In this way you  own your work beyond the ending of our course. You may add this website in your resume documenting your ability to use technology for educational purposes.

This course serves as an introductory class to acquaint pre-service educators with the breadth of issues in the teaching of second language learners including bilingual education, English as a Second Language (ESL), other English and Language Learners (ELL), multicultural education, with many variations within each.  LLSS 315 is NOT a methods course. The class familiarizes prospective teacher candidates with the history, practice and politics of the education of culturally and linguistically diverse students.  Individually and collaboratively, we will explore historical foundations, our own perspectives, and strategies for creating effective learning opportunities in the classroom for all students equitably as culturally competent teachers. Students will gain an understanding of effective teaching approaches and cultural sensitivity for working with students, for all students are linguistically diverse students, realizing that language and culture are synonymous. 

            Rationale: Most classrooms are comprised of uniquely diverse learners on all levels, including linguistically and culturally. As culturally competent educators, we must learn to be flexible in our thinking, teaching and learning to address, respect, celebrate, and support the richness and complexity of the children we teach. 

             Instructional Strategies: Students and instructor will engage in the following ongoing collegial learning interactions: reflective writing, family stories, teacher interview/observation, authentic learning, webconferences, multimedia contexts,,community project and guest speakers, when available. Although we do not have scheduled meetings each week, maintaining assignment deadlines and other course responsibilities is expected.

The UNM College of Education has evolved into one of the most diverse in the nation in terms

of the composition of its faculty, candidates, curricula, clinical practices and guiding vision. Our

commitment to diversity permeates every aspect of the unit, beginning with our vision statement,

“Excellence and diversity through people, ideas and innovation,” which clearly places diversity

as one of two major tenets for the College of Education. Our mission statement recognizes that

diversity of people and perspectives is a core value of the College.

The Conceptual Framework further reflects the importance and integration of diversity concepts.

Understandings:

• Culture and Language – The nature of home, school, community, workplace, state,

national and global contexts for learning. How social groups develop and function

and the dynamics of power within and among them. How language and other forms

of expression reflect cultural assumptions yet can be used to evoke social change.

How one’s background and development shape understanding and interaction.

Practices:

• Culturally Responsive – Diversity is valued and learners are helped to become aware

of the impact of culture on how they and others perceive the world.

Identity:

• Advocacy – Committed to ensuring equitable treatment and nurturing environments

In 2004, after a year of strategic planning, the COE faculty unanimously adopted a definition of

diversity that would guide curriculum development, student recruitment, faculty hiring and

development and policies across the unit.

“Diversity is the multiplicity of people, cultures, and ideas that contribute to the richness

and quality of life. Diversity includes: race, ethnicity, social class, national origin,

language, exceptionality, religion/spirituality, age, sexual orientation and gender/gender

identity. Values, philosophies, ideas, and world views that individuals and groups possess

are integral parts of this conceptualization. Diversity embodies inclusiveness, mutual

respect, and multiple perspectives. This view of diversity encourages the free exchange of

ideas, while honoring the maintenance of individual identity and the integrity of culturally centered knowledge.”

Leading with Diversity: Cultural Competencies for Teacher Preparation and Professional Development (2005).