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TESL 471 1

“Preparing Professionals for Changing Educational Contexts”

TESL 471 Syllabus

Department of Teaching and Learning

College of Education, University of Nevada Las Vegas

I. Prefix & Number TESL 471 (1003)

II. Title Language Acquisition, Development and Learning

III. Credits 3

IV. Semester Spring 2017

V. Instructor Amanda J. Duncan, M.Ed.

VI. Office/Phone/Email [email protected]

VII. Class Location/ Day/

Time BEH 217/R/7:00 PM – 9:45 PM

VIII. Office Hours By appointment only

IX. Prerequisites EDU 201 or EDU 203

X. Course Description Contemporary philosophies of second language acquisition, with selected

topics related to language use and ideology.

XI.

Standards Addressed

Teachers of English to Speakers of Other Languages (TESOL)

Standard 1.a: Describing Language

Standard 1.b: Language Acquisition and Development

Standard 2: Culture as It Affects English Language Learning

Standard 3.a: Planning for Standards-Based ESL and Content Instruction

Standard 4.a: Issues of Assessment for ESL

Standard 4.b: Language Proficiency Assessment

Standard 4.c: Classroom-Based Assessment for ESL

Council for Exceptional Children (CEC)

Standard #3: Individual Learning Differences

Standard #4: Instructional Strategies

Standard #5: Learning Environments and Social Interactions

Standard #7: Instructional Planning

Standard #8: Assessment Standard #9: Professional and Ethical Practice

Standard #10: Leadership and Collaboration

COE/INTASC Standards Addressed in this Course

Standard #2: Learning Differences

Standard #3: Learning Environments

Standard #4: Content Knowledge

Standard #6: Assessment

Standard #7: Planning for Instruction

Standard #8: Instructional Strategies

Standard #10: Leadership and Collaboration

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XII. Objectives*

Upon completion of this course students will be able to meet the following objectives:

Objective 1: The learner will be able to discuss and evaluate past and current policy and laws

related to ELL education.

Objective 2: The learner will be able to identify the different program approaches and models of

instruction available for ELLs.

Objective 3: The learner will be able to explain and evaluate second language acquisition

theories for ELLs.

Objective 4: The learner will be able to articulate and apply the components of language

(phonology, morphology, syntax, semantics, & pragmatics) to ELLs.

Objective 5: The learner will be able to plan lessons using instructional strategies for

accommodating the linguistic and academic needs of ELLs and evaluate the lessons’

effectiveness.

Objective 6: The learner will be able to identify elements of cultural bias in instructional

settings/assessment and their impact on ESL teaching and learning for ELLs with and without

disabilities.

Objective 7: The learner will be able to develop unbiased, authentic assessments for ELLs, demonstrating understanding of the interdependent relationship between teaching and

assessment. * SEE END OF SYLLABUS FOR DETAILS OF HOW OBJECTIVES AND STANDARDS ALIGN.

XIII. RESULTS*

Individual Weekly Reflections

Group Chapter Presentation

Group Lesson Plan & Presentation

Final Reflection Paper * SEE END OF SYLLABUS FOR DETAILS OF HOW RESULTS, OBJECTIVES, & STANDARDS ALIGN.

XIV. COURSE RESOURCES

Required Text:

o Ariza, E., Morales-Jones, C., Yahya, N. and Zainuddin, H. (2010). Why TESOL? Theories & Issues in Teaching English to Speakers of Other Languages in K-12 Classrooms (4th ed.).

Kendall Hunt Publishing Company.

Required Readings/Materials:

o Required readings, videos, and resources will be posted on Web Campus. See the end of the syllabus under Assigned Readings (i.e., Reference list in APA format).

XV. SUPPLEMENTAL TEXTS AND/OR MATERIALS

Some helpful Internet resources (also posted on WebCampus):

o Colorín Colorado: A Bilingual Site for Educators and families of English Language Learners - http://www.colorincolorado.org/

o Teacher of English to Speakers of Other Languages - http://www.tesol.org/ o National Clearinghouse for English Language Acquisition - http://www.ncela.us/

TESL 471 3

XVI. ASSIGNMENTS

The course requirements consist of Individual Weekly Reflections, a Group Presentation, a Group Lesson

Plan Presentation, and a Final Reflection Paper.

Individual Weekly Reflections (140 points: 14 reflections, each worth 10 points)

Completion grade At the end of each Thursday, complete the weekly reflection on WebCampus by 11:59PM. Briefly answer the guided question provided in the discussion portal. Your reflection should be representative of your thoughts/opinions regarding the course material and assigned readings. At the end of each Saturday, complete two peer responses on WebCampus by 11:59PM.

You are to provide ONE original post and respond to TWO of your peers’ posts. It is expected that the reflections and peer responses are substantive in nature, meaning you provide AT LEAST five complete sentences in your original post and in your response to your peers’ posts. *Your original post and your responses are due on the Saturday of each week by 11:59 PM –NO exceptions!* All due dates are provided in the class schedule.

Group Chapter Presentation (150 points: presentation = 100; group work points = 50)

See rubric at end of syllabus

1) You will choose one topic from the list below to prepare a professional PowerPoint and class

presentation: 1. ELL program types (Ch. 3) 2. A profile of English language learners, including language and culture (Ch. 4) 3. Parts of language and application to the ELL classroom - phonology, morphology, &

syntax (Chs. 5 – 8) 4. Parts of language and application to the ELL classroom - semantics, pragmatics, & non-

verbal communication (Chs. 9 – 11) 5. Discourse & dialects (Chs. 12 & 13) 6. First and second language acquisition stages and language learning errors (Chs. 15 &

20) 7. First and second language acquisition theories and models (Ch. 17) 8. ELL strategies & styles (Chs. 18 & 19) 9. ELLs and Assessment (Chs. 25 & 26)

2) You will develop this topic in your PowerPoint and in your oral presentation by providing:

(1) An overview of the topic (summary of chapter and the most important points expanded - see below)

(2) Why this topic is important for teachers to know and how it can be practically applied

(3) An engaging class activity to guide learning

(4) An assessment to gauge learning

3) Important notes about the Group Presentation:

Very important: Your PowerPoint and presentation must expand (meaning, add on,

bring in extra information) from the material presented in the class textbook and

provided readings. This means you should branch out and look for library books, peer-

reviewed journal articles, credible websites (.edu; .gov; .org), relevant YouTube videos, etc. to enhance your knowledge and presentation of the material. You should

have at least three references outside of the course text and materials.

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The presentation should be 50 minutes long. Suggested ideas to break up your time:

Lecture on material: 20 min. Class Activity: 20 min. Assessment: 10 min.

OR

Lecture on material: 30 min. Class Activity/Formative Assessment: 20 min.

During the presentation, think about how to creatively teach the class about your topic.

Engage the class in your lecture through activities, discussion, or other. Be creative!

You must also include some form of assessment to ensure the class learned the material

you intended for them to learn.

Your group PowerPoint must be uploaded by the beginning of your presentation day

on the designated Web Campus location. EACH group member will upload a copy of

the presentation. Make sure the PowerPoint has all group members’ names on it. The PowerPoint should include APA 6th edition citations from the course text AND

other credible sources you find at the library or online.

If you want your classmates to read or view material you found before your

presentation, send all the material at least TWO DAYS IN ADVANCE to the instructor via

email.

Note on APA Formatting:

APA stands for "American Psychological Association" and is what is used in social

sciences, including education, for citing sources. Some of you may be familiar with MLA

("Modern Language Association") in the humanities. APA is the same idea but for social

science. While there is a handbook on APA format, it is a bit pricy and I don't expect you

to buy the handbook. You can use the following free website from Purdue university as a

guide for APA Citations: https://owl.english.purdue.edu/owl/resource/560/02/

4) Turn in the “Group Member Work Rubric” for each of your group members on the day of your

presentation. (Template provided at end of syllabus and on Web Campus).

Group Lesson Plan Presentation (185 points: presentation = 100; group work points = 50; lesson plan upload = 10; individual

reflection = 25) See presentation rubric at end of syllabus; lesson plan upload & reflection are completion grades.

1) First, find an existing lesson plan from either a classroom curriculum or credible online

source (.edu, .gov., .org) and modify it to meet ELLs’ needs, based on what we have learned in

class:

1. Lesson focused on eliciting and building ELLs’ background knowledge (2) 2. Lesson focused on the parts of language applicable and engaging to ELL students (2)

3. Lesson focused on a specific ELL strategy or style (CALL, SIOP, or 5-E)

4. Lesson focused on authentic assessment for ELLs

**Important: Include the Common Core State Standards or Next Generation Science Standards you are

teaching. You can find these through an online search: Google “Nevada Academic Content Standards”

2) Your group lesson plan must be uploaded by the beginning of your presentation day in the designated Web Campus location by EACH GROUP MEMBER. Make sure the lesson plan has all group members’ names on it.

Very Important: ALL lesson plans should include some form of assessment. Lesson plans should

be written into one of the templates provided on WebCampus. You can choose the template

you like best, but you must choose one of the templates provided. You will then present your

lesson plan to the class as if the class were all ELLs. Be creative and make sure you engage your

audience. The presentation should be 50 minutes long.

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3) After the lesson presentation, each person in the group will INDIVIDUALLY write a brief

reflection answering these questions and upload it onto Web Campus by the end of the day of

your presentation: ▪ What was one strength of our lesson? ▪ What is one thing we could have improved on?

▪ Based on the assessment, what would the next steps in our instruction be?

The rest of the class will:

Bring one print out of the Lesson Plan Evaluation Template provided on

WebCampus. The template asks you to answer the following questions:

o What about this lesson would especially be helpful for ELLs’ learning? Be

specific and constructive and make connections to what we have learned in the course so far.

o What concerned you most about this lesson in term of whether it would be

helpful for ELLs’ learning? Be specific and constructive and make

connections to what we have learned in the course so far.

Turn in one copy with your name on a class-provided sticky note to your instructor.

The next class meeting, these evaluations will anonymously be provided to the

presenters as feedback.

This exercise will count as part of your attendance and collaborative engagement (see “Grading Policy” below).

4) Turn in the “Group Member Work Rubric” for each of your group members on the day of your

presentation. (Template provided at end of Syllabus and on Web Campus).

Final Reflection (100 points)

See rubric at end of syllabus

At the end of the course, you will complete a final reflection on your learning experiences in this

course related to ELL education. You may use your weekly reflections to help craft your final

reflection. In specific, your final reflection must address your understanding of: 1. Your role in making learning equitable for ELLs 2. The role of ELLs’ language and culture in their learning and how you will facilitate that

learning

3. Strategies you can/will implement as a future teacher to facilitate learning for ELLs

4. How you will use assessment in your classroom to promote ELL learning

Important: Each of these points MUST be addressed in your final reflection (Suggestion: divide your

paper by headings to address these points).

Final Paper Guidelines (also see rubric at the end of the syllabus):

Three to Four pages in length

12 point, Times New Roman font, double spaced with 1” margins

Must cite course readings (textbook and assigned articles) using APA format

Must include a separate page with references (does not count as part of 4 pages)

The final paper will be uploaded to the portal located on WebCampus – no paper copies or emailed

submissions will be accepted!

TESL 471 6

XVII. PERFORMANCE ASSESSMENTS Course Assignments Points

Individual Weekly Reflections 140

Group Chapter Presentation 150

Group Lesson Plan Presentation 185

Final Reflection Paper 100

Total 575

XVIII. SPECIAL NOTES

Academic Misconduct—Academic integrity is a legitimate concern for every member of the campus

community; all share in upholding the fundamental values of honesty, trust, respect, fairness,

responsibility and professionalism. By choosing to join the UNLV community, students accept the

expectations of the Student Academic Misconduct Policy and are encouraged when faced with choices to

always take the ethical path. Students enrolling in UNLV assume the obligation to conduct themselves in

a manner compatible with UNLV’s function as an educational institution.

An example of academic misconduct is plagiarism. Plagiarism is using the words or ideas of another,

from the Internet or any source, without proper citation of the sources. See the Student Academic

Misconduct Policy (approved December 9, 2005) located at:

https://www.unlv.edu/studentconduct/student-conduct.

Copyright—The University requires all members of the University Community to familiarize themselves

with and to follow copyright and fair use requirements. You are individually and solely responsible for

violations of copyright and fair use laws. The university will neither protect nor defend you nor

assume any responsibility for employee or student violations of fair use laws. Violations of copyright

laws could subject you to federal and state civil penalties and criminal liability, as well as disciplinary

action under University policies. Additional information can be found at:

http://www.unlv.edu/provost/copyright.

Disability Resource Center (DRC)—The UNLV Disability Resource Center (SSC-A 143,

http://drc.unlv.edu/, 702-895-0866) provides resources for students with disabilities. If you feel that you

have a disability, please make an appointment with a Disabilities Specialist at the DRC to discuss what

options may be available to you. If you are registered with the UNLV Disability Resource Center, bring

your Academic Accommodation Plan from the DRC to the instructor during office hours so that you may

work together to develop strategies for implementing the accommodations to meet both your needs

and the requirements of the course. Any information you provide is private and will be treated as such.

To maintain the confidentiality of your request, please do not approach the instructor in front of others

to discuss your accommodation needs.

Religious Holidays Policy—Any student missing class quizzes, examinations, or any other class or lab

work because of observance of religious holidays shall be given an opportunity during that semester to

make up missed work. The make-up will apply to the religious holiday absence only. It shall be the

responsibility of the student to notify the instructor within the first 14 calendar days of the course for

fall and spring courses (excepting modular courses), or within the first 7 calendar days of the course

for summer and modular courses, of his or her intention to participate in religious holidays which do not

fall on state holidays or periods of class recess. For additional information, please visit:

http://catalog.unlv.edu/content.php?catoid=6&navoid=531.

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Transparency in Learning and Teaching—The University encourages application of the transparency

method of constructing assignments for student success. Please see these two links for further

information:

https://www.unlv.edu/provost/teachingandlearning

https://www.unlv.edu/provost/transparency

Incomplete Grades—The grade of I—Incomplete—can be granted when a student has satisfactorily

completed three-fourths of course work for that semester/session but for reason(s) beyond the

student’s control, and acceptable to the instructor, cannot complete the last part of the course, and the

instructor believes that the student can finish the course without repeating it. The incomplete work

must be made up before the end of the following regular semester for undergraduate courses. Graduate

students receiving “I” grades in 500-, 600-, or 700-level courses have up to one calendar year to

complete the work, at the discretion of the instructor. If course requirements are not completed within

the time indicated, a grade of F will be recorded and the GPA will be adjusted accordingly. Students who

are fulfilling an Incomplete do not register for the course but make individual arrangements with the

instructor who assigned the I grade.

Tutoring and Coaching—The Academic Success Center (ASC) provides tutoring, academic success

coaching and other academic assistance for all UNLV undergraduate students. For information regarding

tutoring subjects, tutoring times, and other ASC programs and services, visit http://www.unlv.edu/asc or

call 702-895-3177. The ASC building is located across from the Student Services Complex

(SSC). Academic success coaching is located on the second floor of the SSC (ASC Coaching Spot). Drop-in

tutoring is located on the second floor of the Lied Library and College of Engineering TEB second floor.

UNLV Writing Center—One-on-one or small group assistance with writing is available free of charge to

UNLV students at the Writing Center, located in CDC-3-301. Although walk-in consultations are

sometimes available, students with appointments will receive priority assistance. Appointments may be

made in person or by calling 702-895-3908. The student’s Rebel ID Card, a copy of the assignment (if

possible), and two copies of any writing to be reviewed are requested for the consultation. More

information can be found at: http://writingcenter.unlv.edu/.

Rebelmail—By policy, faculty and staff should e-mail students’ Rebelmail accounts only. Rebelmail is

UNLV’s official e-mail system for students. It is one of the primary ways students receive official

university communication such as information about deadlines, major campus events, and

announcements. All UNLV students receive a Rebelmail account after they have been admitted to the

university. Students’ e-mail prefixes are listed on class rosters. The suffix is always @unlv.nevada.edu.

Emailing within WebCampus is acceptable.

Final Examinations—The University requires that final exams given at the end of a course occur at the

time and on the day specified in the final exam schedule. See the schedule at:

http://www.unlv.edu/registrar/calendars.

Communication – The preferred method of communication is by email. I will only use your Rebelmail

accounts for communication. I will respond to emails within 24 hours during weekdays (i.e. Mon-Fri)

and within 48 hours during the weekend (Sat-Sun). Should you need to see me in person, please check

my office hours or contact me to schedule appointments outside of my posted office hours.

TESL 471 8

Since most of your assignments will be due on WebCampus, please do not procrastinate on posting your

work. If you wait until the last minute to complete your assignments and you have technical difficulties,

you risk being penalized for late submission. So allow yourself ample time to deal with possible

technology issues. If you have technology issues related to WebCampus please call our IT Help desk

right away @ 702-895-0777 as they are well equipped to handle your requests and open 24 hours to

assist you.

XIX. GRADING POLICY

Range of Points Earned Grade

535-575 A

518-534 A-

506-517 B+

477-505 B

460-476 B-

449-459 C+

420-448 C

403-419 C-

345-402 D

344-0 F

Attendance & Collaborative Engagement

Attendance is required and affects the final grade (unless prior arrangement is made with the professor

and/or a doctor’s notice of illness is given after the absence. It is at the professor’s discretion whether to

excuse the absence(s) or not). For the purposes of this class, collaborative engagement is defined as

presence, participation, and engagement in class discussions and activities.

Your classmates and myself deserve your respect when sharing information and presenting. You equally deserve respect when you are sharing information and are presenting. If you have a cell phone (text or

call), social media, email, etc. personal EMERGENCY, TAKE IT OUTSIDE OF THE CLASSROOM

IMMEDIATELY, before I ask you to leave for being on technology not related to class. Likewise, if I have

to ask you to leave, this will count as a later/early departure.

Your attendance pattern (absences, late arrivals, early departures, and lack of engagement such as

being on your cell phone or on social media or email not directly related to what we are doing in class

at the moment) will influence your final grade as follows:

Absences Effect

1 – 2 no change

3 grade drops 1/3 (e.g., B+ will drop to B)

4 grade drops 2/3 (e.g., B+ will drop to B-)

5 grade drops 1 letter (e.g., B+ will drop to C+)

> 6 F

Note: Three (3) late arrivals and/or early departures (including being asked to leave class because of

non-class related technology use) equal 1 absence.

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Missed Class Material

Learning and collaborative engagement are cumulative. For example: Understanding concepts discussed

in the third class is contingent upon having attended and engaged with others during the first and

second class sessions. Therefore, attendance and collaborative engagement in every class are crucial. If

a class session is missed due to illness, emergency, or professional activity, you are personally

responsible for acquiring all the information missed from other classmates. It is strongly recommended

that you consult with more than one classmate since individual interpretations of the information may

vary.

Late Assignment Submissions

Submitting assignments on time is required and affects the assignment grade. Late submissions will

influence the assignment grade as follows:

Late Assignment Penalties: Deduction

1 session (day) late 5 points off

2 sessions late 10 points off (for smaller assignments

worth 10 points, this means you get zero

points)

3 or more sessions late Not accepted; zero points earned

No assignments will be accepted after the last day of class.

Note on Assignments, Submissions, and “pre” Feedback on Drafts

Assignments can only be submitted once. I will not look at drafts of assignments unless it happens

during a face-to-face reading appointment you must make with me (e.g., during office hours or by

appointment). For the reading appointment, you must have a printed version of your work that you

bring to class in order to receive “pre” feedback from me.

Note on Grade Appeals

If you believe you should have a change in an individual grade, you must submit an appeal in printed,

hard copy writing (not email) with substantial and correctly reasoned evidence and correct APA

citations and references. Printed appeals must be given to the instructor AFTER class or left in the

instructor’s mailbox on campus. Even after submitting an appeal, the instructor is under no obligation to

change your grade. If applicable: If you believe you should have a change in a group grade, you may talk

to your instructor face-to-face during office hours. Again, the instructor is under no obligation to change

your grade.

TESL 471 10

XX. CLASS SCHEDULE* - VERY important!

Week Date Lesson Topic Assigned Readings and

Resources

Assignment Due

1 Jan. 19

Th.

Course

Introduction

Syllabus Reflection 1 - Individual Weekly Reflection due by 11:59 PM on WebCampus (Initial post 1/19; Peer Responses by 1/21)

2 Jan. 26

Th.

Why TESOL?

Diversity in

America;

Legal Rights of ELLs

in the U.S.

&

Engaging Students

in Learning/ Eliciting

& Building

Background

Knowledge

Chapter 1 & 2

Nevada’s English language learner

population: A review of

enrollment, outcomes,

and opportunities

(Horsford, Mokhtar, &

Sampson, 2013)

Beginning with what students know (Campbell

& Campbell, 2009)

Alaska Dreams Video

Reflection 2 - Individual

Weekly Reflection due by

11:59 PM on WebCampus

(Initial post 1/26; Peer

Responses by 1/28)

3 Feb. 2, Th.

Description of

ESL/ENL Programs

&

Assessing

Learning;

The English

Language Learner

&

Differentiated

Instruction

Chapter 3 & 4

Using informal

assessments for ELLs

(Colorín Colorado)

Differentiated instruction and its impact on diverse learners (Freeman, 2015)

Differentiated instruction for English language learners: Strategies for the secondary English teacher (Baecher, 2011)

Group Presentation:

ELL program types;

A profile of English

language learners

(language and culture)

o Group PowerPoint due

by beginning of class on WebCampus





Responses by 2/4)

TESL 471 11


Resources

Assignment Due

4 Feb. 9,

Th. Application Lesson plans focused on eliciting and building ELLs’

background knowledge (2)

o Lesson plans uploaded on WebCampus before class

o Lesson reflection uploaded on WebCampus by 11:59PM

Rest of class: Print out, bring, and turn in Lesson Plan Evaluation Template in class. (2)

Reflection 4 - Individual Weekly Reflection due by 11:59 PM on WebCampus (Initial post 2/9; Peer Responses by 2/11)

5 Feb. 16,

Th.

Human Language,

Phonology,

Morphology, &

Syntax

& Teaching Vocabulary;

Semantics,

Pragmatics, & Non-

verbal

Communication

Chapters 5 – 11

Breaking down words to

build meaning:

Morphology, vocabulary

& reading

comprehension in the

urban classroom (Kieffer

& Lesaux, 2007)

Communicating cross-

culturally: What

teachers should know

(Pratt- Johnson, 2005)

Group Presentation:

Parts of language and application to the ELL

classroom (phonology, morphology, & syntax);

Parts of language and application to the ELL

classroom (semantics, pragmatics, & non-verbal

communication)


by beginning of class on

WebCampus

Reflection 5 - Individual Weekly Reflection due by 11:59 PM on WebCampus

(Initial post 2/16; Peer Responses by 2/18)

6 Feb. 23,

Th.

Discourse &

Dialectal

Variations;

Development

of the English

Language

&

First/Second

Language

Acquisition

Chapters 12 & 13

Extending English

language learners’

classroom interactions

using the response

protocol (Mohr & Mohr,

2007)

How did English evolve?

(Gardoqui, TedED)

Originals)

Group Presentation: Discourse & Dialects



WebCampus





Responses by 2/25)

TESL 471 12


Resources

Assignment Due

7 March 2, Th.

Non-Linguistic Factors/L2

Acquisition;

Development of the English Language &

First/Second Language Acquisition

Chapter 14-16 & 20

Myths and misconceptions about second language learning: What every teacher needs to unlearn (McLaughlin, 1992)

Skim: Common

assumptions vs. the

evidence: English

language learners in

the United States: A

Reference Guide (Gil

& Bardack, 2010)

Group Presentation:

First and second

language acquisition

stages and language

learning errors

o Group PowerPoint

due by beginning of

class on WebCampus

Reflection 7 - Individual Weekly Reflection due by



Responses by 3/4)

8

March 9,

Th.

Application Lesson plans focused on the parts of language applicable

and engaging to ELL students (2)

o Lesson plans uploaded on WebCampus before class o Lesson reflection uploaded on WebCampus by

11:59PM

Rest of class: Print out, bring, and turn in Lesson Plan Evaluation Template in class.

Reflection 8 - Individual Weekly Reflection due by 11:59 PM

on WebCampus (Initial post 3/9; Peer Responses by 3/11)

9 March 16,

Th.

First / Second

Language

Acquisition

Theories;

Meeting ELL Needs

& Strategies and

Styles

Chapters 17-19

Stephen Krashen on Language Acquisition

(YouTubeVideo) (https://www.wida.us/)

Integrated content and

language instruction

(Sherris, 2008)

Skim: WIDA (https://www.wida.us/)

Group Presentation: ELL

strategies & styles


by beginning of class on WebCampus



11:59 PM on WebCampus (Initial post 3/16; Peer

Responses by 3/18)

TESL 471 13


Resources

Assignment Due

10 March 23,

Th.

Teaching

Approaches: CALLA

& SIOP

Chapter 21

The cognitive academic language learning

approach: A Model for linguistically diverse

classrooms (Chamot &

O’Malley, 1996)

Sheltered Instruction:

Best practices for ELLs in

the mainstream (Hansen-

Thomas, 2008)

SKIM: SIOP Website: http://www.cal.org/siop/

Lesson plans focused on

a specific ELL strategy or

style (SIOP)

o Lesson plans uploaded on

WebCampus before class o Lesson reflection

uploaded on WebCampus by 11:59PM


Reflection 10 – Individual




Responses by 3/25)

11 March 30,

Th.

Application Lesson plans focused on a specific ELL strategy or style

(CALLA)

o Lesson plans uploaded on WebCampus before class o Lesson reflection uploaded on WebCampus by

11:59PM


Reflection 11 – Individual Weekly Reflection due by 11:59 PM on WebCampus (Initial post 3/30; Peer Responses by 4/1)

12 April 6,

Th.

Teaching Approach: The 5-E Model

Blended with SIOP

Which comes first – Language or content? Learning science content through SIOP and the 5E learning cycle (Nargund- Joshi & Bautista, 2016)

Lesson plans focused on a specific ELL strategy or style (5-E)




Reflection 12 – Individual Weekly Reflection due by 11:59 PM on WebCampus (Initial post 4/6; Peer Responses by 4/8)

TESL 471 14

* This is a tentative course outline, subject to revision/adjustment as needed and/or if required.


Resources

Assignment Due

April 10-14 Spring Break—NO CLASS

13 April 20, Th.

Assessment/ Evaluation of ELLs

& Standardized Tests

• Chapters 22, 23, 24

Assessing English- language learners in mainstream classrooms (Lenski et al., 2006)

Group Presentation: ELLs & Assessment



WebCampus




Responses by 4/22)

14 April 27,

Th.

Standardized Tests

Alternative

Assessments for

ELLs

Chapters 25, 26

Assessing ELLs in ESL or mainstream classrooms: Quick fixes for busy

teachers (Fregeau &

Leier, 2008)

Lesson plans focused

on authentic

assessment for ELLs







Responses by 4/29)

15 May 1-6 STUDY WEEK

16 May 8-13 NO CLASS Final Reflection Paper Paper must be uploaded to WebCampus by Thursday, May 11 by

11:59 PM

NO PRINTED OR EMAILED SUBMISSIONS WILL BE ACCEPTED!

TESL 471 15

Names:

Chapter Presentation Rubric

Total

Lesson focused on topic

chosen.

0 points

No –

presenters did

not fully

understand the

topic

15 points

Somewhat –

presenters fully

understood the

topic

25 points

Yes – presenters

fully understood

the topic and

elaborated on it

_______/25

Lesson expanded upon

material in the book.

0 points

No - no

outside

reference OR

sources are not

credible

15 points

Somewhat – less

than 3, credible

outside references

25 points

Yes – 3 or more

credible, outside

references

_______/25

Some form of

assessment included to

make sure students

understood.

0 points

No

10 points

Somewhat –

assessment

included, but not

thoughtful or

unique (e.g.,

worksheet or

assessment used

by other

presenters)

20 points

Yes – thoughtful/

unique assessment

included (e.g.,

authentic,

engaging, different

from other groups)

_______/20

Conventions and APA 0 points

More than 10

conventional

errors

5 points

5-10 conventional

errors

10 points

4 or less

conventional

errors

_______/10

Timeliness 0 points

Over/under by

more than 5

minutes

5 points

Over/under by 3

minutes

10 points

Within the time

limit

_______/10

Engaging 0 points

No, students

not engaged

5 points

Yes, students

somewhat

engaged

10 points

Yes, students

engaged

_______/10

Comments:

Total Points: ________/100

TESL 471 16

Names:

Lesson Plan Presentation Rubric

Total

Lesson focused on topic 0 points 10 points 20 points _______/20

chosen. No – Somewhat – Yes – presenters presenters did presenters fully fully understood not fully understood the the topic and understand the topic elaborated on it topic Lesson thoughtfully 0 points 15 points 25 points _______/25

considered ELLs and their No Somewhat – Yes – activities learning. activities did not included

include differentiation for differentiation for students at students at different English different English levels levels Some form of assessment 0 points 15 points 25 points _______/25

included to make sure No Somewhat - Yes - assessment students understood. assessment included;

included but thoughtful, unique, standard (e.g., and authentic (e.g., worksheet; no differentiation differentiation possible; different opportunity) from other groups; engaging) Engaging 0 points

No, students

not engaged

10 points

Yes, students

somewhat

engaged

20 points

Yes, students

engaged

_______/20

Timeliness 0 points

Over/under by

more than 5

minutes

5 points

Over/under by 3

minutes

10 points

Within the time

limit

_______/10

Comments:


TESL 471 17

Group Member Work Rubric

Use this rubric to rate each of your group members on collaborative efforts completing the Chapter

Presentation. This rubric will be used to guide the instructor in assigning the final 50 points for each

group member.

Member Name: All the time Some of the

time

Never

Was Available for meetings

Participated in group work

Maintained focus on the

task

Offered help to others and

sought help when needed

Asked questions that moved

the project forward

Contributed ideas,

opinions, and feelings

Provided positive feedback

to other group members

Communicated effectively

and timely

Completed work on time

Describe the contribution of

this group member

Would you work with this

group member again?

Why/Why not?

Recommend points for this

group member (out of 50)

Additional Comments (if any):

TESL 471 18

Names:

Final Reflection Rubric

Total

Reflection addresses all 0 points 25 points 50 points _______/50

points of understanding No – Somewhat – Yes – Reflection requested Reflection Reflection addresses all 4

addresses 2 or addresses 3 of the points requested less of the points requested points requested Reflection cites the 0 points 15 points 25 points _______/25

course text and assigned No – Somewhat – Yes – Reflection articles in APA format Reflection Reflection cites cites course text

makes no just the course AND assigned attempt to cite text or just articles in APA course text or assigned readings format assigned in APA format readings in APA format Reflection follows 0 points 15 points 25 points _______/25

formatting guidelines No – Did not Somewhat – Yes – Followed all (12 point, Times New follow any of Missing two or guidelines or only Roman font, double the required more of the missing one spaced, 3 - 4 pages guidelines required required guideline exclusive of the guidelines OR (not including the references, 1” margins, paper is less than page requirement) APA Reference page) 3 pages in length

(not counting references) Comments:


TESL 471 19

Assigned Readings

Baecher, L. (2011). Differentiated instruction for English language learners: Strategies for the secondary

English teacher. Wisconsin English Journal, 53(2), 64 – 73.

Campbell, L., & Campbell, B. (2009). Beginning with what Students Know. In Mindful learning: 101

proven strategies for student and teacher success (pp. 7 - 21). Thousand Oaks, CA: Corwin Press.

Chamot, A. U., & O’Malley, J. M. (1996). The cognitive academic language learning approach: A Model

for linguistically diverse classrooms. The Elementary School Journal, 96(3), p. 259 – 273.

Freeman, I.M. (2015). Differentiated instruction and its impact on diverse learners. Journal of Education

and Human Development, 4(4), 147 – 154. DOI: 10.15640/jehd.v4n4a17

Fregeau, L. A., & Leier, R. D. (2008). Assessing ELLS in ESL or mainstream classrooms: Quick fixes for busy

teachers. The Internet TESLJournal. Retrieved from: http://iteslj.org/Techniques/Fregeau-

AssessingELLs.html

Gardoqui, K. How did English evolve? TED-Ed Originals. Retrieved from: http://ed.ted.com/lessons/how-

did-english-evolve-kate-gardoqui#review

Gil, L. & Bardack, S. (2010). Common assumptions vs. the evidence: English language learners in the

United States: A Reference Guide. English Language Learner Center, American Institutes for

Research.

Hansen-Thomas, H. (2008). Sheltered Instruction: Best practices for ELLs in the mainstream. Kappa Dealta

Pi Record, 165 – 169.

Horsford, S. D., Mokhtar, C., & Sampson, C. (2013). Nevada’s English language learner population: A

review of enrollment, outcomes, and opportunities. The Lincy Institute, University of Nevada, Las

Vegas. Retrieved from http://www.unlv.edu/sites/default/files/24/Lincy-EducationSector-ELL-

FullReport.pdf

Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary &

reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134 – 144.

DOI:10.1598/RT.61.2.3

Lenski, S. D., Ehlers-Zaval, F., Daniel, M. C., & Sun-Irmiger, X. (2006). Assessing English-language learners

in mainstream classrooms. International Reading Association, 60(1), 24-34.

Doi:10.1598/RT.60.1.3 McLaughlin, B. (1992). Myths and misconceptions about second language learning: what every teacher

needs to unlearn. Center for Research on Education, Diversity & Excellence. NCRCDSLL

Educational Practice Reports, Paper EPR05.

Mohr, K. A. J., & Mohr, E. S. (2007). Extending English language learners’ classroom interactions using

the response protocol. The Reading Teacher, 60(5) 440 – 450. doi:10.1598/RT.60.5.4

Nargund-Joshi, V., & Bautista, N. (2016). Which comes first – Language or content? Learning science

content through SIOP and the 5E learning cycle. The Science Teacher, 83(4), 24 – 30.

Pratt-Johnson, Y. (2005). Communicating cross-culturally: What teachers should know. The Internet TESL

Journal, 12(2). Retrieved from: http: iteslj.org

Sherris, A. (2008). Integrated content and language instruction. CAL Digest. Washington, DC: Center for

Applied Linguistics.

SIOP Website: http://www.cal.org/siop/ Stephen Krashen on language acquisition. YouTube. Retrieved from:

https://www.youtube.com/watch?v=jaCdNTurH1k

Using informal assessments for ELLs. Colorín Colorado. Retrieved from:

http://www.colorincolorado.org/article/using-informal-assessments-english-language-learners.

TESL 471 20

“Preparing Professionals for Changing Educational Contexts”

TESL 471 Syllabus

Department of Educational and Clinical Studies

College of Education, University of Nevada Las Vegas

Please fill out the following information, printing or writing clearly:

Name:

ID#

A phone number where you can be reached, in case of a class emergency:

E-mail Address:

Major/Department:

Is there anything I should know about you that will facilitate your learning process in this class?

By my signature below, I acknowledge that I have read and understood the syllabus for

this course and all accompanying information regarding class requirements and agree to

abide by it as the standards for this course.

Signature

Date

TESL 471 21

Objectives Aligned to Standards

Objective 1: The learner will be able to discuss and evaluate past and current policy and laws related to ELL

education.

TESOL Standard 5.a: ESL Research and History

5.a.2 Demonstrate knowledge of the evolution of laws and policy in the ESL profession.

Objective 2: The learner will be able to identify and evaluate the different program approaches and models

of instruction available for ELLs.

TESOL Standard 5.a.1: ESL Research and History

5.a.1 Demonstrate knowledge of language teaching methods in their historical contexts.

Objective 3: The learner will be able to explain and evaluate second language acquisition theories for ELLs.

TESOL Standard 1.b: Language Acquisition and Development

1.b.1 Demonstrate understanding of current and historical theories and research in language

acquisition as applied to ELLs.

1.b.2 Candidates understand theories and research that explain how L1 literacy development differs

from L2 literacy development.

INTASC Standard 2: Learning Differences

INTASC Standard 7: Planning for Instruction

Essential

Knowledge

2(i): The teacher knows about second language acquisition processes and knows how to

incorporate instructional strategies and resources to support language acquisition.

7(i): The teacher understands learning theory, human development, cultural diversity, and

individual differences and how these impact ongoing planning.

Objective 4: The learner will be able to articulate and apply the components of language (phonology,

morphology, syntax, semantics, & pragmatics) to ELLs with and without disabilities.

TESOL Standard 1.a: Language as a System

TESOL Standard 1.b: Language Acquisition and Development

TESL 471 22

1.a.1 Demonstrate knowledge of the components of language and language as an integrative system.

1.a.2

Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax

(phrase and sentence structure), semantics (word-sentence meaning), and pragmatics (the

effects of context on language) to help ELLs develop oral, reading, and writing skills (including

mechanics) in English.

1.a.3 Demonstrate knowledge of rhetorical and discourse structures as applied to ESOL learning.

1.a.4 Demonstrate proficiency in English and serve as a good language model for ELLs.

1.b.3 Recognize the importance of ELLs’ L1s and language varieties and build on these skills as a

foundation for learning English.


INTASC Standard 3: Learning Environments

INTASC Standard 8: Instructional Strategies

Performance

3(f): The teacher communicates verbally and nonverbally in ways that demonstrate respect

for and responsiveness to the cultural backgrounds and differing perspectives learners bring

to the learning environment.

8(a): The teacher uses appropriate strategies and resources to adapt instruction to the

needs of individuals and groups of learners.

8(h): The teacher uses a variety of instructional strategies to support and expand learners’

communication through speaking, listening, reading, writing, and other modes.

Essential

Knowledge



3(l): The teacher understands how learner diversity can affect communication and knows

how to communicate effectively in differing environments.

8(n): The teacher knows how to use wide variety of resources, including human and

technological, to engage students in learning.

Critical

Dispositions

8(q): The teacher values the variety of ways people communicate and encourages learners

to develop and use multiple forms of communication.

Objective 5: The learner will be able to plan lessons using instructional strategies for accommodating the

linguistic and academic needs of ELLs, with and without disabilities, and evaluate the lessons’ effectiveness.

TESOL Standard 3.a: Planning for Standards-Based ESL and Content Instruction

3.a.1 Plan standards-based ESL and content instruction.

3.a.3 Plan differentiated learning experiences based on assessment of students’ English and L1

proficiency, learning styles, and prior formal educational experiences, and knowledge.

3.a.4 Provide for particular needs of students with interrupted formal education (SIFE).

TESL 471 23

3.a.5 Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching

when necessary for students to successfully meet learning objectives.


INTASC Standard 3: Learning Environments


INTASC Standard 6: Assessments

INTASC Standard 7: Planning Instruction


Performance

4(a): The teacher effectively uses multiple representations and explanations that capture

key ideas in the discipline, guide learners through learning progressions, and promote each

learner’s achievement of content standards.

4(h): The teacher creates opportunities for students to learn, practice, and master academic

language in their content.

6(b): The teacher designs assessments that match learning objectives with assessment

methods and minimizes sources of bias that can distort assessment results.

7(a): The teacher individually and collaboratively selects and creates learning experiences

that are appropriate for curriculum goals and content standards, and are relevant to

learners.

7(b): The teacher plans how to achieve each student’s learning goals, choosing appropriate

strategies and accommodations, resources, and materials to differentiate instruction for

individuals and groups of learners.

7(c): The teacher develops appropriate sequencing of learning experiences and provides

multiple ways to demonstrate knowledge and skill.

8(a): The teacher uses appropriate strategies and resources to adapt instruction to the

needs of individuals and groups of learners.

8(e): The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products

and performances.

8(f): The teacher engages all learners in developing higher order questioning skills and

metacognitive processes.

8(h): The teacher uses a variety of instructional strategies to support and expand learners’

communication through speaking, listening, reading, writing, and other modes.

Essential

Knowledge



3(l): The teacher understands how learner diversity can affect communication and knows

how to communicate effectively in differing environments.

TESL 471 24

4(l): The teacher knows and uses the academic language of the discipline and knows how to

make it accessible to learners.

7(g): The teacher understands content and content standards and how these are organized

in the curriculum.



7(j): The teacher understands the strengths and needs of individual learners and how to

plan instruction that is responsive to these strengths and needs.

7(m): The teacher knows when and how to access resources and collaborate with others to

support student learning (e.g., special educators, related service providers, language learner

specialists, librarians, media specialists, community organizations).

Critical

Dispositions

6(r): The teacher takes responsibility for aligning instruction and assessment with learning

goals.

6(u): The teacher is committed to making accommodations in assessments and testing

conditions, especially for learners with disabilities and language learning needs.

7(q): The teacher believes that plans must always be open to adjustment and revision based

on learner needs and changing circumstances.

8(p): The teacher is committed to deepening awareness and understanding the strengths

and needs of diverse learners when planning and adjusting instruction.

CEC Standard 4: Instructional Strategies

CEC Standard 5: Learning Environments and Social Interactions

CEC Standard 7: Instructional Planning

ICC4S1 Use strategies to facilitate integration into various settings

ICC5K3 Effective management of teaching and learning

ICC7S6 Sequence, implement, and evaluate individualized learning objectives

ICC7S10 Prepare lesson plans

ICC7S11 Prepare and organize materials to implement daily lesson plans

Objective 6: The learner will be able to identify elements of cultural bias in instructional

settings/assessment and their impact on ESL teaching and learning for ELLs with and without disabilities.

TESOL Standard 2: Culture as Its Affects English Language Learning

2.a Understand and apply knowledge about cultural values and beliefs in the context of teaching

TESL 471 25

and learning.

2.b Understand and apply knowledge about the effects of racism, stereotyping, and discrimination

to teaching and learning.

2.c Understand and apply knowledge about cultural conflicts and home events that can have an

impact on ELLs’ learning.

2.d Understand and apply knowledge about communication between home and school to enhance

ESL teaching and build partnerships with ESOL families.

2.e Understand and apply concepts about the interrelationship between language and culture.

2.f Use a range of resources, including the Internet, to learn about world cultures and specifically

the cultures of students in their classrooms and apply that learning to instruction

2.g

Understand and apply concepts of cultural competency, particularly knowledge about how an

individual’s cultural identity affects their learning and academic progress and how levels of

cultural identity will vary widely among students.



INTASC Standard 10: Leadership and Collaboration

Essential

Knowledge

4(m): The teacher knows how to integrate culturally relevant content to build on learners’

background knowledge.



10(m): The teacher understands schools as organizations within a historical, cultural,

political, and social context and knows how to work with others across the system to support

learners.

10(o): The teacher knows how to contribute to a common culture that supports high

expectations for student learning.

Critical

Dispositions

4(o): The teacher realizes that content knowledge is not a fixed body of facts but is complex,

culturally situated, and ever evolving. S/he keeps abreast of new ideas and understandings in

the field.

4(q): The teacher recognizes the potential of bias in his/her representation of the discipline

and seeks to appropriately address problems of bias.

CEC Standard 3: Individual Learning Differences

CEC Standard 9: Professional and Ethical Practice

ICC3K4 Cultural perspectives influencing the relationships among families, schools, and communities as

related to instruction

ICC9K1 Personal cultural biases and differences that affect one’s teaching

Objective 7: The learner will be able to develop unbiased, authentic instructional tasks and tests for ELLs,

with and without disabilities that demonstrate understanding of the interdependent relationship between teaching and assessment.

TESL 471 26

TESOL Standard 4.a: Issues of Assessment for English Language Learners

TESOL Standard 4.b: Language Proficiency Assessment

TESOL Standard 4.c: Classroom-based Assessment for ESL

4.a.2 Knowledgeable about and able to use a variety of assessment procedures for ELLs

4.a.3 Demonstrate an understanding of key indicators of good assessment instruments

4.a.4 Demonstrate understanding of the advantages and limitations of assessments, including

accommodations for ELLs

4.a.5 Distinguish among ELLs’ language differences, giftedness, and special education needs

4.b.2 Understand the appropriate use of norm-referenced assessment with ELLs

4.b.3 Assess ELLs’ language skills and communicative competence using multiple sources of

information

4.c.1 Use performance-based assessment tools and tasks that measure ELLs’ progress

4.c.2 Understand and use criterion-referenced assessments appropriately with ELLs

4.c.3 Use various instruments and techniques to assess content-area learning (e.g., math, science,

social studies) for ELLs at varying levels of language and literacy development

4.c.4 Prepare ELLs to use self- and peer-assessment techniques when appropriate


INTASC Standard 4: Content Knowledge

INTASC Standard 6: Assessment


Performance

6(a): The teacher balances the use of formative and summative assessment as appropriate

to support, verify, and document learning.

6(b): The teacher designs assessments that match learning objectives with assessment

methods and minimizes sources of bias that can distort assessment results.

6(e): The teacher engages learners in multiple ways of demonstrating knowledge and skill

as part of the assessment process.

6(g): The teacher effectively uses multiple and appropriate types of assessment data to

identify each students’ learning needs and to develop differentiated learning experiences.

6(h): The teacher prepares all learners for the demands of particular assessment formats

and makes appropriate accommodations in assessments or testing conditions, especially for

learners with disabilities and language learning needs.

7(d): The teacher plans for instruction based on formative and summative assessment data,

prior learner knowledge, and learner interest.

TESL 471 27

Essential

Knowledge



6(j): The teacher understands the differences between formative and summative

applications of assessment and knows how and when to use each.

6(k): The teacher understands the range of types and multiple purposes of assessment and

how to design, adapt, or select appropriate assessments to address specific learning goals

and individual differences, and to minimize sources of bias.

6(p): The teacher understands how to prepare learners for assessments and how to make

accommodations in assessments and testing conditions, especially for learners with

disabilities and language learning needs.

7(l): The teacher knows when and how to adjust plans based on assessment information

and learner responses.

Critical

Dispositions

4(q): The teacher recognizes the potential of bias in his/her representation of the discipline

and seeks to appropriately address problems of bias.

6(r): The teacher takes responsibility for aligning instruction and assessment with learning

goals.

6(t): The teacher is committed to using multiple types of assessment processes to support,

verify, and document learning.

6(u): The teacher is committed to making accommodations in assessments and testing

conditions, especially for learning with disabilities and language learning needs.

CEC Standard 4: Instructional Strategies

CEC Standard 7: Instructional Planning

CEC Standard 8: Assessment

ICC4S2 Teach individuals to use self-assessment, problem solving, and other cognitive strategies to meet

their needs

ICC7S5 Use task analysis

ICC8S4 Develop or modify individualized assessment strategies

ICC8S5 Interpret information from formal and informal assessments

TESL 471 28

Results Aligned to Objectives and Standards

Course Objectives

Related

TESOL

Standards

INTASC

Standards

Addressed

CEC

Standards

Addressed

Measurement/

Evaluation

Objective 1: The learner will be

able to discuss and evaluate

past and current policy and

laws related to ELL education.

5.a.2

Reflections,

class

discussion,

final reflection

paper


able to identify and evaluate

the different program

approaches and models of

instruction available for ELLs.

5.a.1

Reflections,

class

discussion,

chapter

presentation,

final reflection

paper


able to explain and evaluate

second language acquisition

theories for ELLs.

1.b.1, 1.b.2

2(i), 7(i)

Reflections,

class

discussion,

chapter

presentation,

final reflection

paper


able to articulate and apply the

components of language

(phonology, morphology,

syntax, semantics, &

pragmatics) to ELLs.

1.a.1, 1.a.2,

1.a.3, 1.a.4,

1.b.3

2 (i), 3(f), 3(l),

8(a); 8(h), 8(n),

8(q)

Reflections,

class

discussion,

chapter

presentation,

lesson plan,

final reflection

paper


able to plan lessons using

instructional strategies for

accommodating the linguistic

and academic needs of ELLs

and evaluate the lessons’

effectiveness.

3.a.1, 3.a.3,

3.a.4, 3.a.5

2(i), 3(l), 4(a),

4(h), 4(l), 6(b),

6(r), 6(u), 7(a),

7(b), 7(c), 7(g),

7(i), 7(j), 7(m),

7(q), 8(a), 8(e),

8(f), 8(h), 8(p)

ICC4S1,

ICC5K3,

ICC7S67,

ICC7S10,

ICC7S11

Reflections,

class

discussion,

chapter

presentation,

lesson plan


able to identify elements of

cultural bias in instructional

settings/assessment and their

impact on ESL teaching and

learning for ELLs with and

without disabilities.

2.a., 2.b, 2.c,

2.d, 2.e, 2.f,

2.g

4(m), 4(o), 4(q),

7(i), 10(m), 10(o)

ICC3K4,

ICC9K1

Reflections,

class

discussion,

chapter

presentation,

lesson plan

TESL 471 29

Objective 7: The learner will be Reflections,

able to develop unbiased,

authentic assessments for ELLs,

demonstrating understanding

of the interdependent

relationship between teaching

4.a.2, 4.a.3,

4.a.4, 4.a.5,

4.b.2, 4.b.3,

4.c.1, 4.c.2,

4.c.3, 4.c.4

2(i), 4(q), 6(a),

6(b), 6(e), 6(g),

6(h), 6(j), 6(k),

6(p), 6(r), 6(t),

ICC4S2,

ICC7S5,

ICC8S4,

ICC8S5

class

discussion,

chapter

presentation,

lesson plan

and assessment. 6(u), 7(d), 7(l)

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