Friday July 18 ■Teaching Academic Language to English Language Learners Questions posed: ■What is academic language? ■Does academic language differ from social language? ■How do we teach academic language to English learners? Required Reading ■Goldenberg & Coleman, “Academic instruction in a second language,” D2L site Optional Reading ■Faltis, “Demystifying and questioning the power of academic language”, D2L site Group Quiz #1 (on readings and discussions from week one) In-class “Homework” Task #5: Goldenberg & Coleman worksheet 1st Reaction Paper (on readings from week one – please upload into the D2L dropbox by midnight Sunday) WEEK TWO National and State Language Policies Social, Historical, and Political Contexts Date Discussion Topics Required and Optional Reading Assignments (read before class) Assignments Due or Class Activities Planned Monday July 21 ■National Language Policy: Bilingual & English as a Second Language Programs (Lau v. Nichols) ■Video Presentation: “Taking Back the Schools” (from the video series on the Chicano Civil Rights Movement) Questions posed: ■How did the Civil Rights Movement influence language policy for ELLs? ■How did the Lau case change national language policy for ELLs? ■Is the Lau case still important? ■How is the Castañeda case applied in school districts today? Required Reading ■The education and civil rights of English language learners, D2L site ■May 25th Memorandum, D2L site ■Lau v. Nichols (1974), D2L site Optional Reading ■Crawford, “Summing up the Lau decision: Justice is never simple,” D2L site In-class “Homework” Task #6: small group discussion and informal presentations on the educational rights of ELLs Tuesday July 22 ■The Interaction of Language Policy with Federal Immigration Law (Plyler v. Doe) ■Video Presentation: “Fear and Learning at Hoover Elementary” Questions posed: ■What does immigration have to do with language policy? ■Why is ELL language policy so controversial? ■Is Plyler v. Doe still influential? ■Have there been attempts to overturn it? Required Reading ■Plyler v. Doe, D2L site Optional Reading ■Rabin, Combs, González, “Understanding Plyler’s legacy,” D2L site In-class “Homework” Task #7: Plyler v. Doe notetaker with extended questions
WEEK THREE Applied Practice in Sheltered English Content Instruction Monday July 28 Guided practiced in teaching sheltered mini-lessons Today’s class will focus on using sheltered strategies in concept, vocabulary and academic language instruction for ELLs Poetry Presentations Tuesday July 29 ■SIOP Model continued (Sheltered Instruction Observation Protocol) ■Using the SIOP with ELLs (components 1-4: Lesson Preparation, Building Background, Comprehensible Input, Effective Strategies). ■Video Presentation: “The SIOP Model: Sheltered Instruction for Academic Achievement” (Components 1-4) Questions posed: ■Are there other sheltered frameworks (besides the SIOP)? How do they differ from the SIOP? ■How can teachers make the best use of the SIOP model? Required Reading ■Echevarría & Graves, “Sheltered instruction in the content areas,” D2L site ■SIOP Evaluation Criteria, D2L site Optional Reading ■Genesee, “Historical and theoretical foundations of immersion education,” D2L site In-class “Homework” Task #10: Writing language and content objectives for your content area Wednesday July 30 ■Using the SIOP with ELLs (components 5-8: Student Interaction, Practice Application, Lesson Delivery, Review Assessment) ■Video Presentation: “The SIOP Model: Sheltered Instruction for Academic Achievement” (Components 5-8) Required Reading ■Echevarría & Graves, “Differentiated instruction: Adaptations and modifications,” D2L site - - - - - - - - - - - - - - Thursday July 31 Last Day of Class ■Wrap up and review of course issues ■English language learners and assessment >No Child Left Behind >Home Language Survey >AZELLA >AIMs Test Required Reading ■Abedi & Diefel, “Challenges in the No Child Left Behind Act for learners,” D2L site ■Home Language Surveys, D2L site - - - - - - - - - - - - - -