V. CATALOG COURSE DESCRIPTION This course will examine philosophies and theoretical underpinnings of bilingual and ESL education, including a review of historical antecedents of bilingual education and evolution of federal and state language policies governing the education of language minority children. Required for students seeking EC-6 or 4-8 certification. VI. COMPETENCY- BASED LEARNING OBJECTIVES The student will be able to: Domain III – Foundations of ESL education, cultural awareness and family and community involvement. Competencies Sub-competencies 008 The ESL Teacher understands the foundations of ESL education and of ESL programs. Knows the historical, theoretical, and policy foundations of ESL education and uses this knowledge to plan, implement, and advocate for effective ESL programs. Knows types of ESL programs, their characteristics, their goals, and research findings on their effectiveness. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions. Applies knowledge of research findings related to ESL education including research on instructional and management practices in ESL programs to assist in planning and implementing effective ESL programs. 010 The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. Applies knowledge of effective strategies advocating for educational and social equity for ESL students (participation in LPAC, ARD, Site based Decision Making committees) and serving as a resource for teachers Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children’s education and school activities. Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students. DOMAIN I – Bilingual Education
education (Bilingual Domain I, 001, C). Ch.3: “Endangered Languages: Planning and Revitalization” Baker’s Ch. 4: “Languages in Society” Article Review Instructions Suggested Classroom Activities: Students will work in cooperative to respond to the following questions: Why the number of languages of the world is rapidly declining? Why is language planning needed for language maintenance and revitalization? Why the transmission of a minority language in the family is essential for the preservation of that language? Week 4, Feb. 6-10 Objectives: Understands convergent research related to bilingual education and applies convergent research when making instructional decisions (Bilingual Domain I, 001, F). Knows the theoretical foundations of ESL education and uses this knowledge to plan, implement, and advocate for effective ESL programs (Bilingual Domain III, 008, A). Review Baker’s text Ch. 5, “The Early Development of Bilingualism” Watch the video “Genie Wiley” available at Review Baker’s Ch.6, “The Later Development of Bilingualism” Krashen’s Theory of Second Language Acquisition Watch the video “Stephen Krashen on Language Acquisition”. Available at Suggested Activities: After reviewing Baker’s Ch.5 students may work in cooperative groups to answer the following questions: Why some culturally and linguistically diverse children act as language brokers? What are the positive and negative consequences for children who act as language brokers? After watching the video “Genie Wiley”, students in small cooperative groups may discuss how the social and home environment can affect language acquisition.