TESOL 4140 Curriculum and Materials
This syllabus, course calendar, and other attending
documents are subject to change during the semester in the
event of extenuating circumstances.
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Course Prefix & Number
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TSL 4140
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Credit Hours
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Three (3)
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Prerequisites
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TSL 3740,
Second Language Acquisition
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Date & Time
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3/03 (Summer
2004) May 10-June 18, 2004
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Professor,
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Dr. Luis M. Quesada,
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MDC Tel.
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(305) 237-8753
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e-mail
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Lquesada@mdc&edu
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FEAP: 10a
Course Objectives:
This course provides knowledge and application of TESOL
theories, principles, and current research in the analysis,
planning, design, and evaluation of curriculum and materials
appropriate for ESOL students. This course is required for
Florida Add-on ESOL Endorsement. (3 hr. lecture)
Course Competencies:
Competency 1:
The student will select and develop ESOL materials and
curricula within the parameters, goals, and stipulations of
the Florida Consent Decree (META).
Competency 2:
The student will select and develop appropriate ESOL
content according to students' levels of proficiency in
listening, speaking, reading, and writing, taking into
account:
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Basic
interpersonal communication skills (BICS) and
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Cognitive
academic language proficiency (CALP) as they apply to
the ESOL curriculum by:
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in listening;
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in speaking;
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Selecting
and developing appropriate ESOL content according to
students' level of proficiency in reading; and,
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Selecting
and developing appropriate ESOI. Content according to
students' level of proficiency in writing.
Competency 3:
The students will apply content-based ESOL approaches to
instruction by:
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Identifying
content-specific vocabulary.
Competency 4:
The student will evaluate, select, and employ appropriate
instructional materials, media, and technology for ESOL at
elementary, middle, and high school levels by:
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Identifying
state-adopted ESOL curricular materials;
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Demonstrating
the ability to evaluate and select appropriate
instructional materials for specific ESOL proficiency
levels;
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Identifying
characteristics unique to the evaluation of an ESOL
text;
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Identifying
appropriate instructional equipment for ESOL lessons
(e.g., language masters, filmstrips, videocassettes,
audiocassettes, computers, etc;
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Identifying
characteristics to be considered when selecting print
media for ESOL classes; and,
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Identifying
characteristics to be considered when selecting computer
assisted instructional materials for ESOL classes.
Competency 5:
The student will design and implement effective unit plans
and daily lesson plans, which meet the needs of ESDL
students within the context of the regular classroom by:
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Identifying
various ESOL programmatic models, such as pull-out and
immersion;
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Adapting
items from school curricula to cultural and linguistic
differences; and,
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Developing
appropriate curricula for ESOL levels.
Competency 6:
The student will evaluate, adapt, and employ appropriate
instructional materials, media, and technology for ESDL in
the content areas at elementary, middle, and high school
levels by:
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Identifying
culture-specific features of content curricula;
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Distinguishing
between ESOL and English language arts curricula;
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Listing
examples of real media that are designed to teacher ESOL
students; and,
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Determining
strategies for content area teachers to use with ESOL
students.
Competency 7:
The student win develop and implement strategies for using
school, neighborhood, and home resources in the ESOL
curriculum.
Required Text:
Peregoy, S.F. and Boyle, O.F. Reading. Writing, &
Learning in ESL: A Resource Book for K-12 Teachers. N.Y.,
NY: Addison-Wesley Longman, 2001.
Recommended Texts:
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Chamot,
A.U. and O'Malley, J. M (1994) The CALLA Handbook:
Implementing the Cognitive Academic Language Learning
Approach. Reading, MA: Addison-Wesley Publishing Co.
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Winebrenner,
Susan (1996) Teaching Kids with Learning Difficulties in
the Regular Classroom: Strategies and Techniques Every
Teacher Can Use to Challenge and Motivate Struggling
Students. Minneapolis, MN: Free Spirit Publishing.
School-based Experience: N/
A
Supplies Required: N/A
Course Requirements and Expectations:
Due to the participatory nature of this class, attendance
is essential; therefore, students are required to attend
each class meeting unless excused by a note from a doctor,
minister/priest/rabbi, etc., or court official. If possible,
bring this note in advance of your absence. Students are
also excused for recognized religious holidays, though they
are responsible for any and all work missed. Notification in
advance would also be appreciated.
NOTE: This syllabus, readings and
assignments are subject to change if the need arises.
Grading:
The grading scale for the School of Education is:
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100- 90
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A
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89- 70
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B
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79-60
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C
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69-50
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D (Repeat Course)
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59 and below
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F (Repeat Course)
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A grade of I (incomplete) can be assigned only under the
following conditions.
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The
student requests the grade of incomplete.
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The
student bas completed all exams up to that time with the
possible exception of the last unit exam and/or the
final exam.
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The
student has completed all assignments up to that time.
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The
student has at least a C average up to that time.
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The
circumstances that prevent the student from completing
the course by the end of the term must be extenuating
and documented.
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The
student must agree to make up the missing work by a
date specified by the professor or by the end of the
next major term, whichever is agreed upon by both
parties. This agreement must be formalized by completing
the College's Agreement for a Grade of Incomplete
form.
Course Grades:
Student grades will be determined by your grades on the
following:
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Chapter Assignments:
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10%
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Content-based Unit Design Unit Plan:
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10%
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Participation and attendance:
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10%
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Chapter Tests
(or any other unannounced tests)
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70%
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Total
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100%
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Extra Credit:
If you wish to attend a professional meeting/ conference in
ESOL, ESE, reading, classroom management, or an area related
to your studies and/or interests, you may be able to earn
extra credit for your attendance. You will be asked to turn
in a report on what you learned from the meeting; specifics
must be discussed before you attend and approval granted.
Grammar/Phonology/Semantics Portfolio:
The Grammar/ Phonology/Semantics Portfolio described below
will be included in a portfolio that you will turn in
at the end of your degree work. Therefore, you are required
to save your work on this assignment after this class is
finished. If you lose it or misplace it, your grade on the
Portfolio will be severely impacted.
Academic Integrity:
Please be aware that I support the College's policies about
academic integrity and honesty. This includes their policies
regarding cheating, plagiarism, and fabrication of
information. It is your responsibility to fully understand
what those policies are; as such, you are encouraged
to get a copy of and read these policies carefully and
thoroughly (Student Rights and Responsibilities Handbook).
a. Cheating is the improper taking or tendering of any
information or material which is used to determine academic
credit. Taking of information includes, but is not limited
to, copying graded homework assignments from another
student; working together with another individual (s) on a
take-home test or homework when not specifically permitted
by the instructor; looking or attempting to look at another
students paper during an examination and; looking or
attempting to look at text or notes during an exam when not
permitted. Tendering of information includes, but is not
limited to, giving your work to another student to be used
or copied; giving someone answers to exam questions either
when the exam is being given or after having taken an exam;
giving or selling a term paper or other written materials to
another student; sharing information on a graded assignment.
b. Plagiarism is the attempt to represent the work of
another as the product of your own thoughts, whether the
other's work is published or unpublished, or simply the work
of a fellow student. Plagiarism includes, but is not limited
to, quoting oral or written materials without citation on an
exam, term, paper, homework, or other written materials or
oral presentations for an academic requirement; submitting a
paper which was purchased from a term paper service as your
own work; submitting anyone else's paper as your own work.
c. Copyright law: The attempt to represent the work of
another as the product of your own thoughts, whether the
other's work is written or found on the Internet or simply
the work of a fellow student, violates the copyright laws.
It is not limited to quoting oral or written materials; it
includes photographs, c1ipart, and music samples. Submitting
a paper, image, and/or music which was copied from website
as your own work or submitting anyone else's paper as your
own work is considered a breach of copyright laws unless
they fall into the guidelines of the Teach Act:
http://www.lib.ncsu.edu/scc/legislative/teachkit
Assignments
Chapter Assignments: ( 10%)
Pre-service teachers are required to turn in written
responses to indicated end-of-chapter questions.
Unit Plan:
Semester/Year Curriculum
Plan and Individual Unit Plan (10%)
(FEAP 10a artifact)
The pre-service teacher develops a curriculum plan for the
semester/year (depending on whether the course is a one or
two semester course) and a detailed unit plan drawn from the
semester plan.
Included in the unit plan are the specific lesson plans for
one week.
The final product is divided into three parts:
semester/year, unit, and weekly plans.
Pre-service teachers will prepare a content-based unit
plan;
the unit can be for either a science or social studies
class.
The lesson must address at least these areas:
academic language skills,
academic content,
learning strategies instruction,
cognitive theories, and
opportunities for students to demonstrate declarative
knowledge and procedural knowledge, and opportunities for
collaborative teaching/learning.
The unit plan must include
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The text(s)/sources the unit is based on
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all teacher and student materials to be used
(handouts, overheads, manipulatives, etc.), content
objectives,
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language objectives,
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learning strategies objectives, and
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methods for teacher-to-teacher and
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student-to-student collaboration.
Students will also include ways to introduce/present the
lesson,
practice the lesson, expand the lesson, and evaluate it;
pages 316-19 in the CALLA text pro-vide relevant samples.
Don't forget that during the majority of this course and
with the majority of chapters in your text, there were
dozens of different CALL\-based activities that could be
adapted for your unit plan...and would be welcomed. In
addition, you must provide a home activity, one that your
students and students' guardians can be involved in at home.
Your grade on this activity will be based on the following
rubric:
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3 Good
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2 Fail
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1 Lacking
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Learning strategies addressed
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Language concerns addressed
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Content difficulties addressed
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Quality, relevance, and interest of home assignment
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Quality, relevance, and interest of tapping prior
knowledge
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Quality, relevance, and interest of the lesson
presentation
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Quality, relevance, and interest of the lesson practice
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Quality, relevance, and interest of the lesson expansion
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Quality, relevance, and interest of the lesson evaluation
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Opportunities for teacher-to-teacher collaboration
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