Instructor

Luis Quesada

Office

 

Phone

(305) 237-8753

e-mail

  lquesada@mdc.edu 

Textbook

Reading, Writing and Learning in ESL

 Suzanne F. Peregoy & Owen F. Boyle

        

 

 

 

Welcome to The TSL 4140 Curriculum and Materials Class 

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.

 

 

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.

 

 

Course Prefix & Number

 TSL 4140

Credit Hours

 Three (3)

Prerequisites

 TSL 3740, Second Language Acquisition

Date & Time

 3/03 (Summer 2004) May 10-June 18, 2004

Professor,

Dr. Luis M. Quesada,

MDC Tel.

(305) 237-8753

e-mail

 Lquesada@mdc&edu

 

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:

 

  1. Basic interpersonal communication skills (BICS) and

  2. Cognitive academic language proficiency (CALP) as they apply to the ESOL curriculum by:

 

Ø       Selecting and developing appropriate ESOL content according to students' level of proficiency in listening;

Ø       Selecting and developing appropriate ESOL content according to students' level of proficiency in speaking;

Ø       Selecting and developing appropriate ESOL content according to students' level of proficiency in reading; and,

Ø       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:

  1. 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:

 

  1. Identifying state-adopted ESOL curricular materials;

  2. Demonstrating the ability to evaluate and select appropriate instructional materials for specific ESOL proficiency levels;

  3. Identifying characteristics unique to the evaluation of an ESOL text;

  4. Identifying appropriate instructional equipment for ESOL lessons (e.g., language masters, filmstrips, videocassettes, audiocassettes, computers, etc;

  5. Identifying characteristics to be considered when selecting print media for ESOL classes; and,

  6. 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:

 

  1. Identifying various ESOL programmatic models, such as pull-out and immersion;

  2. Adapting items from school curricula to cultural and linguistic differences; and,

  3. 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:

 

  1. Identifying culture-specific features of content curricula;

  2. Distinguishing between ESOL and English language arts curricula;

  3. Listing examples of real media that are designed to teacher ESOL students; and,

  4. 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:

  1. 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.

 

  1. 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:

 

100- 90

A

89- 70

B

79-60

C

69-50

D (Repeat Course)

59 and below

F (Repeat Course)

 

A grade of I (incomplete) can be assigned only under the following conditions.

  1. The student requests the grade of incomplete.

  2. The student bas completed all exams up to that time with the possible exception of the last unit exam and/or the final exam.

  3. The student has completed all assignments up to that time.

  4. The student has at least a C average up to that time.

  5. The circumstances that prevent the student from completing the course by the end of the term must be extenuating and documented.

  6. 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:

 

Chapter Assignments:

10%

Content-based Unit Design Unit Plan:

10%

Participation and attendance:

10%

Chapter Tests

(or any other unannounced tests)

70%

Total

100%

 

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

·        The text(s)/sources the unit is based on

·        all teacher and student materials to be used (handouts, overheads, manipulatives, etc.), content objectives,

·        language objectives,

·        learning strategies objectives, and

·        methods for teacher-to-teacher and

·        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:

 

 

 

3 Good

2 Fail

1 Lacking

Learning strategies addressed

 

 

 

Language concerns addressed

 

 

 

Content difficulties addressed

 

 

 

Quality, relevance, and interest of home assignment

 

 

 

Quality, relevance, and interest of tapping prior knowledge

 

 

 

Quality, relevance, and interest of the lesson presentation

 

 

 

Quality, relevance, and interest of the lesson practice

 

 

 

Quality, relevance, and interest of the lesson expansion

 

 

 

Quality, relevance, and interest of the lesson evaluation

 

 

 

Opportunities for teacher-to-teacher collaboration