Syllabus 4 - the Center for Teaching Excellence!
Syllabus 4 - the Center for Teaching Excellence!
Syllabus 4 - the Center for Teaching Excellence!
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University of Hawai‘i<br />
Department of Second Language Studies<br />
SLS 730 K-12 Second Language Theory and <strong>Teaching</strong><br />
Fall 2010 Thursday 3-5:50<br />
Instructor: Kathryn A. Davis Office: Moore 555<br />
E-mail: kathrynd@hawaii.edu<br />
Office Hours: By appointment<br />
Course Description<br />
This seminar is designed to explore a range of ESL, EFL, and bilingual/multilingual policy,<br />
curriculum, and pedagogical <strong>the</strong>ories and methods to in<strong>for</strong>m primary and secondary school<br />
curriculum development and instruction. Readings, class discussions, and course projects will<br />
focus on <strong>the</strong> following questions:<br />
<br />
<br />
<br />
How do current schooling policies and structures relate to local educational, social, and<br />
economic needs? In particular, in what ways do current English language learner policies<br />
and programs reflect second language/bilingual learning needs across diverse<br />
populations? Are ESL and EFL students provided with <strong>the</strong> skills and knowledge needed<br />
in this current era of transnationalism and 21 st literacy? What is <strong>the</strong> potential and what<br />
are <strong>the</strong> obstacles <strong>for</strong> educational and economic advancement among all ELL/EFL<br />
students?<br />
In what ways can language-in-education policies and SL pedagogical practices best meet<br />
<strong>the</strong> needs of students within <strong>the</strong> particular countries and local communities of interest to<br />
course participants? Given <strong>the</strong> top-down and conserving tendencies of language-ineducation<br />
policy-making (Lin, 2006), how can teachers work within, outside, and/or<br />
challenge <strong>the</strong> system to support <strong>the</strong>ir students? In o<strong>the</strong>r words, how can second language<br />
learning/teaching <strong>the</strong>ories and methods effectively in<strong>for</strong>m socially and culturally situated<br />
schooling?<br />
In addition to reading about and discussing primary and secondary school second<br />
language teaching methods, <strong>for</strong> <strong>the</strong> final course project, participants will conduct<br />
preliminary investigations of language policies, student needs, and school practices in<br />
<strong>the</strong>ir particular country or community of interest. To engage in preliminary studies on <strong>the</strong><br />
above issues, <strong>the</strong> course includes readings/discussion on research methods appropriate to<br />
this exploration such as policy analysis, interviews, narratives, participant observation,<br />
and participatory action research.<br />
The readings and final project are intended to provide course participants with <strong>the</strong> ability to: 1)<br />
gain meta-awareness of how educational policies impact second language teaching and learning<br />
and 2) determine ways to meet students’ needs by putting <strong>the</strong>ory into practice within <strong>the</strong><br />
geographic, social, cultural, and economic lived spaces of <strong>the</strong>ir current and future students. .<br />
Course Readings:<br />
Course readings will be posted at Laulima or <strong>the</strong> source indicated in <strong>the</strong> Topics and Readings of<br />
<strong>the</strong> syllabus.
Course Topics and Assignments:<br />
We will be using Laulima not only to post announcements, readings, and assignments, but also to<br />
share ideas about readings and personal/professional experiences with second language K-12<br />
teaching. You’re required to post weekly reflections and discussion questions regarding readings<br />
and related topics and also respond to questions that will be posted by <strong>the</strong> instructor and<br />
classmates. These questions and exchanges on Laulima will <strong>for</strong>m <strong>the</strong> basis of class discussions.<br />
Each student is also asked to sign up to be discussion leader. Discussion leaders should include<br />
Laulima questions and provide additional questions and/or resources (e.g. Teacher YouTube,<br />
guest speakers, additional readings).<br />
As stated in <strong>the</strong> course description, in addition to reading about and discussing primary and<br />
secondary school second language teaching methods, <strong>for</strong> <strong>the</strong> final course project, participants will<br />
conduct preliminary investigations of language policies, student needs, and school practices in<br />
<strong>the</strong>ir particular country or community of interest. To engage in preliminary studies on <strong>the</strong> above<br />
issues, <strong>the</strong> course includes readings/discussion on research methods appropriate to this<br />
exploration such as policy analysis, interviews, narratives, participant observation, inquiry as<br />
stance, and participatory action research. You may additionally ei<strong>the</strong>r adapt or design curriculum<br />
to fit with your own situation (see examples below). Class members will periodically present<br />
<strong>the</strong>ir work-in-progress projects throughout <strong>the</strong> semester (see Course Topics and Readings).<br />
Inquiry Learning: Teacher and Student Research across Sociocultural Borders and<br />
Boundaries<br />
The course instructor is currently working on two projects that cross sociocultural, geographic,<br />
content area, and grade level borders and boundaries. These projects involve: 1) Hawai’i DOE<br />
in-service teacher courses, co-developed and taught with Hye-sun Cho and 2) a collaborative<br />
project with <strong>the</strong> School of Transborder Studies at Arizona State University and <strong>the</strong> Secretaría de<br />
Educación, Departamento para la Formacíon Docente (Teacher Education Department), Guerero,<br />
Mexico. Both projects are intended to help teachers develop research abilities through <strong>the</strong>ir own<br />
studies of local human and material resources (funds of knowledge) as well as in collaborative<br />
exploration of ways in which to develop age appropriate student inquiry abilities. Through<br />
project- and inquiry-based curriculum across grade levels and/or content areas, teachers help<br />
students explore issues of local and/or personal concern, especially as <strong>the</strong>se connect with global<br />
conditions. Some possible topics are economic and ecological sustainability, essential services<br />
(healthcare, education, clean water and sanitation); peace (<strong>the</strong> right of children to be safe from<br />
harm), and social equity issues (gender, race, religion, poverty). This inquiry approach can<br />
provide ELL, EFL, and bilingual students from kindergarten through secondary school with first<br />
and second language interactional/literacy skills while fostering critical thinking, knowledgebased,<br />
and technological abilities required <strong>for</strong> addressing individual, local and global 21 st century<br />
needs. Similar projects are currently being discussed with teacher educators in Japan and Taiwan.<br />
Note: Also see addendum <strong>for</strong> Standards and Objectives that currently guide curriculum<br />
development in most U.S. States.<br />
Developing Critical and Culturally Responsive English as a Second Language <strong>Teaching</strong><br />
Rosemary Henze, a professor at San José State University (SJSU) in Cali<strong>for</strong>nia, describes a<br />
collaborative project between SJSU and educators in Nicaragua as follows: The SJSU Puerta<br />
San José project staff have taken a critical and culturally responsive approach in which, toge<strong>the</strong>r<br />
with Nicaraguan colleagues, seek to ask and answer fundamental questions, including why (or if)<br />
English is needed, what kinds of English are needed, and what <strong>for</strong>ms curriculum and teacher<br />
2
preparation should take in order to provide <strong>the</strong> most relevant and culturally responsive program<br />
(Edge, 2006). These questions <strong>for</strong>m <strong>the</strong> basis of our evolving, multifaceted inquiry process, <strong>the</strong><br />
goal of which is to develop a model of EFL which honors social, linguistic, and cultural diversity<br />
while placing local teachers as leaders and decision makers over <strong>the</strong>ir own curriculum. This<br />
critical inquiry process is intertwined with action and a principled concern <strong>for</strong> equitable education<br />
that meets <strong>the</strong> educational and economic needs of all children.<br />
COURSE TOPICS AND READINGS<br />
Introduction<br />
August 26: Introduction<br />
1) Description and discussion of course purposes.<br />
2) Discussion of students’ interests and course content.<br />
Language Policy and Planning<br />
September 2: Language-in-Education Policies<br />
Garcia & Wiese (2009). Policy related to issues of diversity and literacy: Implications <strong>for</strong><br />
English learners. In Morrow, Rueda and Lapp (Eds.), Handbook of Research on Literacy and<br />
Diversity, pp. 32-54.<br />
Lin, A. & Man, E. (in press). The Context and Development of Language Policy and<br />
Knowledge Production in Universities in Hong Kong. In Davis, K. (Ed.) Critical Qualitative<br />
Research in Second Language Studies: Agency and Advocacy. In T. Osborn (Series Ed.).<br />
Contemporary Research in Education Series. Greenwich, CN: In<strong>for</strong>mation Age Publishing.<br />
September 9: Language-in-Education Planning<br />
Pupus and Discussion Leader: Andrew<br />
Lin, Angel , Wang, Wendy , Akamatsu, Nobuhiko and Riazi, A. Mehdi (2002) 'Appropriating<br />
English, Expanding Identities, and Re-Visioning <strong>the</strong> Field: From TESOL to <strong>Teaching</strong><br />
English <strong>for</strong> Glocalized Communication (TEGCOM)', Journal of Language, Identity &<br />
Education, 1: 4, 295 — 316. Note: Lin et al is an excellent example of narrative inquiry.<br />
Cochran-Smith, M. & Lytle, S. 2009. Inquiry as Stance: Practitioner Research <strong>for</strong> <strong>the</strong> Next<br />
Generation. Chapter 5: Inquiry as Stance: Ways Forward. New York: Teachers College<br />
Press.<br />
Guba, E. & Y Lincoln (2005). Basic Beliefs of Alternative Inquiry Paradigms. In<br />
N.K. Denzin and Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 195-<br />
199). Thousand Oaks: Sage Publications, Inc..<br />
3
Additional Resource:<br />
Hass and Gort (2009). Demanding More: Legal Standards and Best Practices <strong>for</strong> English<br />
Language Learners.<br />
September 16: No Class.<br />
Read and write reflections on <strong>the</strong> following readings. We’ll have a Question and<br />
Answer session with Kathy on <strong>the</strong>se readings September 27.<br />
Davis, K. (Forthcoming). Ethnographic Approaches to Second Language Acquisition. Amy<br />
Snyder Ohta (Ed) Social Interaction and Complexity Theory Approaches to SLA division of<br />
Carol Chapelle (General Ed.) Encyclopedia of Applied Linguistics. Wiley- Blackwell<br />
Publishers.<br />
St.Pierre, Elizabeth Adams and Roulston, Kathryn (2006). ‘The state of qualitative inquiry: a<br />
contested science', International Journal of Qualitative Studies in Education, 19: 6, 673 —<br />
684.<br />
TESOL Quarterly Critical Ethnography Guidelines<br />
September 23: Language Issues and Local Identities: Hawaiian and Pidgin<br />
Guest Speaker: Dr. Laiana Wong, School of Hawaiian Knowledge, UHM. Topic:<br />
Indigenous Languages and Language Varieties: The Hawai’i Case.<br />
Luke, Allan(2009) 'On Indigenous education', <strong>Teaching</strong> Education, 20: 1, 1 — 5.<br />
Maaka, M.J. (2004). E Kua Takoto te Manuka Tutahi: Decolonization, Self-determination,<br />
and Education. Educational Perspectives 37: 1, 3-13.<br />
Pidgin and Education by Da Pidgin Coup. http://www.hawaii.edu/sls/pidgin.html<br />
Wheeler, R. and Swords, R. Chapter 4. Codeswitching succeeds in teaching Standard English.<br />
Additional Resources:<br />
Smith, L. (2002). ‘Introduction’. Decolonizing Methodologies: Research and Indigenous<br />
Peoples (pp. 1-18). London & New York: Zed Books, Ltd.<br />
Smith, Linda Tuhiwai. (2006). 'Introduction', Transnationalism Special Issue. International<br />
Journal of Qualitative Studies in Education, 19: 5, 549— 552.<br />
Diversity, Equity, and SL Schooling Practices<br />
September 27: Language Issues and Models in Multicultural Situations.<br />
Question & Answer Session with Kathy on:<br />
4
Davis, K. (Forthcoming). Ethnographic Approaches to Second Language Acquisition. Amy<br />
Snyder Ohta (Ed) Social Interaction and Complexity Theory Approaches to SLA division of<br />
Carol Chapelle (General Ed.) Encyclopedia of Applied Linguistics. Wiley- Blackwell<br />
Publishers.<br />
St.Pierre, Elizabeth Adams and Roulston, Kathryn (2006). ‘The state of qualitative inquiry: a<br />
contested science', International Journal of Qualitative Studies in Education, 19: 6, 673 —<br />
684<br />
TESOL Quarterly Critical Ethnography Guidelines<br />
Pupus and Discussion Leader: Thuy<br />
Minami, M. and Ovando, C. (2004). Language Issues in Multicultural Situations. In Banks,<br />
J. & C. Banks. Handbook of Research on Multicultural Education. San Francisco: Jossey<br />
Bass.<br />
Davis, K., Cho, H., Ishida, M., Soria, J., & Bazzi, S. (2005). “It’s Our Kuleana”: A Critical<br />
Participatory Approach to Language Minority Education. In L. Pease-Alvarez and S. R.<br />
Schecter (Eds.) Learning, <strong>Teaching</strong>, and Community (pp. 3-25). Mahway, NJ: Lawrence<br />
Erlbaum Associates, Inc..<br />
Students Trans<strong>for</strong>ming School DVD documentary of “It’s Our Kuleana” chapter. Will be<br />
shown in class.<br />
September 29: Globalization and Decolonization<br />
Pupus and Discussion Leader: Jin & Jae<br />
Kennelly, Jacqueline , Poyntz, Stuart and Ugor, Paul(2009) 'Special Issue Introduction:<br />
Youth, Cultural Politics, and New Social Spaces in an Era of Globalization', Review of<br />
Education, Pedagogy, and Cultural Studies, 31: 4, 255 — 269<br />
Rhee, Jeong-eun and Sharon Subreenduth. (2006). Introduction. De/colonizing education:<br />
Examining transnational localities. International Journal of Qualitative Studies in Education.<br />
Vol. 19, No. 5, September–October 2006, pp. 545–548.<br />
Gilbert, Jane. (2010). Equality and Difference: Schooling and social democracy in <strong>the</strong> 21 st<br />
century? Critical Literacy: Theories and Practices. Vol 4:1, 66-77.<br />
Assignment: Work in Progress presentation of projects.<br />
October 7: Localization: Issues of Social Class and School Knowledge<br />
Pupus and Discussion Leader________________________________________________<br />
Luke, Allan. (2010). Documenting Reproduction and Inequality: Revisiting Jean Anyon’s<br />
“Social Class and School Knowledge”. Curriculum Inquiry, 40:1, pp 167-182.<br />
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Portes, Pedro and Spencer Salas (2009). Poverty and Its Relation to Development and<br />
Literacy. In Lesley Morrow, Robert Rueda, Diane Lapp (eds.) Handbook of research on<br />
Literacy and Diversty. N.Y.: The Guil<strong>for</strong>d Press.<br />
Additional Resource:<br />
Bloom, Leslie (2010). Global Perspectives on Poverty Research <strong>for</strong> Social Justice.<br />
International Journal of Qualitatve Studies in Education, 22:3, 253-261.<br />
October 14: Diversity and Schooling Practices<br />
Pupus and Discussion Leader: Mike M.<br />
Nieto, S. (2002). ‘We Speak many tongues: Language diversity and multicultural education.<br />
Language, Culture, and <strong>Teaching</strong>: Critical Perspectives <strong>for</strong> a New Century. Mahway, NJ:<br />
Lawrence Erlbaum Associates.<br />
Readence, J. E., Bean, T. W. & Baldwin, R. S. (2005). Language, culture, diversity, and <strong>the</strong><br />
reading/writing process. In P. A. Richard-Amato & M. A. Snow (Eds.), Academic success <strong>for</strong><br />
English language learners: Strategies <strong>for</strong> K-12 mainstream teachers. pp. 150-173.<br />
Additional Resources:<br />
Moll et al. (1992). Funds of knowledge <strong>for</strong> teaching. Theory into Practice, Vol. 31,<br />
No. 2, pp. 132-141.<br />
Haneda, M. (2006). 'Becoming Literate in a Second Language: Connecting Home,<br />
Community, and School Literacy Practices', Theory Into Practice, 45: 4, 337 — 345<br />
Gorski, P. (2005 ). 25 websites <strong>for</strong> educational equity. Multicultural Perspectives, 7(3), 24–27.<br />
Classroom activities <strong>for</strong> multicultural awareness:<br />
http://www.edchange.org/multicultural/teachers.html<br />
Multicultural education Internet Resources: http://jan.ucc.nau.edu/~jar/Multi.html<br />
October 21: Languages and Literacies across <strong>the</strong> Curriculum (1)<br />
Pupus and Discussion Leader:_________________________________________________<br />
McLean, Boling, and Rowsell (2009). Engaging diverse students in multiple literacies in and<br />
out of school. In Lesley Mandel Morrow PhD (Editor), Robert Rueda Phd (Editor), Diane<br />
Lapp EdD (Editors), Handbook of Research on Literacy and Diversity<br />
N.Y.: The Guil<strong>for</strong>d Press.<br />
Subedi, Binaya & Daza, Stephanie (2008). The possibilities of postcolonial praxis in<br />
education. Race, Ethnicity and Education. Vol. 11, No. 1, 1-10.<br />
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Angrosino, M. (2008). Recontextualizing observation: Ethnography, pedagogy, and <strong>the</strong><br />
prospects <strong>for</strong> a progressive political agenda. In Denzin & Lincoln (Eds.) Collecting and<br />
Interpreting Qualitative Materials. L.A.: Sage Publishers.<br />
Additional Resources:<br />
Rowsell, J. (2006) Chapter 4. Funds of knowledge and culture. In Rowsell (2006), Family<br />
Literacy Experiences: Creating Reading and Writing Opportunities That Support Learning.<br />
Markham: Pembroke Publishers.<br />
Larson, J. (2006) Multiple literacies, curriculum, and instruction in early childhood and<br />
elementary school, Theory into Practice, 45(4), 319-329.<br />
Schwinge, D. (2008). Conceptualizing biliteracy within bilingual programs. In J. Cummins<br />
and N. H. Hornberger (eds.), Encyclopedia of Language and Education (2 nd edition), Vol. 5:<br />
Bilingual education, pp. 51-63.<br />
August, D., Shanahan, T. and Escamilla, K. (2009). English Language Learners: Developing<br />
Literacy in Second-Language Learners—Report of <strong>the</strong> National Literacy Panel on Language-<br />
Minority Children and Youth, Journal of Literacy Research, 41(4), 432-452.<br />
October 28: Languages and Literacies across <strong>the</strong> Curriculum (2)<br />
Pupus and Discussion Leader________________________________________________<br />
Verplaetse, L. S. (2008). Developing academic language through an abundance of interaction.<br />
In Verplaetse, L. S. & Migliacci, N. (Eds.), Inclusive pedagogy <strong>for</strong> English language<br />
learners: A handbook of research-in<strong>for</strong>med practices, pp. 167-180. New York: Lawrence<br />
Erlbaum.<br />
Gutierrez, K. & Lee, C. (2009). Robust in<strong>for</strong>mal learning environment <strong>for</strong> youth from<br />
nondominant groups: Implications <strong>for</strong> literacy learning in <strong>for</strong>mal schooling. In Lesley<br />
Mandel Morrow PhD (Editor), Robert Rueda Phd (Editor), Diane Lapp EdD (Editor),<br />
Handbook of Research on Literacy and Diversity N.Y.: The Guil<strong>for</strong>d Press.<br />
Chase, S. (2008). Narrative Inquiry: Multiple Lenses, Approaches, Voices. In Denzin &<br />
Lincoln (Eds.) Collecting and Interpreting Qualitative Materials. L.A.: Sage Publishers.<br />
Additional Resources:<br />
Short, D. and Echevarria, J. (n.d.) Teacher skills to support English language learners (a brief<br />
description of SIOP Models)<br />
Ovando, C., Combs, M. C., and V. P. Collier (2006). (4 th edition) Bilingual and ESL<br />
classrooms: <strong>Teaching</strong> in multicultural contexts. Chapter 6 Ma<strong>the</strong>matics and Science.<br />
NY: McGraw-Hill.<br />
November 4: Diversity and Academic Language and Literacies (1)<br />
Pupus and Discussion Leader________________________________________________<br />
7
Echevarria, J. & Graves, A. (2005). Curriculum Adaptations. In P. A. Richard-Amato<br />
& M. A. Snow (Eds.), Academic success <strong>for</strong> English language learners: Strategies<br />
<strong>for</strong> K-12 mainstream teachers. pp. 224-247.<br />
McGoarty, M. & Calderon, M. (2005). Cooperative learning <strong>for</strong> second Language Learners:<br />
Models, applications and challenges. pp. 174-194. In P. Richard-Amato, and M. Snow (eds.).<br />
Academic success <strong>for</strong> English language learners, pp. 174-196.<br />
Additional Resources<br />
Gibbons, P. (2009). Ch. 4 Engaging with academic literacy: Examples of classroom activities.<br />
(pp. 58-79). English Learners Academic Literacy and Thinking: Learning in <strong>the</strong> Challenge<br />
Zone. Portsmouth, NH: Heinemann.<br />
Gibbons, P. (2009). Ch. 5 Building bridges to text. (pp. 80-105). English Learners Academic<br />
Literacy and Thinking: Learning in <strong>the</strong> Challenge Zone. Portsmouth, NH: Heinemann.<br />
Assignment: Work in Progress presentation of projects.<br />
November 11: Week 8 Diversity and Academic English (2)<br />
Pupus and Discussion Leader________________________________________________<br />
Leu, D. et al. (2005). Developing New Literacies Among Multilingual Learners in <strong>the</strong><br />
Elementary Grades. Working paper. University of Connecticut.<br />
McDaniel, C. (2004). Critical literacy: A questioning stance and <strong>the</strong> possibility <strong>for</strong> change.<br />
The Reading Teacher, Vol. 57(5), pp. 472-481.<br />
Appadurai, A. (2006). The Right to Research. Globalization, Societies and Education, Vol.<br />
4, No. 2, pp. 167-177.<br />
Additional Resources<br />
Gibbons, P. (2009). Ch. 6 Scaffolding EL learners to be successful writers. In Gibbons, P.<br />
English Learners Academic Literacy and Thinking: Learning in <strong>the</strong> Challenge Zone. pp.<br />
106-129. Portsmouth, NH: Heinemann.<br />
Cooper and White (2008). Critical literacy <strong>for</strong> school improvement: an action research project.<br />
Improving Schools, 11(2), 101-113.<br />
Comber, B. Thomson, P. & Wells, M. (2001). Critical Literacy Finds a "Place": Writing and<br />
Social Action in a Low-Income Australian Grade 2/3 Classroom. The Elementary School<br />
Journal, Vol. 101(4), 451-464.<br />
November 25: Thanksgiving Week<br />
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December 2: Participatory Action Research as Pedgogical Approach<br />
Pupus and Discussion Leader________________________________________________<br />
Morrell, Ernest (2008). Six summers of YPAR: Learning, action, and change in<br />
urban education. In J. Cammarota & M. Fine (Eds.) Revolutionizing Education:<br />
Youth Participatory Action Research in Motion. NY: Routledge.<br />
Fontana & Frey (2008). The Interview: From Neutral Stance to Political Involvement. In<br />
Denzin & Lincoln (Eds.) Collecting and Interpreting Qualitative Materials. L.A.: Sage<br />
Publishers.<br />
Additional Resource:<br />
Vasquez, V. (2004). Ch. 2. Getting started. In Vasquez, V. (2004), Negotiating critical<br />
literacies with young children.. Mahwah, N.J.: Lawrence Erlbaum Assoc.<br />
Assignment: Work in Progress presentation of projects.<br />
December 9: Assessment <strong>for</strong> Diverse Students and Course Evaluation<br />
Pupus and Discussion Leader________________________________________________<br />
Alvermann, D. E. & Phelps, S. F. (2005). Assessment of students. In P. A. Richard-Amato &<br />
M. A. Snow (Eds.), Academic success <strong>for</strong> English language learners: Strategies <strong>for</strong> K-12<br />
mainstream teachers. pp. 311-341.<br />
Falk, B. (2005). Possibilities and problems of a standards-based approach: The good, <strong>the</strong> bad<br />
and <strong>the</strong> ugly. In P. A. Richard-Amato & M. A. Snow (Eds.), Academic success <strong>for</strong> English<br />
language learners: Strategies <strong>for</strong> K-12 mainstream teachers. pp. 342-362.<br />
WestEd. (2002). Understanding young readers: The role of early literacy assessment.<br />
Course Evaluations<br />
Final Project Due December 16<br />
DOE Standards and Objectives<br />
Common Core State Standards <strong>for</strong> English Language Learners.<br />
These standards intend to guide teachers in providing a facilitative environment in which ELLs<br />
can succeed in school by having access to:<br />
<br />
<br />
<br />
Teachers and personnel at <strong>the</strong> school and district levels who are well prepared and<br />
qualified to support ELLs while taking advantage of <strong>the</strong> many strengths and skills <strong>the</strong>y<br />
bring to <strong>the</strong> classroom;<br />
Literacy-rich school environments where students are immersed in a variety of language<br />
experiences;<br />
Instruction that develops foundational skills in English and enables ELLs to participate<br />
fully in grade-level coursework;<br />
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Coursework that prepares ELLs <strong>for</strong> postsecondary education or <strong>the</strong> workplace, yet is<br />
made comprehensible <strong>for</strong> students learning content in a second language (through<br />
specific pedagogical techniques and additional resources);<br />
Opportunities <strong>for</strong> classroom discourse and interaction that are well-designed to enable<br />
ELLs to develop communicative strengths in language arts;<br />
Ongoing assessment and feedback to guide learning;<br />
Speakers of English who know <strong>the</strong> language well enough to provide ELLs with models<br />
and support.<br />
Literacy <strong>for</strong> Learning<br />
Literacy <strong>for</strong> learning objectives foster teacher use of evidence-based “best practices”, assessment<br />
strategies, and school, home and community partnerships through drawing on <strong>the</strong> “<strong>the</strong>ory-intopractice”<br />
literature developed by national leaders in K-12 English Language Learner and literacy<br />
education <strong>for</strong> all students. These objectives include <strong>the</strong> following:<br />
<br />
<br />
<br />
<br />
Integration of learning through literacy:<br />
o Connects reading, writing, talking, listening and thinking<br />
o Connects to all content areas and everyday life<br />
Student develops higher order thinking skills in terms of:<br />
o Formulating ideas<br />
o Solving problems<br />
o Making meaning<br />
o Deeper and more discerning understanding of text<br />
Teacher provides differentiated instruction through:<br />
o Use of different texts<br />
o Different supports depending on learning needs<br />
Teacher creates a community of learners<br />
o Collaborative learning experience<br />
o Multicultural values development<br />
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