Stanford University

Education 376

Methodology of Bilingual, English Language Development and Content Instruction

Winter, 2001

Instructors: Kenji Hakuta, Elsa Schirling, Susan Baker, Lydia Stack

Course Description:

This course is intended for inservice teachers pursuing a CLAD Credential. The course is designed to provide participants with an overview of English language development methodologies. Students will examine and analyze factors that affect the achievement of language minority students in the United States. Students are viewed as "experts" with a variety of experiences and knowledge in teaching and of current research, thus active participation and input is highly valued and encouraged. This course will respond to the ongoing needs of the students; the syllabus will be modified on an on-going basis.

Course Objectives:

  1. Participants will develop the ability to discuss in a critical manner English language development issues for language minority children.
  2. Participants will examine their own knowledge about and attitudes toward language issues involving the education of minority language children.
  3. Participants will develop a set of tools to access research/resources and to relate these to practice within the classroom.

Course Evaluation:

  1. Class attendance and active participation based on readings and observations in own classroom
  2. Teamwork
  3. Reading Responses- You will be required to turn in reading responses, comprehensive of the reading you have done for the course at each due date (listed in the syllabus outline below). The responses should reflect your own reactions to the articles, given your previous experience and your own observations in your classroom. Your grasp of the content of the articles, however, should be obvious to us as we read your response. You will also be responsible for responding to other students’ responses. Your response to responses should be no less than half a page long. The second week of class you will receive training on how to post responses on the course website.
  4. Final Project: ELD Lesson Sequence based on SFUSD ELD Standards (To be explained in class)

Requirements:

  1. Attendance: The CCTC requires 30 hours of contact time. We have cut this down to the bare minimum in our class, therefore, there are no unexcused absences. Call or e-mail if you have an emergency and cannot attend class.
  2. Timely completion of readings and written assignments.
  3. Participation in class discussions.
  4. Oral and written presentations of high quality in form and content.
  5. Policy on incompletes:
    Unless student can demonstrate extreme or unusual circumstances prohibiting completion of work on time, there will be no allowance made for incompletes.

Course Text(s):

H. Douglas Brown, Principles of Teaching: An Interactive Approach to Language Pedagogy. White Plains, NY: Longman.

Course Reader

Additional Handouts

 

Week

Class Activity

Readings due that week

Assignments due that week

Week 1

1/10

Wed.
  • Interactive lecture: Kenji Hakuta: Principles of second language learning and teaching
  • Ground rules of on-line learning community (TS).
  • KWHL

None

None
Week 2

1/17

Wed.

  • Interactive lecture: Kenji Hakuta: Assessment and ELLs
  • Teachscape (TS) platform training
  1. Reader: Article on assessment
  2. Brown: Chs. 1, 2
  1. Post on TS website personal biography including reflection on personal teaching principles (details to be discussed in class)

 

Week 3

1/23

TUESDAY

  • View and discuss videos of Program Models (Dual Immersion, Bilingual classrooms)
  • Further exploration on TS website, especially address teacher reflection of own practice from bilingual chapter from literacy case.
  1. Reader: Bartolome’s "Beyond the Methods Fetish: Toward a Humanizing Pedagogy"
  1. Threaded Discussion (TD): Personal response to Bartolome article
  2. (TD): Respond to one other TD student response
Week 4

1/31

Wed.

  • Interactive lecture: Lydia Stack: Writers’ Workshop
  1. Handouts: Materials from Lydia Stack
    1. (TD): Personal response to Lydia Stack’s interactive lecture - Q: How would you adapt the information for your own classroom/ELL student make-up?
    2. Respond to one other TD student response
Week 5

2/7

Wed.

  • Interactive Demonstration: Elsa Schirling and Sue Baker: Methods for Teaching Listening Skills
  • Explanation of final project
  1. Brown: Ch. 14

1. (TD): Observe and list the listening skills that students need to be successful in your own classroom
Week 6

2/14

Wed.

  • Interactive Demonstration: Elsa Schirling and Sue Baker:

Methods for Teaching Speaking Skills
    1. Brown: Ch. 15
    1. (TD): Observe and list the speaking skills that students need to be successful in your own classroom
    2. Post final project outline on TS website (details to be provided in class)
Week 7

2/21

Wed.

  • Interactive Demonstration: Elsa Schirling and Sue Baker:

Methods for Teaching Reading Skills-

    1. Brown: Ch. 16

1. (TD): Observe and list the reading skills that students need to be successful in your own classroom
Week 8

2/28

Wed.

  • Interactive Demonstration: Elsa Schirling and Sue Baker: Methods for Teaching Writing Skills
  • Instructions for next week’s peer review
  1. Brown: Ch. 17
    1. (TD): Observe and list the writing skills that students need to be successful in your own classroom
    2. Post final project draft on TS website
    3. On-line peer review of another student/s final project draft
Week 9

3/7

Wed.

  • Peer review of draft of Lesson Sequence (final project)
  1. Work on final project draft
  1. Post final project draft on TS website
  2. On-line peer review of another student/s final project draft. Respond in detail to another student/s draft (details to be provided in class)
Week 10

3/14

Wed.

  • Portfolio presentation of final project
  • Course review, a look ahead
  • Course evaluation
  1. Work on final project

1. Post final project on TS website