Course Description

This practicum is designed to accompany the Curriculum and Materials component of the ESOL Endorsement series. Teachers in this course will: review a portion of the content of ESOL staff development in their school district; evaluate TEACH Content Video 2, “Curriculum and Materials;” conduct Internet-based research on staff development in ESOL curriculum; plan, organize, and deliver (if possible) staff development training to teachers in their districts. Students will select one or more specific areas from the ESOL Curriculum and Materials syllabus that interest them: program models for language minority students, literacy training (both initial literacy and literacy for students with limited formal schooling), CALLA (or other) learning strategy instruction, or another area approved by the course instructor.

Evaluation

Because this class has few class meetings, attendance at all meetings is mandatory. Students who miss class will drop one letter grade from their final grade.

Course grade will be based on the following:

• Informed participation in class meetings (10%)
• Informed electronic participation (10%)
• Research reports &endash; electronic (10%)
• Evaluation of TEACH content video, “Curriculum and Materials” (10%)
• Review of Marion County ESOL staff development (30%)
• Staff development presentation (30%)

Required Text

Collier, V. P., (1995). Promoting Academic Success for ESLStudents. Elizabeth, NJ: NJTESOL-BE.

Reading List for all Students

Crandall, J., Spanos, G., Christian, D., Simich-Dudgeon, C., Willetts, K. (1987). Integrating language and content instruction for language minority students. Teacher Resource Guide Series, NCBE.

Galbraith, P. & Anstrom,K. (1995). Peer coaching: an effective staff development model for educators of linguistically and culturally diverse students. In: Directions in Language NCBE, v. 1, no. 3.

Hamayan, E. V. (1990). Preparing mainstream classroom teachers to teach potentially English proficient students. In: Proceedings of the First Research Symposium on Limited English Proficient Student Issues. OBEMLA.

Pierce, L. V. (1987). Language and content-area instruction for secondary LEP students with limited formal schooling: language arts and social studies. In: Teacher Resource Guide Series, no. 3, NCBE.

Simich-Dudgeon, C. (1989). English literacy development: approaches and strategies that work with limited English proficient children and adults. In: NCBE Focus: Occasional Papers in Bilingual Education.

Specialized Readings

Anstrom, K. (1999). Preparing secondary education teachers to work with English language learners: social studies. In: NCBE Resource Collection Series, No. 13.

Corasaniti, D. T. &Cuevas, G. J. (1992). Preparing secondary education teachers to work with English language learners: mathematics. In: The Journal of Educational Issues of Language Minority Students, 13.

Klinger, J. K. & Vaughn,S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. In: The Elementary School Journal. Vol. 96, (3).

Rosebery, A. S. &Warren, B. & Conant, F. r. (1992). Appropriating scientific discourse: findings from language minority classrooms. National Center for Research on Cultural Diversity and Second Language Learning.

Secada, W. & Carey, D.A. (1989). Innovative Strategies for teaching mathematics to LEP students. In: NCBE Program Guide Series, No. 10.