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University of New Mexico

College of Education

LLSS 315* Educating Linguistically Diverse Students

FALL 2008 | Section 450 | 3cr. hrs. | Rm#: UC-221

Thursdays 1-4pm | Burlington Annex on 30th Street

Instructor, Dr. Frances Vitali

505.566.3480 (unm) | 505.324.0894 (home) |  505.330.1536 (cell)

Office: #233 Burlington Annex

Office Hours: One hour before and after class or by appointment


Course Blog at

Class Collection Webpages at




                Mission Statement:  College of Education

                The vision of the college of Education:  Excellence and diversity through people, ideas, and       innovation.


                Our mission is the study & practice of education through teaching, research, & service. We

                *              address critical education issues;

                *              test new ideas and approaches to teaching and learning; and

                *              educate professionals who can

                *              facilitate human growth and development in schools, homes, communities and workplaces;

                *              prepare students for participation in a complex and challenging society.


                In carrying out our mission, we value

                *              excellence in all that we do;

                *              diversity of people and perspective;

                *              relationships of service, accountability, collaboration, and advocacy;

                *              the discovery, discussion, and dissemination of ideas; and

                *              innovation in teaching, technology, and leadership.




“The stories we tell not only explain things to others, they explain them to ourselves.”

(Donald Norman)

“A man’s reach must exceed his grasp or what’s a metaphor?” (Robert Browning in McLuhan, M. Understanding Media: the extensions of man, 1994, p. 85)



Course Description

This course familiarizes students with history, theory, practice, culture, politics of second language pedagogy and orality and literacy.  Students will gain an understanding of effective teaching methods and cultural sensitivity for working with linguistically diverse students.

                Rationale: Most classrooms are comprised of uniquely diverse learners on all levels, including linguistically and culturally. As educators, we must learn to be flexible in our thinking, teaching and learning to address, respect, celebrate, and support the richness and complexity of the children we teach.

                Instructional Strategies: Students and instructor will engage in the following ongoing collegial learning interactions: reflective writing; guided reading, reciprocal learning, reflection/communication blog, authentic learning, individual conferences, and cooperative and collaborative activities/projects, Literature Circles, Chautauqua.


Responsibilities (see entry-level Language Arts competencies expanded below)

  • Integrate the New Mexico State Competencies for Entry-Level Language Arts Teachers into course content.
  • Be professional at all times – in class and in the field. A. 1(a), 3; B. 2,4; C. 2(c), 4(g)
  • Be receptive to feedback, being reflective while participating in an academic learning community. E. 1(a)(c), 2(b)
  • Engage in collaborating and entering into professional learning opportunities with educators, students, parents, administrators, support staff working with linguistically diverse children. D. 3; F. 2(c)(iv)
  • Conduct and present assignments and projects with professional dispositions and ethical manner sufficiently prepared. G. 1(a), 2(b)(c), 3(a)
  • Take ownership of learning, remembering that learning is fun. If you approach your own learning motivated intrinsically by your natural curiosity and enthusiasm, your own students will reflect this quality of learning experience also.


Textbook–Available at SJC Bookstore

                Zainuddin, (2007). Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream   Classrooms. Dubuque, Iowa: Kendall/Hunt  (ISBN: 0-7872-9664-3)


Other Materials:

                Online COURSE BLOG at


Select and secure (via online or bookstore) one of the following books for Literature Circle Dialogue:

  • Mazer, Anne (ed.). Multicultural Streets by
  • Carlson, Lori Marie (ed.). Moccasin Thunder: American Indian Stories for Today, edited by (HarperCollins, 2005). An anthology collection of short stories about contemporary Native American teenagers.
  • Gallo, Donald (ed). Join In: Multiethnic Stories,


Additional Materials/Resources

·          Additional Articles may be provided by instructor and students.

                Supplemental Sources:

·          NCREL Educating Teachers for Diversity (

·          PRIME TIME (

·          River of Words Poetry Contest (

·          Office of English Language Acquisition (

·          Storytelling Festival ( (Oct. 9-11)

·          IRA NCTE Read/Write/Think/Lessons (

·          FREE San Juan College Calendar of Events | Sept. 23-Jack Thorp’s Songs of Cowboys-7pm SJC Little Theater |

October 25-Chautauqua Series-J. Rankin-7pm SJC Rms. #9006-9008 | Oct. 10, 11, 17, 18-7:30pm & Oct. 12-2:30pm Oscar Wilde’s comedy The Importance of Being Earnest in SJC Little Theater

·          NM Endowment for the Humanities (NMEH) (

·          NMEH Chautauqua Characters

·          Veteran History Project: The War by Ken Burns  (

·          Veteran History Project Interview Kit (

·          Prospective Guests: Laura McClenny, Vickie Bruno, Kristine Ashworrth, New Mexico Endowment for the Humanities (NMEH), FMS Bilingual Education Department   


Course Learning Invitations and Expectations (Assignments, projects, activities)

àRead course blog regularly as a communication tool and post reflections when assigned at


àRead your email regularly for course updates, reminders and communication in between sessions.

àPost reflections on our class blog page at as needed.

àEach session, we will take turns highlighting the events of the session and posting them to the course blog page under   


àCreate your own webpage including philosophy of education and diversity on free webhosting. Your webpage

     will house most of your assignments and reflections.

àWork with Apache School students on family history project on specified Thursdays during course sessions and outside of 

     class. Participate in a Family Oral History Collaboration Project with students sharing along side them in writing conferences

     - writing, editing, reading, and storytelling culminating in an AUTHOR’S CHAIR presentation for family members, including book making and anthology collection.

àRead, reflect and discuss course text chapter content and issues with peers and guest visitors.

àParticipate in whole, group and individual classroom activities/projects:

                àà FACILITATE Book Talks (Literature Circles) in discussing issues and text chapter content.

àWriting Group conferences will be regularly held to share, edit, revise and refine family stories and writing pieces.

àParticipate in Midterm & Final conferences. Midterm and Final Assessments will be posted on your webpages.

àMaintain Weekly Practicum Observations of work with Apache School students-lesson planning, progress, differentiating instruction, process writing, writing conferences, documenting and evaluating progress.

àMaintain your webpage regularly updating and posting consistently in timely manner throughout semester.



                    Midterm and final individual conferences will be held.



Exemplary completion of all Learning Invitations with adherence to all timelines. Evidence of significant development across the five dimensions of learning and course strands.


Satisfactory completion of all Learning Invitations. Evidence of acceptable development across the five dimensions of learning and course strands.





Attendance Policy

Attendance is required for each class session. Arrive on time to allow classes to begin (and end) at their scheduled times.  Attendance is a crucial and considered your professional responsibility.  Communication with instructor via email, phone or in person is considered proper professional and respectful etiquette. Lateness and leaving early are considered serious interferences with your progress in this class. Thus, you should come to all classes well prepared to assume an active and thoughtful role in the scheduled activities by having read all required readings and completed all class assignments. Attending all classes is for your benefit to fully experience and appreciate the world of children's literature. And further more, we will miss you and your contributions during our time together.


Please rearrange work and appointment schedules so that you can attend each session.

If you are absent more than two times this semester, you can be dropped from the course.

“The reporting of absences does not relieve the student of responsibility for missed assignment, exams, etc.  The student is required to take the initiative in arranging to make up missed work, and it is expected that faculty will cooperate with the student in reasonable arrangements in this regard” (UNM Pathfinder).

It is responsible and respectful to contact instructor or leave message with Dawn in the UNM office if you are going to be late or absent from class. It is also your responsibility to check in with the instructor and consult with a class peer after the missed class for all makes up work.


Silence cell phones out of respect for all learners.

We will observe European etiquette of cell phone use (including texting). Cell phones should be turned off during class to avoid disrupting the   flow of communication & learning for colleagues. Please take care of phone calls before or after class. If you are expecting a necessary call during seminar, please inform instructor before session.

Peter Post of the Emily Post Institute and author of The Etiquette Advantage in Business highlights the tenets of good cell phone etiquette in public settings:

  • If your cell may be bothersome to those around you, do not use it
  • Put your cell on vibrate or turn it off as a courtesy to others
  • If you are expecting a critical phone call, inform instructor prior to seminar
  • If your cell phone does go off, quickly open and close it.
  • Above all, in encouraging an optimum learning environment we all contribute to being considerate, respectful and honest of ourselves and others.

Source: Wollman, D. (2008). Expert: cell phone etiquette 101. Retrieved August 14, 2008. Available at


Accommodation Statement

                The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for a reasonable accommodation of their disabilities. If you have a disability requiring accommodation, please contact the instructor as soon as possible to make arrangements.


Plagiarism Statement

                Plagiarism is the presentation as original work by a writer of ideas, words, or thoughts belonging to someone else. You must provide a reference not indicating the source of any specific words borrowed from another source. Any project containing incidents of plagiarism will receive no credit or grade. Plagiarism is a serious offense in any college course and can lead to failure in that course or expulsion from UNM.


Accreditation Information

                The College of Education is an NCATE accredited institution.  NCATE stands for “National Counsel for Accreditation of Teacher Education” (  All COE courses address specific NCATE and professional society guidelines and support the College of Education’s Vision, Mission and Conceptual Framework.  I encourage you to learn about and spend some time thinking about the College of Education’s Vision and Mission Statements. 


LLSS 315        FALL 2008

Tentative Course Schedule


Introduction: Culture (Customs, Beliefs, Language), I Am From Poem & Nacirema

BARNGA- Reflections post to blog at


Course TEXT: PART I Multicultural Issues (chapters 1-8)

Vocabulary: negative cultural diversity, stereotype,sociotyping, assimilation, acculturation, deep & surface culture, ethnocentrism, high-involvement, high-considerateness, low-context, high-context cultures, field-dependent, field-independent learners, RECONCEPTUALIST

DOWNLOAD Course Syllabus from


(Sept. 4) SJC SMART LAB Computer Lab-Set up webpage sections & Email your tripod webpage URL to me at

Create webpages to maintain throughout semester as your intellectual property

Family Oral History Collaboration Project Overview

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)

See Resource: Creating Family Timelines (

Webpage entries: I AM FROM poem



Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

Course TEXT: PART IV Instruction of ESL Learners (chapters 14-18) - Literature Circle group dialogue

Vocabulary: Process Writing, Observations, Language Functions, Anecdotal Observations, SOLOM, Strategies & Skills, Six Traits

Literature Circles-Harvey Daniels

Webpage entries: Practicum observations/reflections, family story draft

PRACTICUM: Drafts writing group & writing Conferences

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)

STORTYTELLING FESTIVAL, Oct. 9-11              



Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

October 9 Midterm Conferences (complete your written five dimensions and four strands midterm summary and evaluation and post to your webpage)

TEXT: PART III: Principles & Practices (chapters 12-13) - Literature Circle group dialogue

Vocabulary: Integrated Language Approaches: Experiential, Content-Based, Sheltered English, LEA, MI, Five Generic Principles             

Webpage entries: Practicum observations/reflections, family story draft & final draft

Family Stories Writing Group Conferences & Six Traits Evaluations

VICKIE BRUNO-Sign Language & Speech Disorders (Sept. 11-October 2)



Literature Circle Readings:

1. Moccasin Thunder by Carlson

2. Join In by Gallo

3. Multicultural Streets by Mazer

TEXT: PART II: Teaching for Communication (chapters 9-11) - Literature Circle group dialogue

Vocabulary: Acquisition theories-Behaviorist, Innatist, Interactionist; second language acquisition; Krashen model; ESOL methods; communicative language teaching principles

Family Oral History Collaboration Project:

Dress Rehearsal AUTHOR’S CHAIR


AUTHOR’S CHAIR Performance  for invited parents & family

Web Page Presentations (Nov. 20)

Final Conferences (complete your written five dimensions and four strands final summary and evaluation and post to your webpage)

Webpage entries: Practicum observations/reflections, family story draft & final draft

Family Stories Writing Group Conferences & Six Traits Evaluations

Final Exam, optional, as needed (Dec. 11)




(1)Teachers of English language arts shall: demonstrate knowledge that growth in language maturity is a developmental process.

1(a) Elementary language teachers shall understand developmental theories and processes by which children acquire, understand and use language from infancy through childhood.

(3) will demonstrate knowledge that speaking, reading, writing, listening and thinking are interrelated.



(2) Teachers of English language arts shall: understand the importance of rich oral language experiences in early grades and how those experiences can lead to writing skills.

(4) All language arts teachers shall understand the importance of learning about practicing various aspects of composing processes. (prewriting,writing,revising,editing,evaluating) in order to achieve the knowledge rewuired to teach those processes well.

Understandings & Practices


2(c) All language arts teachers shall be able to teach students to ask questions that elicit both oral and written responses at a variety of levels.

4(g) All language arts teachers shall draw upon literature in many genres from many historical periods, and of varying degrees of complexity in order to develop and elicit critical insights from their students.

Understandings & Practices


(3) All language arts teachers shall be familiar with aspects of electronic media-internet, word processing, CD-RPM and other relevant media to be able to effectively teach through the use of both verbal and visual media.

Understandings & Practices


(1)Teachers of English language arts shall demonstrate knowledge of evaluative techniques to be used to describe a student’s progress in English.

(a) All language arts teachers shall demonstrate competence in applying a number of evaluative techniques, including individual conferences, for determining and reporting student progress.

(c) All language arts teachers shall be proficient at ”student watching” and other informal ways of describing student progress in all language processes.

2(b) All language arts teachers shall be able to select the most appropriate formal and informal ways to assess or evaluate growth in oral and written language and reading skills.

Understandings & Practices

F.        RESEARCH

(2)(iv) All language arts teachers shall that students of diverse cultures interpret written and oral language in different ways.

Understandings & Practices


(1) Teachers of English language arts are able to effectively deliver instruction using a variety of approaches.

(2) Teachers of English language arts shall understand that the classroom is composed of students with varied needs such as physical disabilities, learning disabilities, limited English proficiency, and cultural diversity.

(b) All language arts teachers need to be aware of varied students needs and how to modify and implement instruction for diverse learners.

(c) All language arts teachers need to be aware of strategies for helping students be sensitive to and understanding of each other’s learning and social needs.

(3) Teachers of English language arts shall understand that the educational process includes families, and the social and economic communities.

Understandings, Practices & Professional Identity



Course Strands and Dimensions of Learning

as correlated with UNM Conceptual Framework (Understanding, Practice, Professional Identity)


Means of interpreting and assessing student achievement will involve Course Strands and Dimensions of Learning.


Course Strands

1. communication   2. research/content  3.  technology, and  4. collaboration

components describing your development as readers, writers, storytellers and users of technology.


Five Dimensions of Learning


1. Confidence and Independence (Understanding)
Confidence and independence in your own reading, writing, and thinking abilities. We see growth and development when learners' confidence and independence become coordinated with their actual abilities and skills, content knowledge, use of experience, and reflectiveness about their own learning. The overconfident student learns to ask for help when facing an obstacle; the shy student begins to trust her own abilities and begins to work alone at times, or to insist on presenting her own point of view in discussion. In both cases, students develop along the dimension of confidence and independence.

2. Skills and Strategies (Practice)
Specific skills and strategies involved in composing and communicating effectively, from concept to organization to polishing grammar and correctness, and including technological skills for computer communication and adherence to APA style. Skills and strategies represent the "know-how" aspect of learning. When we speak of "performance" or "mastery," we generally mean that learners have developed skills and strategies to function successfully in certain situations. In this course, it will be communicating as practicum educators in wrapping your own ideas and questions around what educating linguistically diverse children means and how as professionals we can meet their diverse needs of the students with whom you are working.

3. Knowledge Content (Understanding)
Knowledge content refer to the "content" knowledge you gained about this course, your experiences, and communication technologies for expression. Knowledge and understanding is the most familiar dimension, focusing on the "know-what" aspect of learning. What do I know about this content and how can I extend my learning on different levels? What have I learned about nurturing diverse learners?

4. Use of Prior and Emerging Experience (Understanding)
The use of prior and emerging experience involves the ability to draw on your own experience and connect it to your work. A crucial but often unrecognized dimension of learning is the ability to make use of prior experience as well as emerging experience in new situations. It is necessary to observe learners over a period of time while they engage in a variety of activities in order to account for the development of this important capability, which is at the heart of creative thinking and its application. In focusing, reflecting and designing our own research proposal and agenda, our prior experience might be tapped to help scaffold new understandings, or consider how ongoing experience shapes the content knowledge or skills and strategies we are developing.

5. Critical Reflection (Understanding, Practice, Professional Identity)
Reflection refers to your developing awareness of our own learning process, as well as more analytical approaches to reading, writing, and communication. When we speak of reflection as a crucial component of learning, we are not using the term in its commonsense meaning of reverie or abstract introspection. We are referring to the development of your ability to step back and consider a situation critically and analytically, with growing insight into your own learning processes as a kind of metacognition. Have I explored my own personal biases and prejudices, aware of cultural stereotypes and cultural and linguistic sensitivities?

It is important that you are made aware of the course strands and the five dimensions of learning because the ownership of your learning in relation to this course content is a focus of your assessment and evaluation. This evaluative process provides a framework with which you can evaluate your own growth. As learners, you are measuring your own learning given the strands and dimensions, considering them in relation to your prior learning. In assessing your progress, you will provide a midterm and final reflection which will be posted on your webpage. See Guideline below:




PROVIDE WRITTEN MIDTERM & FINAL SUMMARIES AND EVALUATIONS at Individual CONFERENCES as well as downloading to your webpage.



Due October 9 – post to your webpage

Midterm Summary

Summary interpretation of observations and evidence in terms of the four major strands of work and the five dimensions of learning.

1.      Four major strands of work: communication, research, technology, and collaboration

2.      Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)


Midterm evaluation

  • Estimated evaluation in terms of grade
  • Suggestions for your own further development during remainder of semester
  • Suggestions for class activities or for the professor to better support learning




Due Dec. 4 – post to your webpage

Final Summary

Summary interpretation of observations and evidence covering the whole semester in terms of the four major strands of work and the five dimensions of learning. Be sure to connect your interpretations with specific examples included in the observations and samples of work.


1.                  Four major strands of work: communication, research, technology, and collaboration

2.                  Five dimensions of learning:

  • confidence and independence
  • knowledge content
  • skills and strategies
  • use of prior and emerging experience
  • reflectiveness (critical awareness)


Final evaluation

  • Reflections on semester's learning experience
  • Any suggestions for the professor for future classes
  • Estimated evaluation in terms of grade









Completed a 

Download Syllabus available on Course Blog

Sept. 4




Sign Language & Communication Disorders


Sept. 11-October 2


Session Scribe


As scheduled throughout semester


ORAL HISTORY: Family Story

1. writing, editing, refining, storytelling, final copies

2. collaborating w/ students

3. Peer & teacher conferencing

4. AUTHOR CHAIR for family & friends

Ongoing sessions throughout semester with peers and with elementary school children




 storytelling and writing process

AUTHOR’S CHAIR Dress Rehearsal

AUTHOR’S CHAIR  for  invited parents & family (Dates TBA)


Text Chapter: Part I


Culture, Custom, Language & I am From

Who Are You – Nacirema article



Text Chapter: Part  IV


Literature Circle Dialogue



Text Chapter: Part III


Literature Circle Dialogue



Text Chapter: Part II

Literature Circle Dialogue





Reflection on Your webpage

Week of Scheduled Event  session



Apache School Practicum

Reflection on Your webpage

Weekly throughout semester


Webpage sections: IAM From Poem | Practicum Observations |  Oral History Family Story| Guests | Text Vocabulary | Weekly Scribe | Sign Language | Book Talks | Midterm Reflection | Final Reflection | Course Reflection | STORYTELLING FESTIVAL

Your Webpage (free webhost on


Email your webpage address to

Webpage presentations

Class Collection Webpages at

Create Sept. 4 & maintain throughout semester.


Nov. 20


Guest Speaker Reflections

Reflection on Your webpage

Due week following each presentation


Reading Books-Carlson, Gallo, Mazer

Literature Circles & Video

Order books





Process Writing-drafts/writing/performance



Midterm semester Course reflections

Your Webpage

October 9


Final  semester Course reflections

(add to your digital professional portfolio)

Your webpage

Dec. 4