Excellence and diversity through people, ideas and
innovation.
Our mission is the study and
practice of education through teaching, research, and service. We address
critical educational 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
perspectives; relationships of service, accountability, collaboration, and
advocacy; the discovery, discussion, and dissemination of ideas; and
innovation in teaching, technology, and leadership.
LLSS 593
Educating Linguistically Diverse Studens
Fall
2008| Section 450| 3cr. hrs. | Rm#: UC-222
Thursdays
| 1-4pm |
Instructor, Dr. Frances Vitali
505.566.3480 (unm)
505.324.0894 (home)
Office: #233
Office Hours: By appointment
unm315@excite.com
Course Blog at http://www.unm315.blogspot.com/
Class Collection Webpages at http://fvitali.tripod.com/315f08.html
“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)
II. 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 and celebrate the rich diversity 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, research case study process, individual
conferences, and cooperative and collaborative activities/projects, and
Socratic seminars.
III. Responsibilities
·
Integrate
the New Mexico State Competencies for Entry-Level Teachers into course content.
·
Be
professional at all times – in class and in the field.
·
Be
receptive to feedback, being reflective while participating in an academic learning
community.
·
Engage in conversation with educators, students,
parents, administrators, support staff working with bilingual students.
·
Conduct
and present projects and assignments with professional dispositions and ethical
manner.
·
Take
ownership of learning.
IV. Textbook/Materials – Available at SJC Bookstore
Power, B.
M. & Hubbard, S. R. (2001). (Ed. 2) Language Development: A Reader for Teachers.
Online
REFLECTION BLOG at http://www.unm315.blogspot.com/
Class Collection Webpages at http://fvitali.tripod.com/315f08.html
Other Materials:
Online COURSE BLOG at https://unm-farmington.tripod.com/315
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
(http://www.ncrel.org/sdrs/areas/issues/educatrs/presrvce/pe300.htm)
·
PRIME TIME (http://www.infoway.org/kids/primeTime/primeTime.asp)
·
·
Office of English Language Acquisition (http://www.ncela.gwu.edu/)
·
Storytelling Festival (http://www.storytellingfoundation.net/festival/about-fest.htm)
(Oct. 9-11)
·
IRA NCTE Read/Write/Think/Lessons (http://www.readwritethink.org/)
·
FREE
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) (http://www.nmhum.org/)
·
NMEH Chautauqua Characters http://nmhum.org/home/
·
Veteran
History Project: The War by Ken
Burns (http://loc.gov/vets/vets-home.html)
·
Veteran
History Project Interview Kit (http://www.loc.gov/vets/kit.html)
·
Prospective
Guests: Laura McClenny, Vickie Bruno, Kristine
Course Learning Invitations and Expectations (Assignments,
projects, activities)
àRead course blog regularly as a communication
tool and post reflections when assigned at
https://unm-farmington.tripod.com/315
àRead your email regularly for course updates,
reminders and communication in between sessions.
àPost reflections on our class blog page at https://unm-farmington.tripod.com/315
as needed.
àEach
session, we will take turns highlighting the events of the session and posting
them to the course blog page under
WEEKLY
SESSION HIGHLIGHTS.
àCreate your own webpage including philosophy of
education and diversity on www.tripod.com free webhosting. Your webpage
will house most of your assignments and
reflections.
àWork with
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
àMaintain your webpage regularly updating and posting
consistently in timely manner throughout semester – include your philosophy of education
àConduct
research for Student Ethnography (Case Study)
·
Choose
a student (no family member or relative) at Apache or other school and develop
a case study narrative as described below
Evaluation
Midterm
and final individual conferences will be held.
(INCOMPLETE
GRADES WILL BE CONSIDERED ONLY IN EXTENUATING CIRCUMSTANCES.)
|
A |
Exemplary completion of all Learning Invitations with adherence to all timelines. Evidence of
significant
development across the five dimensions of learning and course strands. |
|
B |
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
http://blog.laptopmag.com/expert-cell-phone-etiquette-101
___________________________________________________________________________________
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
LLSS 315 FALL 2008
Tentative
Course Schedule
AUGUST/SEPTEMBER
Introduction: Culture (Customs, Beliefs, Language), I Am From
Poem & Nacirema
BARNGA- Reflections post to blog at https://unm-farmington.tripod.com/315
DOWNLOAD Course Syllabus from https://unm-farmington.tripod.com/315
Course TEXT: choose 3
readings synthesize, dialogue, reflect and add to webpage
Optional-Vocabulary: negative cultural diversity, stereotyping, sociotyping,
assimilation, acculturation, multiculturation, deep & surface culture,
ethnocentrism, high-involvement, high-considerateness, low-context,
high-context cultures, field-dependent, field-independent learners,
RECONCEPTUALIST
(Sept. 4) SJC SMART LAB Computer Lab-Set up webpage sections & Email your
tripod webpage URL to me at fvitali@unm.edu
Create webpages
to maintain throughout semester as your intellectual property
Introduction
to Case Study
Family Oral
History Collaboration Project Overview
VICKIE BRUNO-Sign Language & Speech Disorders (Sept.
11-October 2)
See Resource: Creating
Family Timelines (http://www.readwritethink.org/lessons/lesson_view.asp?id=870)
Webpage
entries: I AM FROM poem
SEPTEMBER/OCTOBER
Literature Circle
1. Moccasin
Thunder by Carlson
2. Join
In by Gallo
3. Multicultural
Streets by Mazer
Course TEXT: choose 3
readings synthesize, dialogue, reflect and add to webpage
Optional-Vocabulary:
Process
Writing, Observations, Language Functions, Anecdotal Observations, SOLOM,
Strategies & Skills, Six Traits
Case Study:
Phase I
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
OCTOBER/NOVEMBER
Literature Circle
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)
Course TEXT: choose 3
readings synthesize, dialogue, reflect and add to webpage
Optional-Vocabulary: Integrated Language Approaches:
Experiential, Content-Based, Sheltered English, LEA, MI, Five Generic
Principles
Case Study: Phase II
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)
OCTOBER/NOVEMBER
Literature Circle
1. Moccasin
Thunder by Carlson
2. Join
In by Gallo
3. Multicultural
Streets by Mazer
Course TEXT: choose 3
readings synthesize, dialogue, reflect and add to webpage
Optional-Vocabulary: Acquisition
theories-Behaviorist, Innatist, Interactionist; second language acquisition;
Krashen model; ESOL methods; communicative language teaching principles
Case Study: Phase III / Present
Nov. 20-27
Family Oral History Collaboration Project:
Dress Rehearsal AUTHOR’S CHAIR
PRINTING INDIVIDUAL BOOKS & ANTHOLOGY
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)
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
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:
LLSS 315/593 EVALUATION & ASSESSMENT GUIDELINE
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
ETHNOGRAPHIC CASE STUDY
(LLSS 315/395)
As
a researcher your goal will be to try to see and perceive the world through the
student’s eyes and experiences. Your anecdotal notes and journaling will guide
you to identify themes, events, situations, people that motivate, challenge,
inspire this child, eventually leading to how can we teach effectively for the
child to learn successfully.
- Your final narrative will include:
à Profile of Student, family and
community [Backstory/background information]
à Academic History (Reading/Writing and
other academic subjects0
à THEMES: emerging from your research
[students who have differences in communication styles across
cultures causing misunderstandings;
do not seem to participate; how communication takes place; cultural barriers;
linguistic concerns; family concerns; how students communicate with each
other; effective use of teaching techniques and teaching models, socio-economic
issues, cultural
misunderstandings]
à Interpretation/Reflection (Your own
reflection of the process and what you learned)
- Researcher’s
Chair: Present Case
Study (approx. 15 minutes – Nov. 20-27)
Objective: Conducting field research with a child you
are trying to relate to and understand by listening carefully to what you see,
hear and feel; looking for significant details in what you see, hear and feel;
and systematically organizing the process and product.
Methodology: (Ethnography means learning from people)
Gather,
Organize, Reflect and Synthesize Data
Need
a returned permission form (provided by instructor) signed by parent, student,
principal (optional), instructor and researcher.
Phase I: Anecdotal Notes & Reflection
|
Location :
PVHS Date 8/23/05 |
Date: 8/23/06 |
|
Observation |
Reflection |
|
Bernardo is in the school
library on the computer. He is on yahoo’s teen chatroom where he seems to be
chatting online. _____________ I asked Bernardo if he
likes to chat and he said he does because he thinks it helps him with his
learning of the English language. Bernardo talked about some
of his chatroom buddies. I asked him if I could include some of his
conversations in this research. Bernardo printed out chatroom conversations
with a friend from |
I wish I could see who he
is chatting with. How come these chatrooms
are so popular? Sometimes it is hard to
understand Bernardo’s broken English and I am not sure if I totally
understand what he is saying. That is why I need to constantly restate what I
think he is saying when conversing with him. __________________ Bernardo is sociable. He
enjoys talking and expressing himself even though he is not confident
speaking English. He wants to become a
better English speaker and his own desire and motivation is his
greatest incentive. B. seems to feel part of this research |
·
Observe
student’s family and community, the school, the classroom(s), and the student.
Take notes on what you observe (field notes) and make notes of your reflections/impressions.
You can accomplish this by using a parallel journal format (see below). Try to
see life through their eyes and ask questions. Let your curiosity (while being
sensitive) lead your way. Try to suspend your own beliefs, attitudes,
assumptions.
·
(Formal
or informal Interviews): Interview student, parent, family, teacher, principal,
etc. Involve your student/family in helping you gather information about
them-assignments, writing, hobbies, photos, etc.
·
Data
includes charts, maps, sketches, photos, brochures, other concrete visual or
written materials
·
Data
triangulation: using more than one method of gathering data (interviews, direct
observations, artifacts
·
Capturing
the richness of quotes from parents, teachers, and student is important so you
can use their words in the retelling of your story.
Phase II :
When Data becomes Information
·
Emerging Themes-What threads of discovery
emerged in the process? What did you learn that will make a definite impact on
how you will teach this child differently or with more sensitivity or
awareness?
Reflections: reflect on the meaning and
implications of your observations, trying to understand things from the
student’s experience and perspectives. What do you THINK and what do you KNOW?
Ask more questions for clarification if and when necessary. Questions are what
guides this inquiry.
·
How
will you choose to tell the student’s
story? This narrative will be your gift to the student and family for
allowing you to learn from them. Give thought to how you want to tell your
student’s story. Consider style, voice, perspective-all aspects of sharing a
compelling story. This narrative will give others a sneak preview into the life
of your student.
Phase
III: Interpretation/Reflection
·
Your
reflections on the process of learning about your student and what you learned
in the process.
Reminders: When you
talk and write about your student be aware of how you are depicting them,
checking to make sure your words and descriptions are well-chosen, thoughtful
and sensitive. Remember that authenticity will be preserved when you use
quotes, phrases and language from your student and parents’ voice. In other words, do not tell us about your
student; as let them tell it though their own words and voice. This is an
academic piece of work that could be included in your professional portfolio
and added to your UNM CD-ROM program course collection/reflection.
NM
Language Arts Standards
|
A.
LANGUAGE DEVELOPMENT (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. |
Understandings |
|
B.
LANGUAGE DEVELOPMENT (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. |
Understandings |
|
C.
LANGUAGE DEVELOPMENT (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. |
Understandings |
|
D.
COMPOSING & ANALYZING
LANGUAGE (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 |
|
E.
READING & LITERATURE 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 |
|
F.
NONPRINT MEDIA (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 |
|
G.
EVALUATION (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 |
|
H.
RESEARCH (2)(iv)
All language arts teachers shall that students of diverse cultures interpret
written and oral language in different ways. |
Understandings
& Practices |
|
I.
PEDAGOGY (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 |