LLSS 315*
Educating Linguistically Diverse Students
SPRING 2010| Section 450 | 3cr. hrs. | Rm#: UC-221
Thursdays 1-4pm |
Instructor, Dr. Frances Vitali
505.566.3480 (unm) | 505.324.0894
(home) | 505.330.1536 (cell)
Office: #233
Office Hours: One hour before and
after class or by appointment
Email: fvitali@unm.edu | Webpage http://fvitali.tripod.com/diversesp10
Course Blog at http://unm-elds.ning.com
Class Collection Webpages at http://fvitali.tripod.com/315sp10.html
Multicultural Resource Blog at https://unm-farmington.tripod.com/315
Chautauqua Storytelling Rubric at http://www.teach-nology.com/cgi-bin/oralex.cgi
_______________________________________________________________
“The
stories we tell not only explain things to others, they explain them to
ourselves.” (Donald
Norman)
__________________________________________________________________
Course Description
This course familiarizes students with history,
theory, practice, culture, politics, issues 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, realizing that language and
culture are synonymous.
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, reciprocal learning,
reflection/communication blog, authentic learning, practicum experiences,
individual conferences, videos, 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)
- Practicum experience
requires you to exhibit dispositions and professionalism of an educator.
- Take ownership of learning, remembering
that learning is fun, self-directed motivated by your natural curiosity
and enthusiasm. The quality of your learning experiences will transfer to
the students you eventually teach.
Required CourseTextbook–Available at SJC
Bookstore
Zainuddin, et.al.
(2007). Fundamentals of
Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms.
Other Materials:
Course Blog at
http://unm-elds.ning.com
Multicultural
Resource BLOG at https://unm-farmington.tripod.com/315
Class Collection
Webpages at http://fvitali.tripod.com/315sp10.html
Additional
Articles, videos may be provided by instructor and students.
Related
- Mazer, Anne (ed.).
- 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, Anthology of contemporary teens from ethnic backgrounds share
their stories of living in
- King, Laurie. Hear My Voice: A Multicultural
Anthology of Literature from the
Additional
Materials/Resources
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/)
·
IRA NCTE Read/Write/Think/Lessons (http://www.readwritethink.org/)
·
IRIS MODULES (http://iris.peabody.vanderbilt.edu/resources.html)
·
Teaching Diverse Studetns Initiative( http://www.tolerance.org/tdsi/)
·
TEACHING TOLERANCE (http://www.tolerance.org/)
·
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: Vicki Bruno, Valeria Lee, Community Relations Commission, FMS Bilingual
Education Department | Kathy Hurst from
San Juan Media Services, Blanding
·
ENLACE
at
·
FREE San Juan College Calendar of Events | Chautauqua Series: “I Want to be Bad: The Flapper and Her Song,” on 22 January - 7pm SJC Little Theater | "Coretta Scott King and Rosa Parks" on
26 February – 7pm SJC Little Theater | "Eleanor
Roosevelt" on 19 March at 7pm | "Culture and Commerce on the Santa Fe Trail"
on 9 April at 7pm | For information call 599-8771 or 334-9325
Course Learning Invitations and Expectations (Assignments,
projects, activities)
·
Read your email regularly for course updates,
reminders and communication in between sessions.
·
Read course blog regularly as a
communication tool and post reflections when assigned at
·
Reference our Resource blog page at https://unm-farmington.tripod.com/315
- Collaborate (practicum) with
students at Apache Elementary School,
will provide an authentic setting in which to put theory and practice
together as we learn from the children more about ourselves personally and
as professionals. Our Oral History Family Chautauqua will be the
collaborative lens in which we will pursue our learning this semester. We will record our teaching
plans and reflections weekly on our individual web pages.
- Create your own Chautauqua (role playing) character from your own family to perform for 4th
graders at Apache will prepare us for our storytelling coaching roles. Document the process of engaging 4th
graders in Chautauqua storytelling experience from start to finish.
Modeling your own family Chautauqua to video editing Chautauqua students characters for final presentation
- Newspaper article Reporting. You will each share an
article from current newspaper, magazine related to topics and issues of
diversity relevant to our class.
- Present Chapter
Presentations with a partner. Our course text will serve as a resource for strategies, theories, cultural
understanding and practical applications to prepare you for taking the
TESOL endorsement exam and/or teaching in diverse learning settings. Present
in engaging ways-incorporating what you know about
teaching and supporting ELL students. See Rubric
Checklist.
· Plan community Field Trips in an effort to understand our communities and in realizing that learning happens outside the classroom and that we can learn a lot about our students by understanding the communities in which they live. You will pair up to share a community organization, place where you will be responsible for making arrangements for our class visit.
- Invited guests to our classroom will augment our learning
experience: Kathy Hurst from San Juan Media in
- Individual Web pages are intended as media to house your learning and other
intellectual property throughout the semester. Since it is your webpage,
you own the material and content, and thus, empowers you as the author.
Your webpage becomes documentation, scrapbook, if you will, of your learning
over time this semester. It remains your property even after the
completion of our course time together. See Class webpages at http://fvitali.tripod.com/315sp09.html
- Midterm and Final Reflections about your learning experiences midway
and at the end of our course is a means to help clarify and summarize for
yourself what you know and a way to share improvements for me, your course
instructor.
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. |
|
B |
Satisfactory
completion of all Learning Invitations.
Evidence of acceptable development across the five dimensions of
learning. |
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 SPRING 2010
Tentative
Course Schedule
JANUARY
Introduction: I Am From Poem, Culture (Customs, Beliefs,
Language)
Harriet Tubman Reflections post to blog at http://unm-elds.ning.com
Course TEXT: PART I Multicultural Issues
(chapters 1-8) - Chapter presentation by
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
Share Instructor’s
Philosophy
(Jan. 21) 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
Webpage
entries: I AM FROM poem
Syllabus
Review
Family Chautauqua
Collaboration Project Overview
See Resource: Creating
Family Timelines (http://www.readwritethink.org/lessons/lesson_view.asp?id=870)
Jan. 29- Field
Trip – details
sent via email; begin habit of reading your unm emails weekly.
FEBRUARY
Newspaper
Articles
Community Field Trips
Chapter presentations
Invited
Guests visits
Webpage
entries: Chautauqua family characters
PRACTICUM: Apache Chautauqua reflections/planning
MARCH
Newspaper
Articles
Community Field Trips
Chapter presentations
Invited
Guests visits
March 11 Midterm Conferences (complete your written five dimensions
midterm summary and evaluation and post to your webpage)
Webpage
entries: Weekly Apache Chautauqua reflections | I AM Poems |
Chautauqua Character | Field Trip Reflections | Guest Speakers
PRACTICUM: Weekly Apache Chautauqua reflections/planning &
Storytelling Group Conferences
APRIL/MAY
Newspaper
Articles
Community Field Trips
Chapter presentations
Invited
Guests visits
PRACTICUM: Weekly
Apache Chautauqua reflections/planning
Chautauqua Family Project:
Dress Rehearsal – May 6
CHAUTAUQUA Performance – May 13, 6-8pm (for invited parents &
family)
Final Conferences (May 6- complete your written five dimensions final
summary and evaluation and post to your webpage)
Post
Course Reflections to Digital Portfolios – May 14
Webpage
entries: all sections complete by May 6
Final
Exam, optional, as needed (May 13)
|
Date |
Class Session |
|
JAN. 21 JAN. 28 |
1-4pm 1-4pm |
|
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APRIL 1 APRIL 8 April 15 |
1-4pm 1-4pm 1-4pm |
|
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|
|
|
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|
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|
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Date |
Practicum |
Class Session |
|
FEB. 4 |
10-11am |
1-3pm |
|
FEB. 11 |
10-11am |
1-3pm |
|
FEB. 18 |
10-11am |
1-3pm |
|
FEB. 25 |
10-11am |
1-3pm |
|
MARCH 4 MARCH 11 MARCH
18 |
10-11am 10-11am 10-11am |
1-3pm 1-3pm 1-3pm |
|
March 29-April 16 |
TESTING |
1-4pm |
|
APRIL 22 APRIL 29 MAY 6 MAY 13 |
10-11am 10-11am 10-11:30am
(Dress Rehearsal) 6-8pm (Family Night Performance) |
|
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 EVALUATION & ASSESSMENT GUIDELINE
PROVIDE WRITTEN MIDTERM & FINAL
SUMMARIES AND EVALUATIONS at Individual CONFERENCES as well as downloading to
your webpage.
______________________________________________________________
Due
March 11– post to your webpage
Midterm Summary
Summary interpretation of observations and evidence in
terms of the five dimensions of learning.
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 May 6 – 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 reflections with specific examples included in the
observations and samples of work.
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
