Department of Teaching, Learning & Sociocultural Studies – Summer ll 2010 Program in Language, Reading and Culture LRC 516- 002901 Foundations of Structured English Immersion (SEI)

Department of Teaching, Learning & Sociocultural Studies – Summer ll 2010 Program in Language, Reading and Culture LRC 516- 002/901: Foundations of Structured English Immersion (SEI) Instructor: Room: Schedule: Office: Office hours: Telephone Email: Dr Herman R Lucero, LRC EDUC 530, College of Education Monday-Thursday 8:00-11:00 am- July 12- August LRC, Room 519 (5th Floor) Daily after class for hour or by appointment 626-3435 (direct)/621-1311 (msgs) hlucero@email.arizona.edu Description The Arizona Department of Education (ADE) requires that all individuals who seek teaching certification in the state on or after August 31, 2006, to have completed a course (3 semester hours) towards a 60 hour SEI endorsement in Structured English Immersion and the teaching of English Language Learners (ELLs) This course satisfies the initial semester hour requirement The requirement for the SEI endorsement stems from a class action lawsuit (Flores v Arizona) filed in Nogales, Arizona in 1992 and subsequent passage by Arizona voters in November 2000 of Proposition 203 (English Language Education for Children in Public Schools) This course is specifically designed for K-12 pre-service teachers who will have English learners as students in their classrooms We will consider, among other issues, the historical and political context of education for ELLs and their families, the relationship between national and state education policy mandates and theories of first and second language acquisition, and sheltered instructional approaches to second language teaching in academic settings We will also discuss the definition and application of structured English immersion methodology: what it means for the teacher and what it means for the students In addition, we will explore the implementation of the “Sheltered Instruction Observation Protocol” (SIOP) model developed by researchers and teachers affiliated with the Center for Applied Linguistics (CAL) and the National Center for Research on Education, Diversity, and Excellence (CREDE) Students will use the SIOP for preparation of lesson plans for classroom presentations In addition to consideration of the issues above, the principal goal of the course is to engage prospective teachers in thoughtful ways of planning and implementing a variety of ELL teaching strategies that will promote the learning of academic content and the acquisition of English language and literacy among ELL students Course Format This course will combine class lectures, individual student and group presentations and class discussions The daily schedule for topics to be covered is subject to change based on class progress Students will be kept advised of changes Required Readings Echevarria, J & Vogt, M & Short, D.J Making Content Comprehensible for Secondary English Learners: The SIOP Model Boston, MA: Allyn & Bacon Additional readings are available on-line at the Arizona Department of Education website (www.ade.state.az.us) or provided as handouts in class Recommended Additional Reading Echevarria, J & Graves, A Sheltered Content Instruction: Teaching English-Language Learners with Diverse Abilities, 3rd edition Boston, MA: Pearson, Allyn & Bacon Policy on Attendance This course covers basic issues in language acquisition and sheltered English content instruction; if you miss a lecture or discussion session you will miss information critical to the effective teaching of English language learners Two absences will automatically reduce your grade by one letter After three absences, you will be asked to drop the course Course Assignments and Requirements Completion of readings, attendance and participation in class Please come to class on time and be prepared to discuss the topic and readings for the day Part of participation grade is completion of in-class assignments (15% of grade) Course Goals I am interested in knowing what your expectations for the course are, that is; what new knowledge and information you’d like to come away with, and your own goals for the course You will be provided time in class on the first day to write a couple of paragraphs detailing these goals (5% of grade) Short Scholarly Reflections (10 reflections; points each) on the readings and class discussions, in which you can discuss, summarize, compare, contrast or critique the course readings Each reflection should cover readings and issues scheduled for the day it is due For example, the first reflection is due on July 13th and should address the Sheridan extract The syllabus indicates what the topic is to be addressed for a specific reflection Each paper should be at least pages, typed and double-spaced Late papers will not be accepted See Aug for Reflection #10 requirements (30% of grade) Quizzes There will be quizzes given during the course which will count for 10 points each These quizzes may include true-false, multiple choice and short answer questions (30% of grade) Lesson Plan preparation and presentation Lesson plan presentations will be done in groups of students Each group will be required to prepare and present a 40-55 minute lesson using the SIOP model The lesson must include a minimum of 10 sheltered strategies (20% of grade) Grading Criteria On-time Attendance, Participation, etc Goals paper Scholarly Reflections (10 @ pts each) Quiz (3 @ 10 points each) Lesson Plan Preparation and Presentation A = 93-100 C = 77-84 Date B = 85-92 D = 76-69 15 points points 30 points 30 points 20 points Total 100 points E = Below 69 Discussion Topics Reading Assignments Written Assignments July 12 July 13 • Overview of course and introduction to course issues, discussion of academic expectations • Overview of Structured English Immersion(SEI) • • Arizona Demographics English Language Learner Statistics  Analyzing Disaggregated Data for ELLs ( AIMS Analysis ) Historical review of the education of English Language Learners: • The 1C Americanization Program in Tucson and other Arizona cities/towns Required: • Educational Leadership: The Case for Structured English Immersion by Kevin Clark, www.ade.state.az.us, Office of English Language Acquisition Services (OELAS), Articles of Interest • In-Class Goals Paper (Completed in class) Chapter 1, pages 1-16, E, V, & S Required: • Sheridan, “Mexicans and the Public School System, “(handout) This is a chapter from the book Los Tucsonenses:The Mexican Community by Tom Sheridan Reflection #1 due Jul 13 on Sheridan (Dr Lucero’s research) • Jul 14 Reflection #2 -Short writing assignment in class “What were the issues and concerns of the students? Video Presentation: “Taking Back the Schools” (from the Chicano Civil Rights Movement) State of Arizona educational policy and English Language Learners • MacSwan article • Proposition 203 and Arizona Revised Statues 15751-756 Required: • ARS 15-751-756 (handout) • Proposition 203 (handout) • The Condition of English Language Learners in Arizona 2005 (Jeff MacSwan) (handout) Reflection #3 due Jul 15 on Prop 203 and the MacSwan article July 14 (cont’d) State educational policy and English language learners Application of Proposition 203 to: July 15 • Native American schools • Charter Schools State educational policy and English language learners continued: • Identification of English Language Learners (ELLs) & Placement • • Jul 15 (cont’d) Arizona English Language Learner Assessment (AZELLA) Arizona English Language Proficiency (ELP) Standards Quiz Required readings: (scan these) • Flores v Arizona, Findings of Fact and Conclusions of Law (handout) • Flores v Arizona, www.ade.state.az.us, Office of English Acquisition Services, Other Useful Links Required:  www.ade.state.az.us, Office of English Acquisition Services, Structured English Immersion Program Models Task Force • www.ade.state.az.us, Office of English Acquisition Services, Arizona English Language Proficiency (ELP) Standards Read the Preface to Eng Lang Prof (ELP) Stds and the Cover Sheets to Arizona Eng Lang Prof Stds for Listening, Speaking, Reading, and Writing Scan the ELP standards Closed book/closed notes May be taken in groups of no more than students Only set of answers to be turned in Group assignments for Jul 19 July 19 • Federal educational policy and court decisions affecting English Language Learners • Title VI of the Civil Right Act of 1964 • Equal Educational Opportunities Act of 1974 • Lau v Nichols • Castaneda v, Picard • No Child Left Behind (NCLB) • Pyler v Doe • AZ SB1070/HB2281 Activity: Group presentations on the various laws and rulings Required: • Education and Civil Rights of English Language Learners, (handout) • Title III of NCLB (Language Instruction for Limited English Proficient and Immigrant Students), (handout) • NCLB (handout) • Plyer v Doe (handout) Reflection #4 due Jul 15 on the SEI Program Model July 20 Theoretical Foundation of Language Acquisition Introduction to Language Acquisition Theories Required readings: • Learning Theories (handout) • Stages of Second Language Acquisition (handout) Reflection # on articles due on Jul 20 Activities: Analysis of Learning Theories • Video Presentation: “Secrets of the Wild Child” Take notes on teaching methods used to teach “Genie” to speak To be turned in Discussion: Critical Period Hypothesis and teaching methods observed in the video Group assignments for Jul 21 Jul 21 Theories of 2nd language acquisition & development Intro to 2nd Language Acq • Contributions of Krashen and Cummins • Factors that Affect Second Language Acquisition • Research Summary…for SEI Required: • Crawford, “Basic research in language acquisition,” (handout) • Research Summary and Bibliography for Structured English Immersion Program Models, www.ade.state.az.us, Office of English Acquisition Services, Structured English Immersion Program Models Activity: Group presentations on the Crawford article and Research Summary Jul 22 Activities: Practice with 2nd Language Acquisition Theory Quiz Jul 22 (cont’d) Closed book/closed notes May be taken in groups of no more than students per group Only set of answers to be turned in July 22 (cont’d) Introduction to Sheltered English Content Instruction • • • Sheltered Instruction v “Effective” Instruction Academic Standards The SIOP Activity: Review of Case Study in groups July 26 Sheltered Instruction Observation Protocol (SIOP) • Lesson plans formats • Video SIOP Components: • Lesson Preparation • Building Background Required readings: • Teaching Diverse Learners- Sheltered English Instruction ( handout) • Chapter 1, pages 17-22, E, V & S • www.ade.state.az.us , Academic Standards, Scan academic standards for your area of interest for future preparation of a lesson plan in this class Required: • Chapters 2-3 (including the Teaching Scenarios), E, V & S • Scan pages 236-241for SIOP Lesson Plan formats • SIOP Summary (handout) Reflection #6 on chapter1, pages 17-22 due Jul 26 Reflection #7 due Jul 26, Chapters & Teaching Scenarios, pg 43 & 71 Activities: Writing Content and Language Objectives, Building Background Jul 27 Sheltered Instruction Observation Protocol (SIOP) Components: • Comprehensible Input • Strategies • Interaction Teaching Scenario, pg 88,108,135 • Video Activities: Questioning techniques and grouping of students Jul 28 SIOP Model components continued: Components: • Practice and Application • Lesson Delivery • Review and Assessment Teaching Scenarios , pg 152,166, 185 • Video • Group Activity-Prepare lesson plan on the Water Cycle/Language Arts (will be the same grouping for Jul 29) Required: • Chapters 4-6 (including the Teaching Scenarios), E, V & S • Bloom’s Taxonomy (handout) • Class Profile (handout) Required • Chapters 7-9, E, V & S (including the Teaching Scenarios) • Internet research on the Water Cycle • Academic Standards, 6th Grade Science Water Cycle /Language Arts • Lesson Plan self evaluation (handout) • Rubric for grading lesson plans (handout) • Student evaluation of lesson presentations (handout) Reflection #8 due Jul 27 on Chapters 4-6 Reflection #9 due Jul 28 on Chapters 7-9 Jul 29 SIOP Group Lesson Plan Preparation Jul 29 (cont’d) Quiz Aug Group lesson plan presentations of a 40-55 minute lesson Aug Group lesson plan presentations of a 40-55 minute lesson Aug Group lesson plan presentations of a 40-55 minute lesson Academic standards for group lesson Closed book/closed notes May be taken in groups of no more than students Only set of answers to be turned in Copy of the lesson plan to Instructor before you present Student evaluation of lesson presentations Student evaluation of lesson presentations Student evaluation of lesson presentations Individual reflections on the class to be about 2/3 minutes Please note: you may retrieve your graded Lesson Plan from the LRC office pickup box (in Room 512) by Aug They will be inside a large envelope with our class number on it Or, you may bring me a self-addressed, stamped envelope and I can mail it to you Reflection #10 Summary of your class participation, attendance, understanding of course materials, and questions remaining  ... Language Proficiency (ELP) Standards Quiz Required readings: (scan these) • Flores v Arizona, Findings of Fact and Conclusions of Law (handout) • Flores v Arizona, www.ade.state.az.us, Office of English. .. Arizona English Language Proficiency (ELP) Standards Read the Preface to Eng Lang Prof (ELP) Stds and the Cover Sheets to Arizona Eng Lang Prof Stds for Listening, Speaking, Reading, and Writing... Other Useful Links Required:  www.ade.state.az.us, Office of English Acquisition Services, Structured English Immersion Program Models Task Force • www.ade.state.az.us, Office of English Acquisition