Cover Sheet Georgia Professional Standards Commission (PSC) Report Program Name: English to Speakers of Other Languages Add-on Program Submitted by: Kennesaw State University Address: 1000 Chastain Road Kennesaw, GA 30144-5591 Chief Compiler: Dr. Susan B. Brown Phone: 770-423-6577 Email [email protected] Fax 770-423-6263 Level offered for review: Baccalaureate Masters Post-Bac (Alternative Certification) X Endorsement/Add-on Checklist of Materials to be enclosed in this review document: Table of Contents Overview of the Program Goals and Objectives of the Program College or Department Responsible for Preparing Candidates Description of Course(s) of Study Descriptions of Field Experiences, Student Teaching and Internships Explanation of How and Why The Program May Vary From the Published Georgia Standards List of Faculty Responsible for the Program Number of Candidates in the Program Post Baccalaureate Programs Evidence for Meeting the Georgia 2000 Standards Standard 1 – Candidate Skills, Knowledge, and Dispositions Standard 2 – Program Assessment and Unit Capacity Standard 3 – Field Experiences and Clinical Practice Standard 7 – Georgia-Specific Requirements for Units and Programs Standard 8 – Content Requirements for Educator Preparation Programs Required Appendices A. Assessment instruments referenced in response to Standard 2. B. Course syllabi for all courses referenced in responses to Standards 7 and 8. ii PSC Program Reports in Conjunction with On-Site CONTINUING REVIEWS Kennesaw State University English to Speakers of Other Languages Add-on Program Advanced Table of Contents I II III Cover Sheet ................................................................................................................................ i Table of Contents ...................................................................................................................... ii Overview of the Program .......................................................................................................... 1 III.A Goals and Objectives of the Program.......................................................................... 1 III.B College or Department Responsible for Preparing Candidates ................................... 3 III.C Description of Course of Study................................................................................... 5 III.D Descriptions of Field Experiences, Student Teaching & Internships .......................... 8 III.E Explanation of How & Why the Program may vary from the Published Georgia Standards ..................................................................................................... 8 III.F List of Faculty Responsible for the Program............................................................... 8 III.G Number of Candidates in the Program........................................................................ 9 III.H Post-Baccalaureate Program ....................................................................................... 9 IV Evidence for Meeting Georgia 2000 Standards .................................................................... 10 Standard 1 – Candidate Skills, Knowledge, and Dispositions ........................................... 10 Element 1.1 Content Knowledge for Teacher Candidates.................................. 15 Element 1.2 Content Knowledge for Other Professional School Personnel ...... 16 Element 1.3 Pedagogical Content Knowledge for Teacher Candidates ............ 16 Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates ..................................................................................... 16 Element 1.5 Professional Knowledge and Skill for Other School Personnel .... 19 Element 1.6 Dispositions for All Candidates .................................................... 20 Element 1.7 Student Learning for Teacher Candidates ...................................... 21 Element 1.8 Student Learning for Other Professional School Personnel ........... 21 Standard 2 – Program Assessment and Unit Capacity........................................................ 22 Element 2.1 Assessment System ...................................................................... 22 Element 2.2 Data Collection, analysis, and Evaluation .................................... 23 Element 2.3 Use of Data for Program Improvement ......................................... 24 Standard 3 – Field Experiences and Clinical Practice ....................................................... 25 Element 3.1 Collaboration between Unit and School Partners.......................... 25 Element 3.2 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice .................................................................... 25 Element 3.3 Candidates’ Development and Demonstration of KSDs to Help All Students Learn .............................................................. 27 Standard 7 – Georgia-Specific Requirements for Units and Programs ............................ 29 Element 1 Meets Minimum Admissions Requirements ..................................... 29 Element 2 Knowledge of Reading Methods ...................................................... 29 Element 3 Knowledge of the Identification and Education of Children With Special Needs ...................................................................... 29 Element 4 Proficiency in the Use, Application, and Integration of Instructional Technology ............................................................... 30 Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core Curriculum ........................................................................... 30 Element 6 Knowledge of Professional Ethical Standards and Requirements for Certification and Employment ................................................ 30 Element 7 Field Experiences Appropriate to the Grade Level and Field of Certification Sought Element ....................................................... 31 PSC Report 2003 KSU ESOL add-on program iii Standard 8 – Content Requirements for Educator Preparation Programs.......................... 32 PRAXIS II Content..................................................................................... 33 V Required Appendices A. Assessment instruments referenced in response to Standard 2................................... 34 ESOL Field Experience....................................................................................... 34 TELL ESOL program survey results................................................................... 37 B. Course syllabi for all courses referenced in responses to Standards 7 and 8. .............. 41 EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher .................................. 42 EDUC 7782Applied Linguistics for ESOL/Bilingual Teacher ........................... 48 EDUC 7783 Methods and Materials for Teaching ESOL ................................... 54 PSC Report 2003 KSU ESOL add-on program 1 III. Overview of the Program English to Speakers of Other Languages Kennesaw State University The English to Speakers of Other Languages (ESOL) Add-on program is a three-course sequence (9 semester hours) with embedded field experiences. There are three delivery models currently in place: (1) ESOL Summer Institute, (2) TELL grant on-site cohorts, and (3) KSU Continuing Education program offering staff development units (approved for delivery by PSC on March 11, 2003). The ESOL graduate add-on program Summer Institute was developed in response to demand from local school districts. The first cohort of 30 candidates completed the summer institute in 1999. Program completers rated the program very successful. Despite 100% turnover in faculty in 2001, program completers continued to rate the program as very successful. The ESOL graduate add-on program was integrated as an option within the new Master of Education in Special Education: Collaborative Practice track in 2001-2002 as part of an emphasis on inclusive education. Grant funding (US Department of Education Bilingual Education) to support off-campus cohorts within a local district began in 2001 and expanded the program outreach. The most recent grant (US Department of Education Teaching English Language Learners) began funding on-site cohorts in 2003 and also includes materials development that is being piloted by KSU. An agreement with the KSU Continuing Education program has resulted in another pilot program this year, using faculty approved by the ESOL program, to provide Staff Development Unit training to complete the ESOL add-on. Discussions of additional ways to address the unmet need for ESOL teachers continue as part of the continuous improvement model. A. Goals and Objectives of the Program Conceptual Framework: Collaborative Development of Expertise in Teaching and Learning Kennesaw State University Professional Teacher Education Unit’s conceptual framework for the preparation of teachers is based on the Collaborative Development of Expertise in Teaching and Learning. This framework succinctly captures the essence of the university's deep commitment to universitywide and university-school collaboration in the preparation of teachers. The Kennesaw State University Professional Teacher Education Unit (KSU-PTEU) is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. Performance outcomes demonstrating expertise in subject matter, expertise as facilitators of teaching and learning and expertise as PSC Report 2003 KSU ESOL add-on program 2 collaborative professionals are clearly defined by the Professional Teacher Education Unit within the Conceptual Framework. The KSU-PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. The KSU-PTEU Candidate Performance Indicators include 3 major outcomes required of all candidates in KSUPTEU programs: KSU-PTEU 1 Subject Matter Experts, KSU-PTEU 2 Facilitators of learning, and KSU-PTEU 3 Collaborative Professionals. As subject matter experts (KSU-PTEU 1), candidates know the subjects they teach and how to teach those subjects to students, and as English to Speakers of Other Languages (ESOL) subject matter experts, candidates demonstrate mastery of the Georgia Professional Standards Commission (GA PSC) ESOL standards. Candidates are expected to be knowledgeable of linguistics, culture and methods to support English Language Learners in the general education curriculum in collaboration with general education teachers with specific subject matter expertise. Faculty implement constructivist approaches within graduate ESOL classes to model the centrality of expertise as a facilitator of teaching and learning (KSU-PTEU 2), English to Speakers of Other Languages candidates are guided through learning activities and reflection on their practice. Teaching and learning are entwined and only through the implementation of validated practices can all candidates develop their own mental models or schema and reach high levels of learning. In that way, ESOL candidates become facilitators of the teaching and learning process, committed to their K-12 students, and responsible for managing and monitoring student learning. English to Speakers of Other Languages candidates must demonstrate the skills and knowledge to create environments and learning experiences that engage students in active learning and authentic achievement. They must constantly assess and use results for improvement of their K12 student learning. English to Speakers of Other Languages candidates are expected to demonstrate knowledge and mastery of research-based practices. In the role of facilitators of teaching and learning, ESOL candidates prepare to guide, motivate, evaluate, instruct and advise students. Their classroom practices should reflect a repertoire of culturally sensitive teacher and learner centered methods, which they should be able to implement or adapt in response to changes in the environment and student needs. The awareness of individual differences, knowing when and how to adjust instruction, and formative and summative assessment are essential outcomes of the graduate ESOL experience. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with the university, public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning. English to Speakers of Other Languages candidates meet more than the academic requirements of the ESOL add- PSC Report 2003 KSU ESOL add-on program 3 on program. Candidates are expected to be collaborative professionals (KSU-PTEU 3) and think systematically about their practice, learn from experience, and serve as members of learning communities. As professionals, they are expected to be enthusiastic about their work and positively influence colleagues and students. Becoming a better teacher requires a commitment to ownership of the success of all students, use of data based decision making strategies to maximize impact on student learning, currency in subject matter knowledge, and continual assessment of their own strengths and areas of need as facilitators of learning through self-reflection. Successful ESOL candidates take responsibility in their schools for curriculum initiatives, parental involvement, and collaboration with all constituents. In the classroom and in all school matters, their relations with students, parents and colleagues show regard for human dignity. As professionals, KSU ESOL candidates are expected to continually seek ways to improve learning experiences for the students they teach. Candidates are also expected to be lifelong learners, participating in learning communities to inform their teaching practice. Collaborating with professional colleagues, participating in the activities of professional associations, engaging in self-evaluation, and working with members of the community served by their schools contribute to their effectiveness as professionals in facilitating student learning. B. College or Department Responsible for Preparing Candidates The English to Speakers of Other Languages add-on program is housed in the Department of Special Education in the Bagwell College of Education within the Kennesaw State University Professional Teacher Education Unit (KSU-PTEU). The on-going development and delivery of the program includes collaboration with the Department of English and Department of Foreign Languages within the College of Humanities and Social Sciences and the off-campus Continuing Education program at Kennesaw State University. The Department of Special Education is responsible for scheduling university credit courses, approval of faculty, and monitoring the program. The Department of Special Education Chair and the KSU Certification Officer in the Teacher Education Advisement Center coordinate candidate recruitment, admission and advisement. PSC Report 2003 KSU ESOL add-on program 4 Organizational Structure of the Professional Teacher Education Unit Kennesaw State University Dean Bagwell College of Education Teacher Education Council Elementary & Early Childhood Education (P-5) Middle Grades Education (4-8) Secondary Education (7-12) Initial Initial Initial (B.S.) (B.S.) Adv. Adv. (M.Ed. ) (M.Ed. in Adol. Educ.) Endorse -ment Reading P-12 Art Educ. (College of Humanities and Social Sci.) (School of the Arts) Math Educ. Science Education (College of Sci. & Math.) Social Science Educ. (College of Humanities & Soc. Sci.) Education al Leadershi Adv. (M.Ed.) Adv. (M.Ed.) Health Phys. Educ. Center for Field Experiences and Partnerships (CFEP) (College of Health & Human Services) Foreign Lang. (College of Humanities & Soc. Sci.) Cobb Education Consortium (CEC) Educational Technology Center (EdTech) & Endorsements: ESOL Endorsement Pre-School Leadership Music Education (School of the Arts) Professional Teacher Education Faculty PSC Report 2003 KSU ESOL add-on program Academic Support Initial English Educ. (College of Sci. & Math.) Special Education Teacher Education Advisement Center (TEAC) Teacher Resource and Activity Center (TRAC) 5 There are currently three distinct delivery methods for the ESOL add-on program. (1) The threecourse add-on program has been delivered in an annual Summer ESOL Institute since 1999. (2) A partnership with a local school district funded by a federal grant (currently the TELL program) has included delivery of the ESOL add-on program on-site in the district since 2001. (3) During fall 2003, a Staff Development Unit (SDU) based ESOL add-on program was implemented through the Kennesaw State University Continuing Education program. Faculty teach in one or more of the delivery models. Faculty members in the Departments of Foreign Language and Department of English teach the three required courses for the campusbased Summer Institute, the on-site partnership program, and the Continuing Education staff development program. All faculty must be approved by the Chair of the Department of Special Education in collaboration with the program area coordinator (see III F p. 8). A Ph.D. in an appropriate field or extensive experience and expertise to provide graduate level instruction is a requirement for approval since these are graduate level courses. There is a balance in faculty specializations to support courses in the program. Faculty are involved in professional development opportunities to remain up-to-date for program delivery and they provide leadership in professional service at the department, college, university, state and national level. The involvement of ESOL faculty in grant, contract, service and collaborative relationships in schools is reflective of KSU’s strong emphasis on applied scholarship using Boyer’s (1990) model. (see III. F. p. 8) C. Description of Course(s) of Study The requirements for English to Speakers of Other Languages add-on are included in 3 courses: EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher (3) This course is designed to develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural classroom settings. In this course prospective ESOL teachers will examine major theories related to educating a culturally diverse student body, and teachers will develop strategies for ensuring that ESOL students develop knowledge for mainstream culture as the become proficient in English. (see p. 42 ) EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher (3) In this course students will examine principles of linguistics systems (phonological, syntactic and semantic) and their acquisition as it occurs both in first and additional languages. Students will also explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluating the development of English as an additional language. (see p. 48 ) EDUC 7783 Methods and Materials for Teaching ESOL (3) In this course, prospective ESOL teachers will develop skills in writing and adapting curricula, critiquing and selecting materials, and applying strategies for teaching reading, writing, speaking and listening to speakers of other languages. The course will also include assessment of linguistic proficiency and development. . (see p.54 ) The requirements are listed on the attached advisement sheets. PSC Report 2003 KSU ESOL add-on program 6 DEPARTMENT OF SPECIAL EDUCATION English to Speakers of Other Languages ADVISEMENT PLAN NAME ADVISOR SOCIAL SECURITY # ADMISSION DATE ADDRESS CURRENT CERTIFICATE CITY, STATE, ZIP PHONE COURSE Transfer/ Substitution EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher (3) EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher (3) EDUC 7783 Methods and Materials for Teaching ESOL (3) (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). PSC Report 2003 KSU ESOL add-on program Semester Completed/ Grade 7 DEPARTMENT OF SPECIAL EDUCATION Master of Education: Collaborative Practice ADVISEMENT PLAN 2003 Cohort NAME ADVISOR KSU # ADMISSION DATE ADDRESS CURRENT CERTIFICATE CITY, STATE, ZIP PHONE COURSE SUMMER 2003 EXC 7700 (3) Teacher Researcher Elective (3) FALL 2003 EXC 7760 (3) Curriculum Development SPRING 2003 EXC 7720 (3) Classroom Behavioral Strategies SUMMER 2003 Gifted, ESOL, Reading or Preschool/Special Education Add-on Institute (6-9) FALL 2003 EXC 7780 (3) Collaborative Practices SPRING 2004 EXC 7730 (3) Assessment EXC 7790 (3) Documenting Professional Growth Portfolio /Thesis Presentation SUMMER 2004 Elective (6-9) TRANSFER SEM/GRADE (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). D. Descriptions of Field Experiences, Student Teaching and Internships Field experiences are embedded within the graduate English to Speakers of Other Languages add-on program at Kennesaw State University (KSU). During the Summer Institute, faculty arrange on-site observations of ESOL programs in local districts. During Summer 2004, a KSU Summer Camp experience for ESOL students will be used as a field experience site. Graduate candidates in the off-campus cohorts are employed full time as teachers and complete field-based activities on their job site. Candidates in the Continuing Education staff development unit option must provide verification by their supervisor that they have applied skills in their job site. (see Standard 3 p. 24 for more detailed information). E. Explanation of How and Why the Program May Vary from the Published Georgia Standards Not Applicable. PSC Report 2003 KSU ESOL add-on program 8 F. List of Faculty Responsible for the M.Ed. in Special Education Program Full-time on-campus faculty from the Department of English and the Department of Foreign Languages have been the primary instructors for the on-campus summer institutes and the offcampus grant program in collaboration with Cobb County Schools. On-campus faculty are teaching in the Continuing Education program, and with the approval of the Continuing Education delivery model, additional faculty from the Continuing Education program have been reviewed and approved by on-campus faculty and the chair of the Department of Special Education. All faculty have degrees/and or extensive experience in the area of English to Speakers of Other Languages. From 1998-2003, The Department of Special Education provided funds for faculty travel to professional TESOL and bilingual education conferences for professional development. As of 2003, the TELL grant (now housed in the Department of Foreign Languages) is available to support this function. Name Highest Degree Rank* Status** Yrs Experience in Higher Ed Yrs Experience in P-12 Ed FACULTY QUALIFICATIONS ESOL Add-on program SPRING 2004 FACULTY QUALIFICATIONS Program Areas of Responsibilities Specialization Judy Holzman Ph.D. P T 29 1 David Johnson Ph.D. AP T 5 2 Sarah Anne Shope MAPW MSEd PT Gail Yokubinas MA PT David Baugher MPA *Key 1: L= Lecturer I = Instructor AP = Assistant Professor **Key 2: PT = Part-time FT = Full-time, temp PSC Report 2003 KSU ESOL add-on program 17 5 17 Cultural studies and second language acquisition, working with nondominant cultures Linguistics, second language acquisition, ESOL Linguistics, Materials and Methods, continuing education curriculum English to Speakers of Other Languages Graduate Admission Advisement Other Qualifications Comparative & International Education Grants Graduate faculty Linguistics Graduate faculty Linguistics Materials and Method TESOL Coordinator of Continuing Education ESOL program TESOL ASP = Associate Professor P = Professor SMT = Supervising Master Teacher TT = Tenure Track T = Tenured KSU Certification Officer 9 G. Number of Candidates in the Program Spring 2004 Enrollment in ESOL add-on program tracks Summer Institute TELL grant on-site program Continuing Education SDU program Total * Enrollment in Summer Institutes has ranged from 25 – 30 candidates each summer. H. Post-Baccalaureate Programs Not Applicable. PSC Report 2003 KSU ESOL add-on program 0* 24 15 39 10 IV. Evidence for Meeting the Georgia 2000 Standards Standard 1 – Candidate Skills, Knowledge, and Dispositions Candidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. As a prerequisite for admission to the English to Speakers of Other Languages add-on program, graduate candidates are required to demonstrate content mastery in at least one teaching field as evidenced by a valid Georgia Teaching Certificate. The Department of Special Education developed the ESOL add-on program based on the Georgia PSC ESOL standards and aligned these with the KSU - PTEU Conceptual Framework and the national TESOL standards. ESOL Standards Alignment KSU-PTEU Conceptual Framework Candidate Performance Indicators Outcome 1: Subject Matter Experts 1.1 Subject matter expert Georgia PSC ESOL Requirements 1 The program shall require demonstrated competence in the knowledge of the nature of language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English Language TESOL Standards Domain 1: Language Standard 1.a. Describing Language Standard 1.b. Language Acquisition and Development 2 The program shall require demonstrated competence in listening, speaking, reading, and writing standard English on technical, abstract, and non-technical or general topics 3 The program shall require demonstrated competence in the knowledge of and experience in first and second language acquisition across age levels 4 The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning 7 The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures 1.2 Understanding of connections 4 The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and socio-cultural variables PSC Report 2003 KSU ESOL add-on program Domain 3: Planning, Implementing and Managing Instruction Standard 3.a. Planning for Standards Based ESL and Content Instruction 11 on language learning 7 The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students 9 The program shall require demonstrated competence in the use of available technology, particularly multimedia, and shall include the application of computer hardware and software and techniques of evaluating software for ESOL instruction 1.3 Powerful instructional approaches 1.4 Knowledge as combination of understanding, skills & dispositions Standard 3.c. Using Resources Effectively in ESL and Content Instruction Domain 2: Culture Standard 2.a. Nature and Role of Culture Standard 2.b. Cultural Groups and Identity 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Domain 3: Planning, Implementing and Managing Instruction Standard 3.a. Planning for Standards Based ESL and Content Instruction Standard 3.b. Managing and Implementing Standards Based ESL and Content Instruction 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students Standard 3.c. Using Resources Effectively in ESL and Content Instruction 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Domain 3: Planning, Implementing and Managing Instruction Standard 3.a. Planning for Standards Based ESL and Content Instruction Standard 3.b. Managing and Implementing Standards Based ESL and Content Instruction 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students Standard 3.c. Using Resources Effectively in ESL and Content Instruction 10 Supervised field experiences in ESOL education shall be integrated throughout the program Outcome 2: Facilitators of Learning 2.1 Belief that all students can learn Standard 3.b. Managing and Implementing Standards Based ESL and Content Instruction 4 The program shall require demonstrated competence in the knowledge of the effects of PSC Report 2003 KSU ESOL add-on program Domain 2: Culture Standard 2.a. Nature and Role of Culture Standard 2.b. Cultural Groups and Identity Domain 2: Culture Standard 2.a. Nature and Role of 12 cognitive, affective, and socio-cultural variables on language learning 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Culture Standard 2.b. Cultural Groups and Identity 10 Supervised field experiences in ESOL education shall be integrated throughout the program 2.2 Equitable treatment and access 4 The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Domain 2: Culture Standard 2.a. Nature and Role of Culture Standard 2.b. Cultural Groups and Identity 10 Supervised field experiences in ESOL education shall be integrated throughout the program 2.3 Human development and learning 2 The program shall require demonstrated competence in listening, speaking, reading, and writing standard English on technical, abstract, and non-technical or general topics Domain 1: Language Standard 1.a. Describing Language Standard 1.b. Language Acquisition and Development 3 The program shall require demonstrated competence in the knowledge of and experience in first and second language acquisition across age levels 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language 10 Supervised field experiences in ESOL education shall be integrated throughout the program 2.4 Challenging environments 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language PSC Report 2003 KSU ESOL add-on program Domain 3: Planning, Implementing and Managing Instruction Standard 3.a. Planning for Standards Based ESL and Content Instruction Standard 3.b. Managing and Implementing Standards Based ESL 13 2.5 Multiple methods 10 Supervised field experiences in ESOL education shall be integrated throughout the program and Content Instruction 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Domain 3: Planning, Implementing and Managing Instruction Standard 3.a. Planning for Standards Based ESL and Content Instruction Standard 3.b. Managing and Implementing Standards Based ESL and Content Instruction 9 The program shall require demonstrated competence in the use of available technology, particularly multimedia, and shall include the application of computer hardware and software and techniques of evaluating software for ESOL instruction Standard 3.c. Using Resources Effectively in ESL and Content Instruction Standard 3.c. Using Resources Effectively in ESL and Content Instruction 10 Supervised field experiences in ESOL education shall be integrated throughout the program 2.6 Evaluating progress 5 The program shall require demonstrated competence in language assessment techniques and instruments and the evaluation of students 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language Domain 4: Assessment Standard 4.a. Issues of Assessment Standard 4.b. Language Proficiency Assessment Standard 4.c. Classroom-based Assessment for ESL 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students 10 Supervised field experiences in ESOL education shall be integrated throughout the program 2.7 Interpreting & reporting student performance 5 The program shall require demonstrated competence in language assessment techniques and instruments and the evaluation of students 7 The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures PSC Report 2003 KSU ESOL add-on program Domain 4: Assessment Standard 4.a. Issues of Assessment Standard 4.b. Language Proficiency Assessment Standard 4.c. Classroom-based Assessment for ESL 14 Outcome 3: Collaborative Professionals 3.1 Collaboration with professional partners 10 Supervised field experiences in ESOL education shall be integrated throughout the program Domain 5: Professionalism Standard 5.b. Partnerships and Advocacy Standard 5.c. Professional Development and Collaboration. 3.2 Reflection, research & scholarship 3.3 Parental and Community Involvement 3.4 Professional Development 10 Supervised field experiences in ESOL education shall be integrated throughout the program 10 Supervised field experiences in ESOL education shall be integrated throughout the program 10 Supervised field experiences in ESOL education shall be integrated throughout the program Domain 5: Professionalism Standard 5.a. ESL Research and History Standard 5.c. Professional Development and Collaboration. Domain 5: Professionalism Standard 5.b. Partnerships and Advocacy Standard 5.c. Professional Development and Collaboration. Domain 5: Professionalism Standard 5.a. ESL Research and History Standard 5.b. Partnerships and Advocacy Standard 5.c. Professional Development and Collaboration. The Georgia PSC ESOL Standards 1 (Linguistics), Standard 3 (Language Learning), Standard 4 (Sociolinguistics), and Standard 7 (Cultural systems) are the Content (NCATE Standard 1.1) standards. They are aligned with the KSU-PTEU Subject Matter Expert. Georgia PSC TESOL Standard 5 (Assessment), Standard 6 (Instructional Planning), Standard 8 (Instructional Strategies) and Standard 9 (Technology) are the Pedagogical Content Knowledge (NCATE Standard 1.3) standards. These are aligned with the KSU-PTEU Facilitator of Learning. Mastery of subject matter and inquiry methods across multiple curriculum areas are also evaluated within Pedagogical Content Knowledge. Professional and Pedagogical Knowledge and Skills (NCATE Standard 1.4) are addressed in GA TESOL 8 (Instructional Strategies) Candidate Dispositions (NCATE Standard 1.6) are addressed with individual candidate reflective activities throughout the courses, as part of the Georgia PSC TESOL Standard 2 (Language Skills) and Standard 10 (Field Experience). This area also address the KSU-PTEU Collaborative Practice. PSC Report 2003 KSU ESOL add-on program 15 Element 1.1 Content Knowledge (Initial & Advanced) Element 1.1 Content Knowledge for Teacher Candidates Unacceptable Teacher candidates have inadequate knowledge of subject matter that they plan to teach as shown by their inability to give examples of important principles or concepts delineated in professional, state, and institutional standards Acceptable Teacher candidates know the subject matter they plan to teach as shown by their ability to explain important principles and concepts delineated in professional, state, and institutional standards. Target Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject. The Georgia PSC ESOL Standards 1 (Linguistics), Standard 3 (Language Learning), Standard 4 (Sociolinguistics), and Standard 7 (Cultural systems) are the Content (NCATE Standard 1.1) standards. They are aligned with the KSU-PTEU Subject Matter Expert. Key assignments that provide evidence of effective preparation have been identified by faculty and are highlighted in the following table. Georgia PSC ESOL Content Standards & KSU ESOL Assignment Alignment KSU-PTEU Conceptual Framework Candidate Performance Indicators Subject Matter Expert Georgia PSC ESOL Standard KSU ESOL Course Assignment or requirement addressing standard Evidence of effective preparation 1The program shall require demonstrated competence in the knowledge of the nature of language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English Language. EDUC 7782 Applied Linguistics for ESOL/Bilingu al Teacher Objective quizzes – linguistics Portfolio includes completed study guides covering the nature of language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English language, along with a written essay of linguistic case study, and a successfully completed written quizzes and final assessment of that knowledge. Subject Matter Expert 3 The program shall require demonstrated competence in the knowledge of and experience in first and second language acquisition across age levels EDUC 7783 Cultural Issues for ESOL/Bilingu al Teacher Case study assignment Subject Matter Expert 4 The program shall require demonstrated EDUC 7783 Cultural Group sociolinguistic Portfolio includes completed study guides covering knowledge in first and second language acquisition across age levels, along with a successfully completed written assessment of that knowledge and a linguistics case study and practicum journal that tracks the participant’s experience and/or knowledge related to first and second language acquisition. Portfolio includes completed study guides covering the PSC Report 2003 KSU ESOL add-on program 16 Subject Matter Expert competence in the knowledge of the effects of cognitive, affective, and sociocultural variables on language learning. 7 The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures. Issues for ESOL/Bilingu al Teacher project EDUC 7783 Cultural Issues for ESOL/Bilingu al Teacher Language lesson incorporating best practice for a cultural group knowledge of the effects of cognitive, affective, and sociocultural variables on language learning, along with a successfully competed assessment of that knowledge. Portfolio includes five lessons incorporating best practice for 5 different cultural groups Group presentations (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). Element 1.2 Content Knowledge for Other Professional School Personnel (EDL only) Not applicable. Element 1.3 Pedagogical Content Knowledge for Teacher Candidates (Initial & Advanced) Unacceptable Acceptable Target Teacher candidates do not understand the relationship of content and pedagogy delineated in professional, state, and institutional standards in a way that helps that develop learning experiences that integrate technology and build on students’ cultural backgrounds and knowledge of content so that students learn. Teacher candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn. They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and through the integration of technology. Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately. Georgia PSC TESOL Standards 5 (Assessment), Standard 6 (Instructional Planning), Standard 8 (Instructional Strategies), and Standard 9 (Technology) are the Pedagogical Content Knowledge standards. Mastery of subject matter and inquiry methods across multiple curriculum areas are also evaluated within Pedagogical Content Knowledge. Key assignments that provide evidence of effective preparation have been identified by faculty and are highlighted in the following table. Georgia PSC ESOL Pedagogical Content Standards & KSU ESOL Assignment Alignment KSU-PTEU Conceptual Framework Candidate Performance Indicators Subject Matter Experts Georgia PSC TESOL Standard 5 The program shall require demonstrated competence in language assessment techniques and instruments PSC Report 2003 KSU ESOL add-on program KSU ESOL Course EDUC 7783 Methods & Assignment or requirement addressing standard Evidence of effective preparation Report on language assessment measures Analyze Language Assessment Battery Portfolio includes a written report on hands-on experience with language assessment techniques and 17 Facilitator of Learning Facilitator of Learning Facilitator of Learning and the evaluation of students. Materials for Teaching ESOL results for LEP students 6 The program shall require demonstrated competence in ESOL curriculum planning and implementation, the use of a variety of instructional methods, and multiple assessment strategies of teaching English as a Second Language 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students. EDUC 7783 Methods & Materials for Teaching ESOL Microteaching language lesson Best practice activity file EDUC 7783 Methods & Materials for Teaching ESOL Case study presentation Portfolio includes successfully completed with a written assessment of knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students. 9 The program shall require demonstrated competence in the use of available technology, particularly multimedia, and shall include the application of computer hardware and software and techniques of evaluating software for ESOL instruction EDUC 7783 Methods & Materials for Teaching ESOL Website evaluation Software evaluation Portfolio includes the instructor’s evaluation of successfully demonstrated competence in the use of available technology, particularly multimedia, the application of computer hardware and software and techniques of evaluating software for ESOL instruction. (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 instruments and the evaluation of students, along with successfully completed written essay covering the knowledge and the instructor’s critique of the participant’s presentation of the report. Portfolio includes successfully completed curriculum plans revealing a variety of instructional methods, and multiple assessments, strategies of teaching ESL, along with a written assessment of knowledge of such. & EDUC 7783 p. 54 ). Element 1.4 Professional and Pedagogical Knowledge and Skills for Teacher Candidates (Initial & Advanced) Unacceptable Candidates have not mastered professional and pedagogical knowledge and skills delineated in professional, state, and institutional standards as shown in their lack of knowledge of school, family, and community contexts or in their inability to develop learning experiences that draw on students’ PSC Report 2003 KSU ESOL add-on program Acceptable Candidates use their professional and pedagogical knowledge and skills delineated in professional, state and institutional standards to facilitate learning. They consider the school, family, and community contexts in which they work and the prior experiences of students to develop meaningful learning Target Candidates reflect a thorough understanding of professional knowledge and skills delineated in professional, state, and institutional standards, as show in their development of meaningful learning experiences to facilitate student learning for all students. They reflect on their practice and make necessary 18 prior experiences. experiences. adjustments to enhance student learning. They know how students learn and how to make ideas accessible to them. They consider school, family, and community contexts in connecting concepts to students’ prior experiences, and applying the ideas to real-world problems. Georgia PSC ESOL Standard 8 (Instructional Strategies) addresses Professional and Pedagogical Knowledge and Skills. GA PSC ESOL Standard 7 (Cultural Systems) and Standard 4 (Sociolinguistics) areas also essential components for this standard in relation to English Language Learners. Key assignments that provide evidence of effective preparation have been identified by faculty and are highlighted in the following table. PSC Report 2003 KSU ESOL add-on program 19 Georgia PSC ESOL Professional and Pedagogical Knowledge and Skills Standards & KSU ESOL Assignment Alignment KSU-PTEU Conceptual Framework Candidate Performance Indicators Facilitator of Learning Subject Matter Expert Facilitator of Learning Subject Matter Expert Facilitator of Learning Georgia PSC TESOL Standard 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students. 4 The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and sociocultural variables on language learning 7 The program shall require demonstrated competence in the study of sociocultural systems and characteristic features of linguistic/minority cultures KSU ESOL Course Assignment or requirement addressing standard Evidence of effective preparation EDUC 7783 Methods & Materials for Teaching ESOL Case studies Article discussion Portfolio includes successfully completed with a written assessment of knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students. EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher Group sociolinguistic project EDUC 7783 Methods & Materials for Teaching ESOL Lesson Plan incorporating best practice for a cultural group Portfolio includes completed study guides covering the knowledge of the effects of cognitive, affective, and socio-cultural variables on language learning, along with a successfully competed assessment of that Portfolio includes essay form analysis of linguistic case study, along successfully completed written assessment of the study of social-cultural systems and characteristic features of linguistic/minority cultures. (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). Element 1.5 Professional Knowledge and Skills for Other School Personnel (EDL only) Not applicable. PSC Report 2003 KSU ESOL add-on program 20 Element 1.6 Dispositions for All Candidates (All) Unacceptable Candidates are not familiar with professional dispositions delineated in professional, state, and institutional standards. They do not model these dispositions in their work with students, families, and communities. Acceptable Candidates are familiar with the dispositions expected of professionals. Their work with students, families, and communities reflects the dispositions delineated in professional, state, and institutional standards. Target Candidates’ work with students, families, and communities reflects the dispositions expected of professional educators as delineated in professional, state, and institutional standards. Candidates recognize their own dispositions may need to be adjusted and are able to develop plans to do so. Georgia PSC ESOL Standards do not directly address Dispositions. Standard 10 (Field Experience) does provide the opportunity for faculty to observe candidate dispositions. Faculty also address evaluation of candidate dispositions within course syllabi and individual activity rubrics. Standard 2 (Language Skills) is an indicator of professionalism that is included under this element. Key assignments that provide evidence of effective preparation have been identified by faculty and are highlighted in the following table. Georgia PSC ESOL Professional and Pedagogical Knowledge and Skills Standards & KSU ESOL Assignment Alignment KSU-PTEU Conceptual Framework Candidate Performance Indicator Subject Matter Expert Collaborative Professional Georgia PSC TESOL Standard KSU ESOL Course Assignment or requirement addressing standard 2 The program shall require demonstrated competence in listening, speaking, reading, and writing standard English on technical, abstract, and non-technical or general topics. All courses Reflection papers In-class writing assignments Written evaluation of materials Class discussions 10 Supervised field experiences in ESOL education shall be integrated throughout the program. All courses Observation checklists (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 PSC Report 2003 KSU ESOL add-on program Evidence of effective preparation The portfolio includes written pieces that demonstrate competence in writing standard English on technical, abstract, and non-technical or general topics. A successfully completed written assessment reveals the participant’s competency in listening and reading, and the instructor’s evaluation reveals the participant’s competency in speaking during class discussions and presentations. The portfolio includes the form for the supervised field experiences in ESOL education as integrated throughout the program and signed by supervising teacher. & EDUC 7783 p. 54 ). 21 Element 1.7 Student Learning for Teacher Candidates (Initial & Advanced) Unacceptable Teacher candidates do not accurately assess student learning or develop learning experiences based on students’ developmental levels or prior experience. Acceptable Teacher candidates focus on student learning as shown in their assessment of student learning, use of assessments in instruction, and development of meaningful learning experiences for students based on their developmental level and prior experience. Target Teacher candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students. Candidates in the ESOL add-on program are trained to collect and analyze data. The EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher Case Study Assignment includes multiple decision points based on case study data (see EDUC 7781 syllabus p. 41). Element 1.8 Student Learning for Other Professional School Personnel (EDL only) Not applicable. PSC Report 2003 KSU ESOL add-on program 22 Standard 2 – Program Assessment and Unit Capacity Element 2.1 Assessment System The ESOL add-on program is a three-course sequence and does not lead to a degree. Assessment focuses on the Georgia PSC ESOL outcomes and the 3 major outcomes of the KSU-PTEU Candidate Performance Indicators (Subject Matter Expert, Facilitator of Learning and Collaborative Professional). The ESOL graduate add-on program assessment system includes an external component for program evaluation and an internal component for individual candidate assessment. A continuous data collection model is used to support data based decision making on program evaluation and individual candidate progress. The external component includes Department of Special Education Advisory Board review and external accreditation review. Internal candidate assessment includes data collected on individual candidates beginning with admission review and performance on specific assignments linked to program outcomes. The Department of Special Education Advisory Board includes faculty and staff from across campus, current candidates and graduates, parent representatives from the community, and practicing professionals from the community. The Advisory Board provides external review for all graduate programs in the Department of Special Education, including the ESOL graduate addon program. It meets twice a year and provides a forum for discussion and feedback to guide program development and program evaluation. ESOL faculty surveyed program completers during Fall Semester 2003. The survey addressed effectiveness of ESOL classes during the past two years. (see attached survey p. 37 ) The Staff Development program offered through Continuing Education is serving their first group of candidates and plan to survey completers in the future. The Internal assessment system begins with data collected at the point of admission to the program. Admission requirements are listed in the Graduate Catalog (IV Standard 7 Element 1, p. 29 of this report). Faculty monitor mastery of course requirements aligned with KSU-PTEU and Georgia PSC ESOL Standards. The assessment plan goal is to collect data on candidate performance on the major projects that reflect the PSC and PTEU outcomes and to document candidate dispositions. As the program has grown and new delivery models have been developed, the focus has been to align the major projects across delivery models. At this point, data collection has focused on grades for projects. This data was not adequate for major programmatic decision-making. Faculty are now developing rubrics for major projects to provide candidate feedback and more useful data collection. PSC Report 2003 KSU ESOL add-on program 23 Candidate Outcomes and Assessment Plan KSU-PTEU CPI Subject Matter Expert GA PSC ESOL 1 Standard Course Number Linguistics EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher EDUC 7783 Methods & Materials for Teaching ESOL Subject Matter Expert 2 Language skills Subject Matter Expert 3 Language Acquisition Subject Matter Expert 4 Sociolinguistics Facilitator of Learning 5 Assessment Facilitator of Learning 6 Instructional Planning Subject Matter Expert 7 Cultural systems Facilitator of Learning 8 Instructional Strategies Facilitator of Learning 9 Technology Collaborative Professional 10 Field Experience EDUC 7783 Methods & Materials for Teaching ESOL EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher EDUC 7783 Methods & Materials for Teaching ESOL EDUC 7783 Methods & Materials for Teaching ESOL All courses Outcome Assessment Objective quizzes – linguistics content Case Study Lesson plan Case Study Group sociolinguistic project Report on language assessment measures, analyze Language Assessment Battery results for LEP students Microteaching language lesson, best practice activity file Language lesson incorporating best practice for a cultural group Case studies, article discussion Website evaluation, software evaluation Observation checklists (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). Element 2.2 Data Collection, Analysis, and Evaluation Program review is an ongoing process built on multiple levels of data collection and discussions. A major goal of the review process is quality program development, but attention is also focused on meeting community needs. Feedback from the Department of Special Education Advisory Board continues to indicate the need for teachers prepared to work with English Language Learners. The development of the grant initiatives for the ESOL program have also provided an ongoing process for data collection. This was evidenced by the program effectiveness survey conducted during Fall 2003. The KSU program review council highlights the Department of Special Education’s excellent use of data based decision-making and continuous improvement. The department is committed to continuous program improvement through formative evaluation and discussion. The relationship with Advisory Board members and local schools impacts program improvement through regular meetings addressing the needs of local schools and how to balance quality and the demand for more teachers. PSC Report 2003 KSU ESOL add-on program 24 The ESOL graduate add-on program was reconfigured as a Summer Institute in 1999 in response to demand from local school districts. The first cohort of 30 candidates completed the summer institute in 1999. Program completers rated the program very successful. Despite 100% turnover in faculty in 2001, program quality continued. Faculty collaboration on assignments is a major factor in maintaining program quality. Data from the fall 2003 survey and student comments have been analyzed by ESOL faculty to address any program improvements. While both instruments indicate the majority of students think the program prepared them to work with LEP students, student comments addressing course delivery in terms of time spent on theory have lead faculty to develop additional activities to show students clear links between linguistics, culture, and methods and materials. For every theory that is presented throughout the program, faculty will make sure that students see clearly the practical application of the theory. The ESOL graduate add-on program was integrated into a track within the Master of Education in Special Education (Collaborative Practice) in 2001-2002. There have been inquiries about participation in this track, but no ESOL add-on candidates have enrolled in the Master of Education program at this time. Grant funding to support off-campus cohorts within a local district have expanded the outreach. The most recent grant includes materials development that is being piloted by KSU. An agreement with the KSU Continuing Education program has resulted in another pilot program this year, using faculty approved by the ESOL program, to provide Staff Development Unit training to complete the ESOL add-on. This program received PSC approval on March 11, 2003. Meetings of ESOL faculty from across delivery models have been implemented to address consistency in collecting data on key assignments linked to KSU-PTEU and GA PSC ESOL standards. This has led to an understanding that the grades on assignments did not provide adequate data for decision making and faculty are now developing rubrics for candidate feedback and more meaningful data collection. Element 2.3 Use of Data for Program Improvement Faculty use data from student evaluations to improve the ESOL program. The Chair of the Department of Special Education receives and reviews all student evaluation data. Patterns of concern are noted and brought to faculty for discussion. Candidates in the first two summer cohorts included suggestions for improvement for one of the courses, changes in the course were implemented to address these concerns. During the third summer institute, a different faculty member was selected to teach this course based on expertise in the areas of concern. Results from the 2003 survey are being used to strengthen the program. Faculty identified the need to be more explicit in connections from theory to practice and are developing class activities to address this issue. PSC Report 2003 KSU ESOL add-on program 25 Standard 3 – Field Experiences and Clinical Practice Element 3.1 Collaboration Between Unit and School Partners Unacceptable The unit makes decisions about the nature and assignment of field experiences and clinical practice independently of the schools or other agencies hosting them. The unit’s school partners do not participate in the design, delivery, or evaluation of field experiences or clinical practice. Decisions about the specific placement of candidates in field experiences and clinical practices are solely the responsibility of the schools. Acceptable The unit, its school partners, and other members of the professional community design, deliver, and evaluate field experiences and clinical practice to help candidates develop their knowledge, skills, and dispositions. The unit and its school partners jointly determine the specific placement of student teachers and interns for other professional roles to provide appropriate learning experiences. Target The school and unit share and integrate resources and expertise to support candidates’ learning in field experiences and clinical practice. Both unit and school-based faculty are involved in designing, implementing, and evaluating the unit’s conceptual framework(s) and the school program; they each participate in the unit’s and the school partners’ professional development activities and instructional programs for candidates and for children. The unit and its school partners jointly determine the specific placements of student teachers and interns for other professional roles to maximize the learning experience for candidates and P-12 students. The ESOL Summer Institute includes planned observations of ESOL sites selected by the ESOL faculty in collaboration with local districts. Candidates complete a reflective observation report (see p. 34 ). Candidates participating in the off-campus sites are fully employed and complete their field experience on-the-job. Participants in the KSU Continuing Education program must perform on-site observations, reflections and application of skills that must be verified by teaching supervisors. In fall 2003, Spalding Elementary School in Fulton County requested an on-site add-on endorsement through the SDU option and 13 students at the school completed the program. At the same time, 8 students from various local school districts completed the SDU option program at the KSU Continuing Education Center. Element 3.2 Design, Implementation, and Evaluation of Field Experiences and Clinical Practice Unacceptable Field experiences are not linked to the development of proficiencies delineated in professional, state, and institutional standards. Field experiences and clinical practice do not reflect the unit’s conceptual frameworks(s) and do not help candidates develop the competencies delineated in standards. Clinical practice does not provide opportunities to use information technology to support teaching and learning. Clinical practice is not long or intensive enough for candidates to demonstrate their ability to take full responsibility for the roles for which they are preparing. PSC Report 2003 KSU ESOL add-on program Acceptable Field experiences facilitate candidates’ development as professional educators by providing opportunities for candidates to observe in schools and other agencies, tutor students, assist teachers or other school personnel, attend school board meetings, and participate in education-related community events prior to clinical practice. Both field experiences and clinical practice reflect the units’ conceptual framework(s) and help candidates continue to develop the content, professional, and pedagogical knowledge, skills, and dispositions delineated in standards. Target Field experiences allow candidates to apply and reflect on their content, professional, and pedagogical knowledge, skills, and dispositions in a variety of settings with students and adults. Both field experiences and clinical practice extend the unit’s conceptual framework(s) into practice through modeling by clinical faculty and well-designed opportunities to learn through doing. During clinical practice, candidate learning is integrated into the school program and into teaching practice. Candidates observe and are observed by others. They interact with teachers, college or university 26 Clinical practice allows candidates to use information technology to support teaching and learning. Clinical practice is sufficiently extensive and intensive for candidates to demonstrate proficiencies in the professional roles for which they are preparing. supervisors, and other interns about their practice regularly and continually. They reflect on and can justify their own practice. Candidates are members of instructional teams in the school and are active participants in professional decisions. They are involved in a variety of school0based activities directed at the improvement of teaching and learning, including the use of information technology. Candidates collect data on student learning, analyze them, reflect on their work, and develop strategies for improving learning. The field experience component of the ESOL graduate add-on program was designed to be an integral component of the program. Field experience activities reflect the KSU-PTEU Conceptual Framework emphasizing Subject Matter Experts (reporting on learner language levels and learning needs) and Facilitators of Learning (reporting on teaching techniques observed) through Collaborative Practice (reflection). (see Field Experience p. 34 ) Candidates in the Summer Institute were able to rotate into different age level groups in a summer ESOL program. This provided the opportunity for observation, data-collection, and hands-on experience. An ESOL student camp experience was piloted in summer 2003 and will be expanded in summer 2004 to increase ESOL graduate add-on candidate opportunities for handson experience. The SDU option program will be strengthened to incorporate similar experiences. Field experiences are an essential component. KSU faculty visit various programs and faculty of programs throughout the year to determine sites. Every effort is made to collaborate with programs and faculty identified as “implementing best practices.” Throughout the years KSU faculty have developed solid relationships with ESOL personnel in Cobb County, Paulding County, and City of Marietta. Several ESOL faculty from these counties collaborate with the KSU faculty in course development of the KSU program and also serve as guest speakers. Students are given specific instructions regarding on-site visits and provided a rubric by which to evaluate the experience. In-class discussion follows every visit. In addition, KSU faculty have developed and implemented an ESOL camp at Kennesaw State. This camp is open to all 4th and 5th grade Hispanic students in the City of Marietta school system. Students in the ESOL program also observe the reading class of this program. Students are encouraged, but not required, to mentor one of the students during the endorsement program. The mentoring program has to take place outside of the regular class time. Plans are being made to give ESOL candidate’s additional opportunities to work with the campers. Unacceptable Criteria for clinical faculty are not known. Clinical faculty does not demonstrate the knowledge and skills PSC Report 2003 KSU ESOL add-on program Acceptable Criteria for clinical faculty are clear and known to all of the involved parties. Clinical faculty are Target Clinical faculty are accomplished school professionals who are jointly selected by the unit and partnering 27 expected of accomplished school professionals. Clinical faculty do not provide regular and continuing support for student teachers and other interns accomplished school professionals. Clinical faculty provide regular and continuing support for teachers and other interns through such processes as obse5rftion, conferencing, group discussion, email, and the use of other technology. schools. Clinical faculty are selected and prepared for their roles as mentors and supervisors and demonstrate the skills, knowledge, and dispositions of highly accomplished school professionals. Through summer 2003, full-time KSU faculty with degrees and experience in ESOL taught all courses. As the program expands, all faculty in the program are approved by the Chair of the Department of Special Education in collaboration with the primary ESOL faculty (Dr. Holzman and Dr. Johnson) to ensure quality and consistency. No clinical faculty members have been used for field experience. A full-time faculty member teaching in the program was given responsibility for this function Element 3.3 Candidates’ Development and Demonstration of KSDs to Help All Students Learn Unacceptable No entry or exit criteria exist for candidates in clinical practice. Assessments used in clinical practice are not linked to candidate competencies delineated in professional, state, and institutional standards. Assessments do not examine candidates’ effect on student learning. Assessments of candidate performance are not conducted jointly by candidates, and college or university and school faculty. Feedback and coaching infield experiences and clinical practice are not evident. Field experiences and clinical practice do not provide opportunities for candidates to develop and demonstrate knowledge, skills, and dispositions for helping all students learn. Candidates do not work with students with exceptionalities or with students from diverse ethnic, racial, gender, and socioeconomic groups in their field experiences or clinical practice. Acceptable Entry and exit criteria exist for candidates in clinical practice. Assessments used in clinical practice are linked to candidate competencies delineated in professional, state, and institutional standards. Multiple assessment strategies are used to evaluate candidates’ performance and effect on student learning. Candidates, school faculty, and college or university faculty jointly conduct assessments of candidate performance throughout clinical practice. Both field experiences and clinical practice allow time for reflection and include feedback from peers and clinical faculty. Field experiences and clinical practice provide opportunities for candidates to develop and demonstrate knowledge, skills, and dispositions for helping all students learn. All candidates participate in field experiences or clinical practice that include students with exceptionalities and students from diverse ethnic, racial, gender, and socioeconomic groups. Target Candidates demonstrate mastery of content areas and pedagogical and professional knowledge before admission to and during clinical practice. Assessments used in clinical practice indicate that candidates meet professional, state, and institutional standards and have a positive effect on student learning. Multiple assessments are used by candidates and clinical faculty to determine areas that need improvement and to develop a plan for improvement. Candidates work collaboratively with other candidates and clinical faculty to critique and reflect on each others’ practice and their effects on student learning with the goal of improving practice. Field experiences and clinical practice facilitate candidates’ exploration of their knowledge, skills, and dispositions related to al students. Candidates develop and demonstrate proficiencies that support learning by all students as shown in their work with students with exceptionalities and those from diverse, ethnic, racial, gender, and socioeconomic groups in classrooms and schools. Admission to the ESOL graduate add-on program requires a clear renewable Georgia teaching certificate. The ESOL graduate add-on program was designed to address the application of skills PSC Report 2003 KSU ESOL add-on program 28 in a variety of settings. Evaluation of field experience was integrated in course requirements. Field experience included data collection and delivery of instruction on-site. Candidate visits to other service delivery sites were scheduled to expand the diversity of experience. Both the summer program and the on-site program include students conducting mini-lessons in at least three different classrooms. These classroom may be ESOL or any other classroom with at least 25% LEP student enrollment. KSU faculty coordinate these activities with KSU students, on-site personnel. PSC Report 2003 KSU ESOL add-on program 29 Standard 7 – Georgia-Specific Requirements for Units and Programs Element 1 Meets Minimum Admissions Requirements Candidates admitted to initial certification programs at the baccalaureate level have a minimum grade point average of 2.5 on a 4.0 scale. Candidates admitted into initial certification programs at the post baccalaureate level have attained appropriate depth and breadth in both general and content studies, with a minimum of a bachelor’s degree from a PSC-accepted accredited institution. KSU 2003-2004 Graduate Catalog Requirements for consideration for admission to the English to Speakers of Other Languages graduate add-on program: All materials must be submitted to be considered for the program. 1. 2. 3. 4. 5. 6. 7. Valid Georgia certificate (clear renewable) in a teaching field A bachelor’s degree with at least a 2.5 GPA (on a scale of 4.0) Official transcripts from all colleges/universities an applicant has attended showing evidence of a bachelor’s degree with minimum GPA of 2.5 from an accredited institution Proof of completion of courses in Human Growth & Development, Teaching of Reading, and Education of Exceptional Students Completed graduate application with application fee Immunization form. A score of at least 550 on the TOEFL is required for all students for whom English is not the native language. International applicants must have their foreign credentials evaluated by an independent evaluation service. Course by course evaluations, equivalence to an accredited US degree or number of years toward completion, and grade point average equivalents are required. Element 2 Knowledge of Reading Methods Candidates in programs in Early Childhood, Middle Grades, English, and the special education fields of Mental Retardation, Learning Disabilities, Behavior Disorders, Interrelated Special Education and Interrelated Special Education/Early Childhood have demonstrated competence in the application of methods of teaching reading to students. A course in teaching of reading is required as a prerequisite for admission. (KSU 20032004 Graduate Catalog). Element 3 Knowledge of the Identification and Education of Children with Special Needs Candidates in all teaching fields, the leadership field of Administration and Supervision, and/or the service fields of Media Specialist and School counseling have completed five or more quarter hours or three or more semester hours, or the equivalent, in the identification and education of children who have special educational needs. A course in the identification and education of children who have special educational needs is required as a prerequisite for admission. (KSU 2003-2004 Graduate Catalog) PSC Report 2003 KSU ESOL add-on program 30 Element 4 Proficiency in the Use, Application, and Integration of Instructional Technology Candidates have demonstrated proficiency in the use, application, and integration of instructional technology, either by attaining an acceptable score on a PSC-approved test of computer skill competency or by completing a PSC-approved training course or equivalent. All candidates in the program hold clear renewable Georgia Teaching Certificates and have either met this proficiency or are working on this proficiency within their employing district. The technology requirements within the ESOL program provide the opportunity for candidates to expand their skills. On-campus cohorts take classes in a computer lab classroom with state-of-the-art technology. Faculty use department laptop computers and projection systems for instruction in off-campus sites. Off-campus cohorts utilize school system technology labs for hands-on activities as needed. In addition to modeling use of technology, faculty teach and require specific technology competencies within the program. Element 5 Knowledge of the Relevant Sections of the Georgia Quality Core Curriculum Candidates are prepared to implement the appropriate sections of any Georgia mandated curriculum (e.g. Quality Core Curriculum, QCC) in each relevant content area. ESOL does not have specific QCC's requirements. The KSU ESOL add-on program emphasizes access to the general education curriculum for all students. Accommodations to provide access for all students to the general education curriculum, especially for English Language Learners, are stressed throughout the program. Lesson plans include an ESOL objective for the English Language Learners. Element 6 Knowledge of Professional Ethical Standards and Requirements for Certification and Employment Candidates are provided with information about professional ethical standards, criminal background check, and clearance for certification and employment. Knowledge of professional ethical standards and requirements for certification and employment are prerequisites for admission to the ESOL graduate add-on program. All candidates hold clear renewable Georgia teaching certificates. Candidates represent Kennesaw State University and are expected to maintain high standards of personal and professional ethics. Candidates follow the guidelines for professionalism for Georgia Teachers (http://www.gapsc.com). Professionalism is emphasized in their classroom, their participation in the graduate courses, and with all constituencies (parents, administrators, peers, faculty). Each syllabus (linguistics, culture, methods/materials. Material throughout the Cultural Issues class addresses issues of professionalism and issues of inclusive learning environment throughout the course. PSC Report 2003 KSU ESOL add-on program 31 Element 7 Field Experiences Appropriate to the Grade Level and Field of Certification Sought Candidates for Early Childhood certification shall complete field experiences in grades PK-K, 1-3, and 4-5. Candidates for Middle Grades certification shall complete field experiences in grades 4-5 and 6-8. Candidates for P-12 certification shall complete field experiences in grades PK-K, 1-3, 4-5, 6-8, and 912. Candidates for certification in secondary fields shall complete field experiences in their fields of certification in grades 7-8 and 9-12. Candidates in the ESOL graduate add-on program hold clear renewable Georgia Teaching Certificates as a prerequisite for admission to the program. Field experiences are embedded within the program. The field experience component varies based on the delivery model (Summer Institute, On-site, Continuing Education). (1) Field experiences for the Summer Institute include visits to elementary and middle school programs. (2) The on-site program includes on-the job activities and visits to P12 programs. (3) Experiences for the Continuing Education Staff Development Unit option are still being developed and will be similar to those of the graduate program. PSC Report 2003 KSU ESOL add-on program 32 Standard 8 – Content Requirements for Educator Preparation Programs The following table shows the alignment of the Georgia PSC Program Content Standards for ESOL with KSU ESOL courses and assignments: ESOL Program Content Standards Alignment Assignments or requirements addressing the standards. Standards 1 The program shall require demonstrated competence in the knowledge of the nature of language, language varieties, and the phonology, morphology, syntax, semantics, and discourse of the English language. Evidence of effective preparation. EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher Objective quizzes – linguistics content Case Study EDUC 7782 Applied Linguistics for ESOL/Bilingual Teacher Lesson plan EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher Case Study EDUC 7781 Cultural Issues for Group sociolinguistic project 2 The program shall require demonstrated competence in listening, speaking, reading, and writing standard English on technical, abstract, and nontechnical or general topics. 3 The program shall require demonstrated competence in the knowledge of and experience in first and second language acquisition across age levels. ESOL/Bilingual Teacher 4 The program shall require demonstrated competence in the knowledge of the effects of cognitive, affective, and sociocultural variables on language learning. EDUC 7783 Methods & Materials for Teaching ESOL Report on language assessment measures, analyze Language Assessment Battery results for LEP students EDUC 7783 Methods & Materials for Microteaching language lesson, best practice activity file 5 The program shall require demonstrated competence in language assessment techniques and instruments, and the evaluation of students. Teaching ESOL 6 The program shall require demonstrated competence in ESOL curriculum planning and PSC Report 2003 KSU ESOL add-on program 33 Assignments or requirements addressing the standards. Standards Evidence of effective preparation. implementation, the use of a variety of instructional methods, and multiple assessment strategies for teaching English as a Second Language. 7 The program shall require demonstrated competence in the study of socio-cultural systems and characteristic features of linguistic/minority cultures. EDUC 7781 Cultural Issues for ESOL/Bilingual Teacher Language lesson incorporating best practice for a cultural group EDUC 7783 Methods & Materials for Case studies, article discussion Teaching ESOL 8 The program shall require demonstrated competence in the knowledge of current educational trends, issues, policies, and practices, and their relationships to program planning, instruction, and assessment of ESOL students. 9 The program shall require demonstrated competence in the sue of available technology, particularly multimedia, and shall include the application of computer hardware and software and techniques for evaluating software for ESOL instruction. EDUC 7783 Methods & Materials for Teaching ESOL Website evaluation, software evaluation All courses Observation checklists 10 Supervised field experience in ESOL education shall be integrated throughout the program. (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 & EDUC 7783 p. 54 ). PRAXIS II Content – There is no required PRAXIS II test for ESOL add-on in Georgia. The following chart, however, illustrates the alignment of PRAXIS II standards with the KSU ESOL add-on program. KSU ESOL Add-on Content Alignment Matrix GA PSC TESOL Standards Linguistics Language competence KSU PTEU Outcome Subject Matter Expert Collaborative Professional PSC Report 2003 KSU ESOL add-on program Praxis II Standard Linguistic Theory Course EDUC 7782 All courses Requirement Objective quizzes linguistics Reflection papers, inclass writing assignments, written 34 Language acquisition Subject Matter Expert Analysis of Student Language Production EDUC 7782 Sociolinguistics Subject Matter Expert EDUC 7781 EDUC 7782 Assessment Facilitator of Teaching & Learning Instructional Planning Facilitator of Teaching & Learning Subject Matter Expert Assessment Techniques & Cultural Issues Assessment Techniques & Cultural Issues Analysis of Student Language Production Teaching Methods &Techniques Assessment Techniques & Cultural Issues EDUC 7781 Teaching Methods &Techniques EDUC 7783 Cultural systems Instructional strategies Technology Field Experience Facilitator of Teaching & Learning Facilitator of Teaching & Learning Facilitator of Teaching & Learning Collaborative Professional (see syllabi EDUC 7781 p. 42, EDUC 7782 p. 48 PSC Report 2003 KSU ESOL add-on program EDUC 7783 EDUC 7783 evaluation of materials, class discussions Reflective papers, presentations, language philosophy writing assignment (in class) Group sociolinguistic project Report on language assessment measures, analyze Language Assessment Battery results for LEP students Microteaching language lesson, best practice activity file Language lesson incorporating best practice for a cultural group Case studies, article discussions EDUC 7783 Website evaluation, software evaluation EDUC 7783 Observation checklist & EDUC 7783 p. 54 ). 35 V. Required Appendices A. Assessment instruments referenced in response to Standard 2. ESOL Field Experience As you observe the class, answer these questions or at least jot down a few notes. You will end up turning this end but do not concern yourself with neatness or complete sentences. Record your feelings and reactions as they occur in the classroom. You may not be able to answer all the question based on your observation but answer any that are relevant. The learners: • Estimate the English proficiency level of the students: _____ true beginners _____ beginners _____ low intermediate _____ high intermediate _____ advanced • What are the language learning needs of the students? _____ reading _____ writing _____ speaking _____ listening _____ culture • Age of the learners _____ • Engagement with language learning (or content learning) activity (Give overall impression here) • How did the learners negotiate meaning? For example, if there were any breakdowns in communication, what were the strategies employed by the learner to repair them. • Did the learners engage with each other in English or other languages? The classroom: • Which of the following were used to facilitate language learning? _____ sheltering techniques (e.g. caretaker speech, writing on board) _____ defining essential vocabulary _____ physical gestures (pantomime) _____ realia (i.e. props or pictures) _____ allowing translation _____ reading to the student _____ SSR (sustained silent reading) _____ writing assignments PSC Report 2003 KSU ESOL add-on program 36 _____ explicit grammar instruction _____ language games List any other techniques you observed. • How did the teacher repair breakdowns in communication? • Is it a language class or a content class? • Describe the physical layout of the room (chairs in a row vs. circle etc.) Any other overall impressions? PSC Report 2003 KSU ESOL add-on program 37 TELL Program Survey 1. I am eager to teach LEP students. Agree 91 Somewhat Agree 9 Neutral 0 Somewhat Disagree 0 Disagree 0 2. I am willing to modify my lesson plans to accommodate LEP students. Agree 100 Somewhat Agree 0 Neutral 0 Somewhat Disagree 0 Disagree 0 3. I am confident as a teacher working with LEP students. Agree 77 Somewhat Agree 18 Neutral 5 Somewhat Disagree 0 Disagree 0 4. It is necessary that all teachers modify their lesson plans for LEP students. Agree 68 Somewhat Agree 18 Neutral 9 Somewhat Disagree 0 Disagree 5 5. Adding LEPs to my class increases my workload (planning, correcting, clarifying) Agree 60 Somewhat Agree 30 Neutral 5 Somewhat Disagree 5 Disagree 0 6. I would teach my subject to an exclusively ESOL class. Agree 81 Somewhat Agree 10 Neutral 0 Somewhat Disagree 4.5 Disagree 4.5 7. ESOL endorsement program adequately prepared me to work with LEP students. Agree 71 Somewhat Agree 19 Neutral 5 Somewhat Disagree 5 Disagree 0 8. The existing programs at my school adequately assist LEPs. Agree 50 Somewhat Agree 25 Neutral 15 Somewhat Disagree 10 Disagree 0 PSC Report 2003 KSU ESOL add-on program 38 9. LEP students have English learning opportunities available at our school. Agree 81 Somewhat Agree 19 Neutral 0 Somewhat Disagree 0 Disagree 0 10. LEP students have English learning opportunities available in our community. Agree 45 Somewhat Agree 41 Neutral 5 Somewhat Disagree 9 Disagree 0 11. Parents of LEPs have English learning opportunities available at our school. Agree 22 Somewhat Agree 0 Neutral 22 Somewhat Disagree 20 Disagree 36 12. Parents of LEPs have English learning opportunities available in our community. Agree 36 Somewhat Agree 27 Neutral 13 Somewhat Disagree 13 Disagree 11 13. My school is welcoming (demeanor of staff/faculty, admissions & placement, translating of documents, seeking volunteers, anticipating cultural differences, etc.) for LEPs. Agree 40 Somewhat Agree 35 Neutral 15 Somewhat Disagree 5 Disagree 5 14. Parents of LEPs help their children access English learning opportunities available at our school. Agree 15 Somewhat Agree 25 Neutral 30 Somewhat Disagree 25 Disagree 5 15. In general, my LEPs demonstrated understanding (hands-on, projects, writing, or discussion) about my assignments. Agree 40 Somewhat Agree 40 Neutral 5 Somewhat Disagree 10 Disagree 5 16. LEPs should be proficient in speaking English before joining mainstream classrooms. Agree 10 Somewhat Agree 38 Neutral 5 PSC Report 2003 KSU ESOL add-on program 39 Somewhat Disagree 22 Disagree 25 17. LEPs should remain in a separate ESOL track during their time at school. Agree 5 Somewhat Agree 20 Neutral 10 Somewhat Disagree 30 Disagree 35 18. Before joining mainstream classrooms, LEPs need English immersion classes for: 1 year. Agree 35 Somewhat Agree 20 Neutral 10 Somewhat Disagree 5 Disagree 30 19. 2 years. Agree 11 Somewhat Agree 28 Neutral 11 Somewhat Disagree 17 Disagree 33 20. 3 or more years. Agree 11 Somewhat Agree 11 Neutral 33 Somewhat Disagree 16 Disagree 29 21. Before joining mainstream classrooms, LEPs need sheltered content classes (ESOL content classes taught with special assistance and occasional translation for language learners) for: 1 year. Agree 48 Somewhat Agree 28 Neutral 9.5 Somewhat Disagree 4.7 Disagree 9.8 22. 2 years. Agree 21 Somewhat Agree 16 Neutral 16 Somewhat Disagree 31 Disagree 16 23. 3 or more years. Agree 11 Somewhat Agree 16 Neutral 29 Somewhat Disagree 11 Disagree 33 24. LEP students learn better if they are not allowed to use their native language at school. PSC Report 2003 KSU ESOL add-on program 40 Agree 4.7 Somewhat Agree 9.5 Neutral 23.8 Somewhat Disagree 38.5 Disagree 23.8 25. LEP students bring needed diversity to schools. Agree 82 Somewhat Agree 8 Neutral 0 Somewhat Disagree 0 Disagree 0 26. LEP students should be expected to be fluent in English after one year of LEP instruction. Agree 0 Somewhat Agree 0 Neutral 5 Somewhat Disagree 18 Disagree 77 27. It is the responsibility of LEP students to adapt to American culture and school life. Agree 4.5 Somewhat Agree 22.7 Neutral 27.3 Somewhat Disagree 27.3 Disagree 18.2 PSC Report 2003 KSU ESOL add-on program 41 B. Course syllabi for all courses referenced in responses to Standards 7 & 8. EDUC 7781 EDUC 7782 EDUC 7783 Cultural Issues for ESOL/Bilingual Teacher Applied Linguistics for ESOL/Bilingual Teacher Methods & Materials for Teaching ESOL PSC Report 2003 KSU ESOL add-on program 42 I. EDUC 7781 Cultural Issues for ESOL Teachers Department of Special Education Kennesaw State University Spring 2003 II. Instructor: Judy Holzman, Ph.D. Office: Pilcher 131 Phone: 770-423-6146 e-mail: [email protected] III. Class Sessions: (See course outline) IV. Texts: Igoa, Gristina, (1995) The Inner World of the Immigrant Child. Mahwah, New Jersey: Erlbaum Associates. Martin, Judith & Nakayama, Thomas. (2003) Intercultural Communication in Context. New York: McGraw Hill. V. VI. Catalogue Description: This course is designed to develop a knowledge base about culture, its influence on learning and teaching, and its role in intercultural classroom settings. In this course, prospective ESOL teachers will examine major theories related to educating a culturally diverse student body, and teachers will develop strategies for ensuring that ESOL students develop knowledge of mainstream culture as they become proficient in English Purpose/Rationale: The purpose of this course is for students to increase their understanding of the impact of culture on teaching and learning in the ESOL classroom. Students will study and utilize terms and theories from intercultural communication that will help them to be effective teachers of English to students of diverse cultural backgrounds. Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research- PSC Report 2003 KSU ESOL add-on program 43 based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development. Use of technology: Opportunities will be provided for students to demonstrate appropriate incorporation of technology in the teaching of English as a Second Language as well as to use technology for continued professional development. Demonstrations of proficiency in technology are part of the requirements for all courses in the College of Education. Diversity Statement: Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required. Learning about second language acquisition, the role of culture in language development, and general linguistics provides an excellent opportunity for students to understand the cultural and linguistic diversity of the world and how this impacts mainstream and ESL classrooms. VII. Goals and Objectives: The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years as described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development. Course Objective NCATE Standard 1 and 4 Understand general Candidate knowledge intercultural communication Candidate develops terminology and theories inclusive environment and creates a support environment PSC Report 2003 KSU ESOL add-on program Candidate Performance Inst. Evidence Discussion Outcome 1 Are committed to all Short essay answers students and their learning Group project 44 Understand how culture impacts teaching and learning Develop strategies for identifying, analyzing, and comparing culture Develop strategies for analyzing immigrant/subcultures as they relate to school culture Standard 1 and 4 Candidate knowledge Candidate develops inclusive environment and creates a support environment Standard 1 and 4 Candidate knowledge Candidate develops inclusive environment and creates a support environment Quizzes Outcome 2 Know the subjects they Discussion teach and how to teach those Individual/group activities subjects to students Standard 1 and 4 Candidate knowledge Candidate develops inclusive environment and creates a support environment Short answer essays Outcome 2 Know the subjects they Written paper teach and how to teach those Discussion subjects to students Discussion Outcome 2 Know the subjects they Short answer essays teach and how to teach those Group project subjects to students Individual projects Understand the linguistic Standard 1 and 4 and cultural challenges of Candidate knowledge language minority students Candidate develops inclusive environment and creates a support environment Discussion Outcome 2 Know the subjects they Written paper teach and how to teach those Group project subjects to students Examine teaching strategies Standard 1 and 2 during field observations Candidate knowledge Candidate uses multiple methods Discussion Outcome 2 Know the subjects they Observation reflections teach and how to teach those subjects to students VIII. Course Requirements: Assignment Quizzes (2) Reflection papers Group project Participation/Field Experience Points Assessed 20% 20% 40% 20% Quizzes Quizzes will consist of short definitions or short questions. Reflection Papers Students will respond to questions from specific reading and class discussions Group Project This project is divided into two specific areas. Each group will choose a specific culture and present an overview of the culture. Students will then choose appropriate methods and materials and teach a model class, demonstrating best practices that offer the most PSC Report 2003 KSU ESOL add-on program 45 effective strategies for educating students from the target culture. The professor will model this project during the fifth class. Field Experience While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. IX. Evaluation and Grading: A 100 to 90 B 89 to 80 C 79 to 70 D 69 to 60 F 59 and below X. Academic Honesty Statement Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. XI. Class Attendance Policy Since we only have six class days, it is vital that you attend each day. XII. Course Outline This is a tentative outline. The reading assignments assigned as homework are to be completed before coming to class on the assigned day (except for the first day and those marked “during class”). First Class Introduction/Course Policies/Course Overview/What is Culture? PSC Report 2003 KSU ESOL add-on program 46 Second Class Facts/Fiction about Hispanics Article #1(handout) CR p. 1-13 What is your ethnic background? To what extent do you feel your ethnic background influences who you are? If you think it has little influence, what other variables do you feel have a significant influence on your behavior? To what extent do you think people are aware of your background? Do you think this influences how people communicate with you? Refection paper on article #1 Third Class What is Intercultural IC p. 2-23 Communication? How have notions of high/low culture Hispanics in the U.S., Ga., influenced people’s perspective of culture? and Cobb County Forth Class(virtual Why study Intercultural CR p. 15-40 class) communication continued Reflection paper on article #2 Article #2 (handout) IC, p. 24, question #2 Fifth Class History of I.C I.C. p. 27-49 Questions/comment on CR. Sixth Class(virtual) Article #3 (handout) What are the advantages of a dialectical approach to intercultural communication? Reflection paper on article #3 Seventh Class History IC p. 83-107 Eighth Class(virtual) Con Respeto p. 40-71 IC. P. 107 Activities (Concentrate on Article #4 (handout) Hispanics in the U.S.) Ninth Class History continued Review of Intercultural communication Review of Con Respeto Tenth Class(virtual) Con Respeto p. 72-93 Article #5 handout Eleventh Class Identity Twelfth Class Identity continued Discussion of CR Last Class Wrap-up Reflection paper on article #4 Reflection paper on article #5) IC. P. 111-143 CR p. 94-115 IC p. 148, #5 XIII. Bibliography Conceptual Framework Summary References: Asant, M.F. and Gudykunst, W. B. (Eds.) (1998) Handbook of International Communication. Newbury Park, CA: Sage. Baldwin, J.R. and Lindsley, S.L. (1994) Conceptualizations of Culture. Tempe: Arizona State PSC Report 2003 KSU ESOL add-on program 47 University Urban Studies Center. Gergen, K. (1991). The Saturated Self: Dilemmas of Identity in Contemporary Life. New York: Harper Collins Basic Books. Hatch. E. (1983). Culture and Morality: The Relativity of Values in Anthropology. New York: Columbia University Press. Hirschberg, Stuart, and Hirschberg, Terry.(1998) One World, Many Cultures. Needham Heights: MA: Allyn and Bacon. Kroeber, A.L. and Luckhohn, C. (1952). Culture: A Critical Review of Concepts and Definitions. New York: Vintage. Nakayama, Martin, and Flores, L.A. (1998). Reading in Cultural Contexts. Mountain View, CA: Mayfield Paz, Octavio. (1985). The Labyrinth of Solitude. New York: Grove Press. Philipsen, G. (1992). Speaking Culturally: Exploration in Social Communication. Albany: State University of New York Press. Romo, Harriett. (1999). Reaching Out: Best Practices for Educating Mexican-Origin Children and Youth. Charleston, West Virginia: Clearinghouse on Rural Education and Small Schools. .Singer, M.R. (1987). Inte4rcultural Communication: A Perceptual Approach. Englewood Cliffs, NJ: Prentice-hall. PSC Report 2003 KSU ESOL add-on program 48 I. EDUC 7782 Applied Linguistics for the ESOL/Bilingual Teacher Department of Special Education Kennesaw State University Summer 2003 II. Instructor: David Johnson, Ph.D. Office: HU 110 Phone: 770-423-6208 e-mail: [email protected] homepage: http://ksumail.kennesaw.edu/~djohnson III. Class Sessions: Mon. - Th. (June 9 - June 17) 9:00 – 3:30 HU 140 IV. Texts: Andrews, L. (2001). Linguistics for L2 teachers. Mahway, New Jersey: Lawrence Erlbaum. Bauer, L. & Trudgill, P. (1998). Language Myths. London: Penguin. Lightbown, P., & Spada, N. (1999). How languages are learned. Oxford: Oxford University Press. V. Catalogue Description: Principles of linguistic systems and their acquisition as they occur in first and second languages. Students will explore the relationship of oral and written language and become familiar with assessment techniques and devices for evaluation of the development of English as an additional language. VI. Purpose/Rationale: The purpose of this course is for students to increase their understanding of first and second language acquisition by studying and utilizing the terms and principles from general linguistics. Students will develop their own principled approaches to formal language instruction based on the facts and current theories regarding second language acquisition. Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and PSC Report 2003 KSU ESOL add-on program 49 pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning. Knowledge Base: Teacher development is generally recognized as a continuum that includes four `phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development. Use of technology: Opportunities will be provided for students to demonstrate appropriate incorporation of technology in the teaching of English as a Second Language as well as to use technology for continued professional development. Demonstrations of proficiency in technology are part of the requirements for all courses in the College of Education. Diversity Statement: Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required. Learning about second language acquisition, the role of culture in language development, and general linguistics provides an excellent opportunity for students to understand the cultural and linguistic diversity of the world and how this impacts mainstream and ESL classrooms. VII. Goals and Objectives: The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years as described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today’s schools and who choose to continue their professional development. PSC Report 2003 KSU ESOL add-on program 50 Course Objective Dispel Language Myths Understand general linguistic principles and terminology NCATE Standard 2 and 4 Candidate develops inclusive environment and creates a support environment Diversity Standard 1 Candidate knowledge Examine second language theories and pedagogical methods Candidate Performance Inst. Evidence Discussion Outcome 1 Are committed to students Short essay answers and their learning Group project Standard 2 Candidate develops inclusive environment and uses multiple methods Describe the impact of the Standard 2 numerous variables in Candidate develops second language acquisition inclusive environment and uses multiple methods Understand the linguistic Standard 2 and 4 and cultural challenges of Candidate develops language minority students inclusive environment and creates a support environment Diversity Analyze the relationship Standard 1 and 2 between formal language Candidate knowledge instruction and language Candidate uses multiple acquisition methods Examine teaching strategies Standard 1 and 2 during field observations Candidate knowledge Candidate uses multiple methods VIII. Course Requirements: Assignment Quizzes (2) One reflective paper 2 in-class writing assignments Group project Participation/Field Experience Quizzes Outcome 2 Know the subjects they teach and how to teach those subjects to students Discussion Outcome 4 Think systematically about Short answer essays their practice and learn from experience Short answer essays Outcome 4 Think systematically about their practice and learn from experience Discussion Outcome 1 Are committed to students Written paper and their learning Group project Discussion Outcome 2 Know the subjects they Short answer essays teach and how to teach those subjects to students Discussion Outcome 2 Know the subjects they Short answer essays teach and how to teach those subjects to students Points Assessed 20% 20% 20% 20% 20% Quizzes Quizzes will consist of short definitions or short questions. Reflective Paper This will be a two-page double-spaced typed paper. Think of it as a chance to say what you agree with most from our discussions and readings and/or what you disagree with most from our discussions and readings. In-class Writing Assignments PSC Report 2003 KSU ESOL add-on program 51 We will begin and end with a writing-to-think assignment. The topic will be your philosophy of language. What is your definition of language? How does language work? You are limited to one page double-spaced page. Group Project This project will be simple in nature but profound in implications. In teams you will devise a simple survey to test “popular” views of language. Here are the areas that I am proposing, but these areas are negotiable. Views of different languages (German, Italian, Arabic etc.) Role of grammar instruction in education Rate of speech in different language The “best” brand of English Issues of gender and language Field Experience While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. IX. Evaluation and Grading: A 100 to 90 B 89 to 80 C 79 to 70 D 69 to 60 F 59 and below X. Academic Honesty Statement Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. XI. Class Attendance Policy Since we only have six class days, it is vital that you attend each day. XII. Course Outline PSC Report 2003 KSU ESOL add-on program 52 This is a tentative outline. The reading assignments assigned as homework are to be completed before coming to class on the assigned day (except for the first day and those marked “during class”). Reading abbreviations: A = Andrews, L. Linguistics of L2 Teachers B & T = Bauer and Trudgill. Language Myths L & S = Lightbown, P. and Spada, N. How languages are learned. Date Monday June 9 Tuesday June 10 Wednesday June 11 Thursday June 12 Topics/Activities/In-Class Assign. Introductions/Course Policies/Course Overview Information sheet Language philosophy Overview of language Sociolinguistics Language myths: Change and Aesthetics Words Syntax Grammar Issue Language myths: Correctness and Superiority Social conventions Semantics Phonetics Language Myths: Gender Learning a first language Theory and second language learning Language myths: Difficulty and Media Monday June 15 Factors affecting second lang. learning Observing Second language teaching Language myth: Speed Tuesday June 16 Second language learning in the classroom Myths and SLA Presentation of group projects Language philosophy Readings or Assign. Due A pp. 1-14 A pp. 87-115 B & T pp. 1-8 B & T pp. 85-93 A pp. 17 – 34 A pp. 37 – 55 B & T pp. 113 – 121 (during class) B & T pp. 139 – 148 (during class) A pp. 57 - 84 A pp. 118 - 134 B & T pp. 41-49 (during class) Quiz LS pp. 1 – 26 LS pp. 31 – 46 B & T pp. 50 – 57 (during class) B & T pp. 123 – 130 (during class) LS pp. 49 - 69 LS pp. 91 – 115 B & T pp. 150-156 (during class) Reflective Paper LS pp. 117 – 153 LS pp. 161-170 Quiz XIII. Bibliography Conceptual Framework Summary References: Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi. Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185. Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140. Bibliography for this class: PSC Report 2003 KSU ESOL add-on program 53 Asher, J. (1977). Learning another language through actions: The complete teacher's guidebook. Los Gatos: Sky Oaks Publications. Brown, H. D. (2000). Principles of language learning and teaching. White Plain, N.Y.: Prentice Hall. Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology of secondlanguage acquisition. New York: Basic Books. A. Suresh Canagarajah. (1999). Resisting Linguistic Imperialism in English Teaching. Oxford: Oxford University Press, 1999. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1, 1-47. Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition . Englewood Cliffs, NJ: Prentice Hall. Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandria, VA: TESOL. Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press. Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House. Hadaway, N. , Vardel, S. & Young, T. (2002). Literature-based instruction with English language learners. Boston: Allyn and Bacon Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Lightbrown, P. (2000). Classroom SLA research and second language teaching. Applied linguistics 21 431-462. Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading: Addison-Wesley. Selinker, L. (1972). Interlanguage. International review of applied linguistics, 10, 209- 231. Trudgill, P. (1995). Sociolinguistics. London: Penguin Books. PSC Report 2003 KSU ESOL add-on program 54 I. EDUC 7783 Materials and Methods for Teaching ESOL Department of Special Education Kennesaw State University Summer 2003 II. Instructor: David Johnson, Ph.D. Office: HU 110 Phone: 770-423-6208 e-mail: [email protected] homepage: http://ksumail.kennesaw.edu/~djohnson III. Class Sessions: Mondays – Thursday; June 30 – July 9 (9:00 – 3:30) HU 140 IV. Text: Celce-Murcia, M. (2001). Teaching English as a second or foreign language. United States: Heinle & Heinle V. Catalogue Description: Prerequisite: Admission to M.Ed. program or ESOL endorsement program and EDUC 7781 and EDUC 7782. In this course, prospective ESOL teachers will develop skills in writing and adapting curricula, critiquing and selecting materials, and applying strategies for teaching reading, writing, speaking and listening to speakers of other languages. The course will also include assessment of linguistic proficiency and development. VI. Purpose/Rationale: The purpose of this course is to acquaint students with a variety of techniques and materials that will help them be effective ESOL teachers. It will also include information about assessment. During the course students will develop a portfolio of approaches, techniques, materials, and resources that match their philosophy of language acquisition. Conceptual Framework Summary: Collaborative Development of Expertise in Teaching and Learning The Kennesaw State University teacher education faculty is committed to preparing teachers who demonstrate expertise in facilitating learning in all students. Toward that end, the KSU teacher education community strongly upholds the concept of collaborative preparation requiring guidance from professionals inside and outside the university. In tandem with this belief is the understanding that teacher expertise develops along a continuum which includes the stages of preservice, induction, in-service, and renewal; further, as candidates develop a strong research-based knowledge of content and pedagogy, they develop their professional expertise in recognizing, facilitating, assessing, and evaluating student learning. PSC Report 2003 KSU ESOL add-on program 55 Knowledge Base: Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an endstate but a process of continued development. Use of technology: Opportunities will be provided for students to demonstrate appropriate incorporation of technology in the teaching of English as a Second Language as well as to use technology for continued professional development. Demonstrations of proficiency in technology are part of the requirements for all courses in the College of Education. Diversity Statement: Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to help disabled students with their academic work. In order to make arrangements for special services, students must visit the Office of Disabled Student Support Services (ext. 6443) and arrange an individual assistance plan. In some cases, certification of disability is required. Learning about second language acquisition, the role of culture in language development, and techniques that are sensitive to learner needs will increase prospective ESOL teachers’ awareness of diversity in the classroom. VII. Goals and Objectives: The KSU teacher preparation faculty is strongly committed to the concept of teacher preparation as a developmental and collaborative process. Research for the past 25 years as described this process in increasingly complex terms. Universities and schools must work together to successfully prepare teachers who are capable of developing successful learners in today ’s schools and who choose to continue their professional development. PSC Report 2003 KSU ESOL add-on program 56 Course Objective 1) Discuss appropriate approaches and methods for different grades and proficiencies NCATE Standard 2 and 4 Candidate develops inclusive environment and creates a support environment Diversity 2) Analyze commercial ESOL Standard 1 products and understand how Candidate knowledge and why to adapt commercial products to specific pedagogical situations 3) Analyze the QCC’s in Georgia for ESOL instruction 4) Analyze traditional methodologies in ESOL instruction 5) Develop skills in teaching Standard 2 the four language skills Candidate develops (reading, writing, speaking, & inclusive environment listening) and uses multiple 6) Understanding why and methods how to use realia in the classroom 7) Reflect on how materials Standard 2 and 4 reflect language teaching Candidate develops philosophy inclusive environment and creates a support environment Diversity 9) Analyze the relationship Standard 1 and 2 between formal language Candidate knowledge instruction and language Candidate uses multiple acquisition methods 10) Examine techniques for giving corrective feedback 11) Examine Assessment Standard 1 and 2 Techniques Candidate knowledge Candidate uses multiple methods Candidate Performance Inst. Evidence List of 15 activities Outcome 1 Are committed to students and their learning List of products Outcome 2 Know the subjects they Quiz teach and how to teach those subjects to students Microteaching and lesson Outcome 4 Think systematically about plans their practice and learn from Creation of picture file experience Outcome 1 Are committed to students and their learning Discussion Microteaching and lesson Outcome 2 Know the subjects they plans teach and how to teach those subjects to students Discussion Outcome 2 Know the subjects they teach and how to teach those subjects to students VIII. Course Requirements: While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of leadership and school-based activities directed at the improvement of teaching and learning. Appropriate activities may include, but are not limited to, attending and presenting at professional conferences, actively serving on or chairing school-based committees, attending PTA/school board meetings, leading or presenting professional development activities at the school or district level, and participating in education-related community events. As you continue your educational experiences, you are encouraged to explore every opportunity to learn by doing. PSC Report 2003 KSU ESOL add-on program 57 Assignment 1) 2) 3) 4) 5) 6) Materials examination List of 15 activities Microteaching and lesson plan Creation of 20 item picture file Quiz Participation in discussion Points Assessed 20 20 20 20 10 10 Explanation of Assignments 1) Materials examination We will examine several commercial products in class. You will choose two and write a one-page critique of each. Here are some questions to answer: - What is the age and proficiency target? - Does it coincide with your language teaching philosophy? - What is the emphasis? (reading, speaking etc.) - Overall evaluation? - Look at the textbook evaluation form on pages 425-427 2) List of 15 activities I will be handing out materials with ideas about specific activities in class. I will also point out websites with ideas. I want you to select 15 during the semester. Write a short description of the activity and why YOU think it has real pedagogical and linguistic value. No specific length here. May one page each but could be shorter or longer. You must also list the where the activity came from: website, book etc. 3) Lesson plan and presentation Each student will present a develop a lesson plan for some aspect of ESL. You may choose vocabulary development, grammar, listening skills, pronunciation etc. You then take five minutes and tell the class about your lesson plan. Things to think about: - What skill are you targeting? - How proficient are the learners? - How would you assess the material? 4) Creation of 20-item picture file Realia is a wonderful language-learning tool. Find 20 magazine pictures that are good for language learning and are cultural appropriate. 5) Quiz A short quiz over “traditional” methodologies 6) Participation Students are expected to participate in all discussions. IX. Evaluation and Grading: A 100 to 90 B 89 to 80 C 79 to 70 D 69 to 60 PSC Report 2003 KSU ESOL add-on program 58 F 59 and below X. Academic Honesty Statement Page 116 of the KSU Graduate catalog (2000 - 2001) states: KSU expects that graduate students will pursue their academic programs in an ethical, professional manner. Any work that students present in fulfillment of program or course requirements should represent their own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated these expectations will be subject to disciplinary action. XI. Class Attendance Policy Since we only have 14 class days, it is vital that you attend each day. However, circumstances do arise that make attendance impossible. Therefore, you may miss two classes with no penalty. After two, each absence will result in a 2.5 grade reduction. XII. Course Outline All Reading Assignments are from Teaching English as a Second or Foreign Language Date June 30 July 1 July 2 July 3 July 7 July 8 July 9 Topics/Activities/In-Class Assignments Assignments Due Introduction, Traditional Methodologies pp. 3-10 Communicative Language Teaching pp. 13-27 Listening Skills Quiz pp. 69 - 84 Speaking Skills 20 pictures pp. 139 - 149 Reading pp. 153 - 168 Writing pp. 15 activities Content-based approaches pp. 303 - 318 Lesson plans pp. 515 - 530 Assessment Lesson plan Teaching adults Critique of resources XIII. Bibliography Conceptual Framework Summary References Odell, S. J., Huling, L., & Sweeny, B. W. (2000). Conceptualizing quality mentoring, background information. In S. J. Odell & L. Huling (Eds.), Quality mentoring for novice teachers (pp. 3-14). Indianapolis, IA: Kappa Delta Pi. Sternberg, R. J. (1996). Educational psychology has fallen, but it can get up. Educational psychology review, 8(2), 175-185. Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student? Instructional Science, 26, 127-140. Bibliography for this class: PSC Report 2003 KSU ESOL add-on program 59 Asher, J. (1977). Learning another language through actions: The complete teacher's guidebook. Los Gatos: Sky Oaks Publications. Bialystyok, E. & Hakuta, K. (1994). In other words: The science and psychology of secondlanguage acquisition. New York: Basic Books. Canale, M. & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1, 1-47. Brown, H. D. & Gonzo, S. (Eds.). (1995). Readings on second language acquisition. Englewood Cliffs, NJ: Prentice Hall. Ford, C. (1997). 101 bright ideas: ESL activities for all ages. Addison-Wesley. Fu, D. (1995). My problem is my English: Asian students and the American dream. Portsmith N.H.: Boyton/Cook Publishers. Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, Mass.: Newbury House. Herrell, A. (2000). Fifty strategies for teaching English language learners. Upper Saddle River, New Jersey: Prentice-Hall. Klippel, F. (2000). Keep talking: Communicative fluency activities for language teaching. Cambridge: Cambridge University Press. Krashen, S. & Terrel, T. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Lightbrown, P. (2000). Classroom SLA research and second language teaching. Applied linguistics 21 431-462. Lightbrown, P. and N. Spada. (1999). How languages are learned. 2nd ed.. Oxford: Oxford University Press. Savignon, S. (1983). Communicative competence: Theory and classroom practice. Reading: Addison-Wesley. Sion, C. (1991). More Recipes for tired teachers. Canterbury: Addison-Wesley. Sion, C. (1983). Recipes for tired teachers. Canterbury: Addison-Wesley. Ur, P. & Wright, A. (2001). Five-minute activities: A resource book of short activities. Cambridge: Cambridge University Press. PSC Report 2003 KSU ESOL add-on program
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