University of Arizona Teaching, Learning and Sociocultural Studies

LRC 416: Structured English Immersion (SEI)

Spring 2012

Description

Recent national and state education policy developments (e.g., the federal No Child Left Behind legislation, Flores v. Arizona, and Arizona’s Proposition 203) have made more apparent the need for high quality teachers of English language learners (ELLs). The increasing numbers of ELLs in our nation, and in many Arizona schools, have focused attention on “Structured English Immersion” (SEI) and “Sheltered English content instruction.” The Arizona Department of Education also requires all students who seek teaching certification in the state on or after August 31, 2006, to have completed 45 hours (a three-credit course) in SEI and the teaching of English language learners, toward a full SEI endorsement (60 hours).

Consequently, this course is specifically designed for K-2 pre-service education majors who will encounter English learners in their classrooms. We will consider, among other issues, the historical and political context of education for ELLs and their families, the relationship between national and state education policy mandates and theories of first and second language acquisition, applied research in bilingual education and ESL, assessment of English learners, and thematic and sheltered instructional approaches to second language teaching in academic settings. We will also explore the implementation of the “Sheltered Instruction Observation Protocol” (SIOP) model developed by researchers and teachers affiliated with the Center for Applied Linguistics (CAL) and the National Center for Research on Education, Diversity and Excellence (CREDE).

In addition to consideration of the issues above, the principal goal of the course is to engage prospective teachers in thoughtful ways of planning and implementing a variety of ELL teaching strategies that will promote the learning of academic content and the acquisition of English language and literacy among ELL students.

Course Format

This course will combine lecture, small-group and whole-class discussion of readings, individual and collaborative work, student presentations, lesson demonstrations, reflective reading and writing, videotapes, on-line discussions, and guest speakers. Our emphasis throughout will be participatory. Please use all of these activities to share your thoughts and reactions, to learn from each other, to grow intellectually and professionally, and to understand the needs of your students who are acquiring both English and academic content. We challenge you to learn something new every time you participate in a discussion. Your classmates will be depending on your insights and encouragement, your questions and suggestions, your ability to make connections and find parallels, your sense of humor and your sincerity.

Required Readings (Combination of these two books)

■ Echevarria, J. & Graves, A. (2010). Sheltered content instruction: Teaching English‑language Learners with diverse abilities. 4th Edition. Needham Heights, MA: Allyn & Bacon.

■ Reiss, J. (2008). 102 Content Strategies for English Language Learners: Teaching for academic success in grades 3-12. New Jersey, NJ: Merill Prentice Hall.

■ Additional readings are available on-line or provided as handouts in class.

Optional Reading

■ Crawford, J. & Krashen, S. (2007). English learners in American classrooms. New York: Scholastic.

Policy on Attendance

This course covers basic issues in language acquisition and sheltered English content instruction. It is also part of a state-mandated teaching endorsement; if you miss a session you will miss information critical to the effective teaching of English language learners. That said, I understand that students sometimes simply cannot make it to class. If you absolutely must miss a class session, let me know in advance or leave a message in the office or by mail. I will not deduct any points if you have one absence. However, after the first absence I will deduct 3.5 points of your final grade for every class period that you miss. If you accumulate four absences you will be administratively dropped from the course. There are only two exceptions to this policy: (1) Holidays or special events observed by organized religions for those students who show affiliation with that particular religion; and (2) Absences pre-approved by the UA Dean of Students (or Dean's designee). For all the excused absences students should give at least two weeks advance notice.

Policy of Conduct

General expectations for student conduct are described on the U of A website on academic policies (http://deanofstudents.arizona.edu/uapolicies). Beyond these expectations, a passing grade in this course assumes regular and on-time attendance, reading the assigned chapters, articles, or handouts before class, participation in class discussions, and attentiveness to and respect for the instructor, guest speakers, and fellow students. The following in-class behaviors are unprofessional; please avoid: 1) reading material not related to the course; 2) speaking or text messaging on cellular phones; 3) emailing, internet surfing, or working on non-course-related material; 5) engaging in extended private conversations.

Policy on Plagiarism

Section 5-308 of the University of Arizona Student Code of Conduct forbids all forms of student academic dishonesty, including but not limited to, (1) cheating, fabrication, facilitating academic dishonesty and plagiarism as set out and defined in the Student Code of Conduct, ABOR Policy 5-308-E.6, E.10, and F.1; (2) Submitting an item of academic work that has previously been submitted without fair citation of the original work or authorization by the faculty member supervising the work; (3) Violating required professional ethics rules contained or referenced in the student handbooks (hardcopy or online) of undergraduate or graduate programs, or professional colleges. For a list of possible sanctions, please see the U of A’s webpage on student academic conduct expectations and the Code of Academic Integrity (http://deanofstudents.arizona.edu/codeofacademicintegrity).

Policy on Incompletes

Incompletes are difficult for me and for you. They also are unfair to your colleagues in the class who have completed course requirements within the scheduled time. Therefore, I strongly discourage incompletes and will allow them only for extreme emergencies. Students who receive incompletes can expect to earn only a grade of B or below.

Course Assignments

You must submit all your assignments in D2L by 11:45 am the day indicated. You are also required to bring a hard copy of the assignment to class. Please plan ahead; give yourself time in case you encounter technological difficulties (e.g., printer, internet, etc.). If you turn in your assignment after class it will be considered late and I will reduce one letter grade for each day late. Out of respect for your classmates I will not make exceptions. No extra credit will be extended.

For all your written assignments use Microsoft Word, 12 pt. Times New Roman font, double space with 1” margins. Use the proper citation and include a list of reference when appropriate. Please pay attention to spelling, grammar, style, and punctuation. Sloppy, ungrammatical, unpunctuated, and misspelled papers will be graded accordingly.

1. Reading and Class Participation (10 %). To collaborate effectively we must create a learning community where we treat each other with patience and respect. We can learn from each other; thus, an essential part of this course is your participation in small group discussions. I want every student to feel safe expressing his/her own opinion. I recommend that you keep a reading log to write your questions, comments, and ideas about the topic in advance. You must bring to class a hard copy of the readings or your notes.
2. Language Acquisition Autobiography (10%). You should describe your own acquisition of a second language (age you acquired it, how well you acquired it; formal or informal methodologies used; means of retaining the language, if any, and finally, your knowledge and understanding of the cultures and peoples associated with that language). If you speak only English, but have traveled outside of the United States, you may write about that experience, concentrating on your exposure to international languages, cultures, peoples, geographies, etc. If you speak only English, and have not traveled internationally, you may write about how you think English language learners are taught, or should be taught, in Arizona public schools (don’t worry if your knowledge of this subject is limited: the purpose of this assignment is for you to discuss whatever you know about how students learn English and academic content). Papers should be 3-4 pages. Due date: February 2.
3. Reflection of a sheltered lesson in an unknown language (5%). You will experience a lesson in a language you don’t know. For this assignment you will write a reflection addressing strategies and techniques and what could be improved based on what you have learned about good and effective teaching. Make sure to make connections with what you know about theories of second language acquisition, and include as well a list of strategies used during the lesson. Due date: March 29
4. SEI classroom observation (10 points). Because every teacher and pre-service teacher in Arizona is potentially an SEI teacher as well, I would like you to critically analyze an SEI classroom. You will visit a SEI classroom in the Tucson metropolitan area. You will write detailed notes of the strategies the teacher uses to make curriculum comprehensive for her/his second language learners. After we discuss the SIOP model and learn some sheltered instruction strategies you will revisit your field notes and write a reflection making connections with what you learned and a constructive critique of the lesson observed. Due date: April 5.
5. Literacy/Linguistic Funds of Knowledge portfolio (45%): It is important for us to understand that learning occurs beyond our classrooms. Students bring to school vast and diverse experiences, knowledge, and cultural and linguistic resources that sometimes teachers fail to recognize and/or integrate in the curriculum. The goal of this portfolio is to complete a series of assignments that will help us identify the family’s funds of knowledge and utilize them as learning resources.

This portfolio includes the following assignments. You can complete each assignment with your “visiting-partner”. However, in the final portfolio each of you must include an individual reflection of what you learned from this project. Due date: April 19

1. Home Visit (10%): You will conduct a home visit. You will observe the same child you did last semester. In this home visit you will focus on the family’s linguistic and literacy resources. In other words, you will pay close attention to the functions oral and written language serve, the language that family members use to talk, write, etc. After each visit you will write detailed field notes. You must include a reflection on how can you incorporate this linguistic/literacy funds of knowledge in your curriculum.

Due date: February 23

1. Parent(s) Interview (10%): The purpose of this project is to build on the interview you conducted last semester. You will continue to explore the parents’ perspectives regarding home-school expectations, language use, etc. You will interview the parents or caregivers of your assigned student. If possible, you will record and transcribe the interview verbatim (i.e. every word spoken). If recording is not possible, then you will write detailed field notes after your visit. Then, you will write a reflection based on what you learn from this experience (guidelines posted on D2L).

Due date: March 8

1. Community map (10%): The goal of this project is to understand the value of community as a resource for our students. It also provides future teachers an opportunity to explore and make connections with the communities where our students live. You will investigate a total of 5 different community resources and/or community cultural wealth resources available to your student and his/her family within two miles radius from your student’s home. Some resources you might include are local churches, non-profit organizations, activist groups, government based institutions, special programs provided in the community, translation services, mom & pop businesses, yard art, cemeteries, gardens, symbolic resources, etc.

You will create a community map, where you will map out the location of the different community resources you identified. This map must:

• Describe each resource
• State the contribution it makes to the community
• State how you might incorporate this resource into the instruction or the school

You will include a reflection about what you learned from this project.

Due date: March 22

1. Lesson plan: You will write a lesson plan in which you incorporate all the SEI components and one or more aspects of what you learned in the home visit, interview, and community map. A piece of literature must be incorporated in your lesson plan. Due date: April 19
2. 6. Final exam (20 points). The final exam will cover the content covered in this course. FIRST WEEK in MAY

LRC 416: Structured English Immersion

Spring 2011 Class Schedule

Instructor: Jesús Acosta-Iriqui, Ph.D.