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Viewing: FL 436 / ECI 436 / ECI 536 / FL 536 : Perspectives on English as a New Language

Last approved: Fri, 09 Mar 2018 09:02:33 GMT

Last edit: Wed, 07 Mar 2018 15:14:01 GMT

Formerly Known As: FL 439


Change Type
Major
FL (Foreign Languages)
436
009777
Dual-Level Course
Yes
536
Cross-listed Course
Yes
Course Prefix:
ECI
Perspectives on English as a New Language
English as New Language
College of Humanities and Social Sciences
Foreign Languages & Literature (16FL)
Term Offering
Fall and Spring
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Online (Internet)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Alison Turner
Assistant Teaching Professor
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC101NoI can raise the cap if necessary.

Prerequisite: Graduate standing
Is the course required or an elective for a Curriculum?
No
Examination of the complexity of multiculturalism in American society and the challenges faced by immigrant families in adapting to U.S. institutions. Emphasis on understanding historical, legal, cultural and pedagogical issues with respect to learning English as a new language [ENL]. No credit given for both FL/ECI 436 and FL/ECI 536.

Prereq elimination: It is a required course for candidates seeking ESL Add-On licensure and for MAT ESL students, but we also want to open the course up to anyone else who wants to take it.

Numbering change: To make the course align with all cross listings.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of EducationDr. John LeeIt is essential that M.A.T. in ESL candidates learn about multiculturalism and the kinds of challenges immigrants and their families face in American society and schools. In this course, they will learn strategies to help culturally and linguistically students function on a social and academic level in a school setting.
Course will continue to be part of instructor's course load.

Course Goal: To explore the issues related to cultural differences and the education of ESL students in the U.S.


Course Objectives: From the North Carolina Standards for ESL Teachers.

Standards abbreviations: SA-ESL (Specialty Area DPI ESL Standards), LEADSERVE (NC State LEAD & SERVE Conceptual Framework).


- Evaluate various program models for ESL learners and understand their rationales. (SA-ESL 3.4) (LEADSERVE 2, 4, 7, 8,9)


- Inform practice by expanding knowledge about world cultures and language, including cultural diversity, dynamics, relativism, universalism, acculturation, and assimilation, and their relationship to English language learners and their families (SA-ESL 2.2) (LEADSERVE 3, 4, 8)


- Inform practice with an understanding of cultural conflicts within the ESL classroom (SA-ESL 2.3) (LEADSERVE 2, 3, 6, 8)


- Demonstrate knowledge of historical development of laws and regulations which have influenced the educational opportunities of English language learners. (SA-ESL 6.1)


- Demonstrate knowledge of current trends and research related to language policy and legislative regulations (SA-ESL 6.2)


Student Learning Outcomes

During this course students will focus on two main areas of skills and understanding from the Praxis English to Speakers of Other Languages (ESOL) test—Culture and Professionalism and Advocacy


Culture: 


Students will be able to …

1. Examine the interrelationship between language and culture.

2. Explain the ways cultural variables affect second-language acquisition and teaching.

3. Describe the ways students’ identities and learning styles will vary widely across and within cultures. 

4. Identify their own cultural groups that influence their perceptions of the world.

5. Investigate how a teacher’s personal and cultural experiences influence teaching style.

6. Critique cultural stereotyping, cultural bias, and cultural bullying in the school setting.

7. Articulate the difference between acculturation and assimilation.


Professionalism and Advocacy:


Students will…

1. Recognize and explain the possible differences between disabilities and typical language proficiency development.

2. Identify the need and value of incorporating the diverse cultures and knowledges (Funds of Knowledge) of students into instruction. 

3. Create lessons that purposefully tap into the Funds of Knowledge of students.

4. Describe the legal provisions and ethical implications of laws and federal court decisions related to the education of ELs.

5. Defend the need to serve as a professional resource and advocate for ELs and families.

6. Defend the need to communicate with school personnel about the characteristics and emotional, social, and physical needs of ELs.

7. Identify appropriate strategies for planning and collaborating with ELs, their families, and school and community members. 

8. Propose ways in which schools could promote connections between school-home-community.

9. Identify ways to collaborate with other school personnel regarding the academic needs of ELs.

10. Describe ways that ELs and their families may benefit from a variety of outside resources (e.g., services, networks, organizations).

11. Develop a variety of strategies for consulting with guardians and communicating with them about each student’s progress and needs.

12. Identify the importance of engaging in professional development by continually researching relevant and reliable resources and organizations in the field of teaching ESOL.


Evaluation MethodWeighting/Points for EachDetails
Written AssignmentFor undergraduates:
40% Online Discussion Form and Guided Reading Questions; 10% Two PP Presentations; 25% Student Shadow Project and Report; 25% Final Written Exam


50% of the final grade for undergraduates is an English language learner shadow project and report and a final exam.
Written AssignmentGraduate Students:
30% Online Discussion and Guided Reading Questions; 10% Two PP Presentations; 25% Annotated Bibliography; 35% Scholarly Research Paper
60% of final grade for graduate students comprises an annotated bibliography and 15-20 paged research paper
TopicTime Devoted to Each TopicActivity
Introduction1 weekAssigned readings: Ovando & Combs: Chapter 1- “Students”
Rong, X., & Preissle, J. (2009). Immigration and U.S. Schools. In X. Rong & J. Preissle (Eds.), Educating immigrant students in the 21st century: What educators need to know (2nd ed., pp. 1-17). Thousand Oaks, CA: Corwin.
History of Immigration1 weekAssigned readings:
Perreira, K. M. (2011). Mexican families in North Carolina: The socio-historical contexts of exit and settlement. Southeastern Geographer, 51(2), 260–286.

Rong, X. L., Hilburn, J., & Sun, W. (2017). Immigration, demographic changes and schools in North Carolina from 1990 to 2015: Transformations to a multiethnic, global community.

In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 3-24). Rotterdam, the Netherlands: Sense Publishers.
Policies and programs that shaped bilingual and ESL programs in the US1 weekReading assignments:
Ovando & Combs: Chapter 2: “Policy and Programs”

Allman, K. R. (2017). “I’m not ashamed of who I am: Counter-stories of Muslim, Arab Immigrant students in North Carolina.

In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 81-102). Rotterdam, the Netherlands: Sense Publishers.
Best teaching practices for CLD students1 weekReadings:

Ovando & Combs: Chapter 3: “Teaching”
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Freire, P. (2010). Pedagogy of the Oppressed (30th anniversary ed.). New York, NY: The Continuum International Publishing Group. (Chapter 2)
The basics of language learning1 weekReading:
Ovando & Combs: Chapter 4: “Language”

Nieto, S. (2010). Language, culture, and teaching: Critical perspectives (2nd ed.). New York, NY: Routledge. (excerpt)
The role of culture in the classroom1 weekReading:
Ovando & Combs: Chapter 5: “Culture”

Moll, L. C., Amanti, C., Neff, D., Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.

Urrieta, L., & Martínez, S. (2011). Diasporic community knowledge and school absenteeism: Mexican immigrant Pueblo parents’ and grandparents’ postcolonial way of educating. Interventions Journal, 13(2), 256-277.

Carrillo, J. (2017). In search of Aztlán, North Carolina. In X. L. Rong & J. Hiburn
Application in Math/Science and Social Studies classes1 week Reading:
Ovando & Combs: Chapter 6: “Mathematics and Science” OR Chapter 7: “Social Studies”

Murillo, E. G. (2002). How does it feel to be a problem?: “Disciplining” the transnational subject in the American South. In S. Wortham, E. G. Murillo, &

E. T. Hamann (Eds.), Education in the new Latino Diaspora: Policy and the politics of identity (pp. 215-240). Westport, CT: Ablex.
Completion of Midterm Projects1 weekComplete work on ELL Shadow Project or Annotated Bibliography
Assessment tools to measure progress1 weekReading:
Ovando & Combs: Chapter 8: “Assessment
English language learners in Special Education Programs1 weekReading:
Ovando & Combs: Chapter 9: “Bilingual Special Education”
Promoting parent engagement in schools1 weekReading:

Ovando & Combs: Chapter 10: “School and Community”
Dual Immersion Programs: Pros and Cons1 weekReading:

Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1): 1-20.

Cervantes-Soon, C. G. (2014). A critical look at dual language immersion in the new Latin@ Diaspora. Bilingual Research Journal, 37(1), 64-82.
Dual Immersion Programs continued1 weekReading:

Cervantes-Soon, C. G., & Turner, A. M. (2016). Countering silence and reconstructing identities in a Spanish/English two-way immersion program.

In X. L. Rong & J. Hiburn (Eds.), Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State (pp. 195-220). Rotterdam, the Netherlands: Sense Publishers.
Recruiting allies for ELLs1 weekReading:

McIntosh, P. (1989). White privilege: Unpacking the invisible knapsack. Peace and Freedom, 49(4), 10-12.

Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493-522.
Summary and reflection1 weekForum post on summary and reflection on course
No readings – Work on papers/ preparing for final exam
The instructor does not have graduate status but is credentialed to teach graduate courses.

mlnosbis 2/8/2018:
1) The instructor on the syllabus is different from the instructor listed in CIM. Please confirm
2) Syllabus should include the instructor's policy on absences.

cohen 2/09/2018:
The course has been taught before. It would be helpful to provide a little bit of information about previous enrollments.
This looks like a wonderful course for all inservice teachers, even those not enrolled in our graduate programs. Is it possible to relax somewhat the prereq for 536 to enable all interested inservice teachers to enroll? Or would you prefer that inservice teachers who do not have graduate status enroll in 436?

ABGS Reviewer Comments 2/19/2018:
-No concerns.
aeherget (Thu, 25 Jan 2018 18:47:22 GMT): AECHH: Uploading updated syllabus at instructor/initiator's request via email 1/25/2018.
jshaesel (Mon, 12 Feb 2018 17:43:07 GMT): I have changed the instructor's name to Alison Turner. I have added the attendance policy to the syllabus. There are no prerequisites for this course. All graduate students are welcome to take this course. Inservice teachers generally take this course at an undergraduate level but they are certainly welcome to take it at a graduate level. For example, a professor at Elon University seeking ESL Add-On took it at the graduate level. I expect six inservice teachers to take the course in the fall along with students pursuing the ESL Add-On in COE. The enrollment for this course has risen from 4 to 10. I hope to attract more now that we have a dual level. Thank you very much for your support and enthusiasm!
Key: 2561