AQUINAS COLLEGE School of Education The Mission of the Aquinas College School of Education is to facilitate the development of competent, compassionate, and committed educators of integrity. EN 543 – Literacy Instruction for Linguistically and Culturally Diverse Learners Fall, 2001, 5 Saturdays, DSP Format Location: Academic Building #103 Instructor: Erin Melcher-Mulhall Phone: (616) 632-2433 (AQ) (616) 732-4465 (School of Educ. FAX) (616) 977-0303 (home) Email: [email protected]: Browne Center #123 Hours: Monday – Friday 9:00 am – 11:00 am Required Texts for the Course Freeman, D.E. & Freeman, Y.S. (2001). Between Worlds: Access to Second Language Acquisition. Portsmouth, NH: Heinemann. Grognet, A., Jameson, J., Franco, L. & Derrick-Mescua, M. (2000). Enhancing English Language Learning in Elementary Classrooms. McHenry, IL: Center for Applied Linguistics and Delta Publishing Company, Inc. Brisk, M.E., & Harrington, M.M. (2000). Literacy and Bilingualism: A Handbook for All Teachers. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers Novels: Jiminez, F. The Circuit Na, An. A Step From Heaven Course Description This course focuses on learning how to create effective instruction for students who are linguistically and/or culturally diverse, and will focus on an in-depth reflection of teacher pedagogy and classroom-based research. Practical hands on ideas as well as theory will be covered. Effective integration of multicultural literature will also be addressed. Course Goals and Objectives Emphasis will be placed on the following objectives: 1. Demonstrate an awareness and understanding of instructional pedagogy for the culturally and linguistically diverse student.2. Help students to understand their own and others’ cultures, literacy abilities, and language and the influence of these on teaching and learning. 3. Be able to explain and design effective principles of instruction and assessment, and reflect upon the ways in which curriculum can be adapted for learner-centered understanding. 4. Participate individually and with others as knowledgeable, reflective, creative, and critical members of a literacy community. 5. Understand the role of multicultural literature in today’s society and its implication for instruction. Course Requirements 1. Attendance and Participation. (60 points each session = 300 points) It is mandatory that you attend each class and come ready to fully participate. We only meet 5 times, and thus, it is an expectation that you are present at each session. Please be on time and ready to become involved in our tasks at hand. We meet Aug. 28; Sept. 18; Oct. 9; Oct. 30; and Nov. 20. 2. Formal Response Prompts. (75 points each x 4 = 300 points) (A) The first prompt asks you to respond to the Freeman&Freeman text, pages 1-126, CAL, sections 1, 2, & 3, and Brisk&Harrington, pp. 1-11. Please describe the ideas, themes, revelations, etc. that inspire you as you read the text. Also, please include any questions you may raise while reading. Plan on 3- 4 typed, double-spaced, 12 point font, error free pages. Due Session 2 (B) The second prompt asks you to respond to the Freeman & Freeman text, pages 170 – 285, Brisk&Harrington, pp. 99-126, and CAL, sections 8 & 9. Please complete an Admit Slip for each text. The outline of the Admit Slip will be provided, but please type your responses. Due Session 3 (C) Respond to CAL, sections 8 & 9. What assessment system does your school use for incoming and/or current ELL students? Write up a typed, brief description of the system followed by advantages and disadvantages of that particular system. Please bring it to present at Session 4 OR If you are not currently in a school system, you are to research the journals or other resources to find what is currently out there on assessment of incoming or current ELL students. Briefly type up what you found including advantages and disadvantages, and bring it to present at Session 4.(D) The final prompt asks you to respond to the Freeman&Freeman text, pages 245-286. Discuss the effective ways in which you involve (or could involve) ALL parents in your classroom/school. Due Session 5 We will use the response prompts for class discussion, both small and large group. 3. Getting to Know Another Teacher. (100 points) You are to observe and interview either an ELL teacher or a teacher who is considered to be an effective teacher of culturally diverse students. The observation will be written up, a teacher evaluation tool completed, and interview stems will be addressed. We will begin with the effective teacher stems on p. 277 (Freeman & Freeman), and add/change them. Due Session 2 4. Self-Assessment: Am I an Effective Teacher for all Learners? (50 points) You will complete the evaluation tool for requirement #3 above, but it will be in a self-evaluative format. After completing the evaluation form, you will then select three strength areas to further explain in writing . You will then determine three challenge areas and set goals for further growth. Due Session 3 5. Interview: An ELL Student. (50 points) The interview is located on CAL pages 52-53. It asks you to locate an ELL student and conduct an informal literacy assessment. Follow the question prompts, but type up the information. Please also observe the student in his or her learning environment and discuss the types of strategies that are used by the student to cope with the learning materials. Due Session 3 6. Literature Circles:The Circuit and A Step From Heaven (100 x 2 = 200 pts.) Experiencing what we ask our student to do is essential. We will participate in a literature circle for these books. The jobs for the circle will be provided at Sessions 4& 5. 7. A Multicultural Literature Connection (100 points x 3 = 300 points) Integrating literature from the various cultures enhances classroom instruction. You are to take six books that are from six different cultures and create activities to accompany those selections. You will create five total activities for each book which will also cover the following areas in the language arts: writing, reading , speaking, listening, critical thinking, viewing, and visually representing as well as critical thinking. Students will sign up for books so that no overlapping exists. This assignment will be explained in