Foundations of Education for Emergent Bilinguals
Welcome to TELL
Course Syllabus: Foundations of Education for Emergent Bilinguals
Explanation of the Template
Total Points Sheet
Session One: Exploring My Culture and ELs Strengths
LA 1.1: Welcome to TELL
LA 1.2: Belief Statements
LA 1.3: Questions About Culture
LA 1.4: Considering a Framework for Meeting the Needs of My Students
LA 1.5: Considering Concepts as Tools
HW 1.1: Reflection on My Learning
HW 1.2: Find and Share Cultural Artifacts
HW 1.3: Building Vocabulary About Culture
HW 1.4: Assessing My Knowledge and Beliefs
HW 1.5: Representation of My Learning in the Course
Session Two: Developing Understandings of Culture--Mine and My ELs
LA 2.1: Share Cultural Artifacts
LA 2.2: Building Vocabulary About Culture
LA 2.3: Examining Definitions of Immigrants
LA 2.4: Discuss Stereotypes and Culture
LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation
LA 2.6: Resolving Questions about the Major Project and Homework Assigments
HW 2.1: Reflecting On My Practice
HW 2.2: The State's Changing Demographics
HW 2.3: Danger of a Single Story
HW 2.4: Cultural Patterns of an EL
Session Three: Considering ELs as a Resource in My Teaching
LA 3.1: Water as a Problem, Right, and Resource
LA 3.2: Language as a Problem, Right, and Resource
LA 3.3: Mr. Chacon's Story
VS 3.3: Social Theories Part 2
LA 3.4: Norma's Story
LA 3.5: Jean Anyon Study
HW 3.1: Teacher Reflection
HW 3.2: Considering the Myths and Realities Concerning ELs
HW 3.3: Reading about Poverty PhDs
HW 3.4: Discovering Assets in My Community
HW 3.5: Considering the Difference between the North Star and the Map to Philadelphia
Session Four: Developing Knowledge of Assets and Legal Obligations
LA 4.1: Sharing the Assets of Our School Neighborhood.
LA 4.2 : Reviewing the Changing Demographics
LA 4.3: Exploring Learning about EL Myths and Realities
LA 4.4: Examining the Meaning of a Supreme Court Decision
LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)
HW 4.1: Teacher Reflection
HW 4.2: Understanding the Myths and Realities of Enrollment
HW 4.3: The World Outside and Inside Schools
HW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELs
HW 4.5: Implications of Court Decisions for ELLs
Session Five: Attending to Standards and Classifications with WIDA
LA 5.1: Enrollment, Placement, Staffing Myths
LA 5.2: Program Models
LA 5.3: The World Outside and Inside Schools
LA 5.4: Introduction to WIDA standards
HW 5.1 Teacher Reflection
HW 5.2: Creating a WIDA Strand
HW 5.3 Exploring Practice Through Technology
HW 5.4 Learning about Classifications and Standards
Session Six: Positioning ELs within the School Game
LA 6.1: Sharing Thinking about Program Models
LA 6.2: Critical Learning Domains
LA 6.3: Standards for Effective Pedagogy
LA 6.4: Connecting ELs to the School Game
HW 6.1: Teacher Reflection
HW 6.2: Reconsidering Beliefs and Practices
HW 6.3: Learning a New Language
HW 6.4: Collecting Evidence for My Portfolio
Session Seven: Promoting ELs Learning through My Learning
LA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My Beliefs
LA 7.2 Developing My Portfolio
HW 7.1: Teacher Reflection
HW 7.2: Representation of My Learning in the Course
Session Eight: Celebrating and Presenting My Learning
LA 8.1: Sharing Displays of Learning
LA 8.2: Summarizing Ideas
LA 8.3: Revisiting Course Survey
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LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)
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<p id="p_Jtkd" name="p_Jtkd" class=" qe-editable"><img src="https://equitypress.org/content_images/partnerships/learning_activity.png" alt="learning_activity.png" class="centered" id="img_JKex" name="img_JKex"></p><table class="table qe-editable"><thead><tr><th>Learning Outcome</th> <th>Pedagogical Intent</th> <th>Student Position</th> </tr></thead><tbody><tr><td> <p id="p_xShD" name="p_xShD" class=" qe-editable">Interpret the historical context of diversity and discrimination and evaluate how it impacts current practices.</p> <p id="p_hMCg" name="p_hMCg" class=" qe-editable"><strong>Assessment: 25 pts.</strong></p> <p id="p_jXbK" name="p_jXbK" class=" qe-editable"><strong>TA: 60 Minutes</strong></p> </td> <td> <p id="p_YEKG" name="p_YEKG" class=" qe-editable">Teachers can prepare better instruction and provide a better learning climate for their students making learning accessible to English language learners.</p> </td> <td> <p id="p_UIFL" name="p_UIFL" class=" qe-editable">Students have read and discussed federal laws and policies regarding the education of English language learners. They will now read and study about the Office of Civil Rights.</p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn" class=" qe-editable">Instructions</h2><ol id="ol_PMsf" name="ol_PMsf" class=" qe-editable"><li id="li_cCBm" name="li_cCBm">Go to the link to the <a href="https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-ssR" data-unshortened-url="https://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf">Dear Colleague Memo</a> from the Department of Justice and the Office of Civil Rights. When this was presented, the person from the Office of Justice, indicated that while this memo was written in 2013, the issues raised have remained constant for over 20 prior years. </li> <li id="li_XGoe" name="li_XGoe">Scroll down and go to section 2, which begins on p. 8, Common Civil Rights Issues. Note the 10 items listed. Each item has a page or two explaining what needs to be done. Divide them amongst you (usually 2 to 3 items each).</li> <li id="li_csbL" name="li_csbL">Now <a href="https://byu.box.com/s/n3wui62o5tpkxjg6otc7lrgjfy9hmam0" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-LqxZ" data-unshortened-url="https://byu.box.com/s/n3wui62o5tpkxjg6otc7lrgjfy9hmam0">access the chart</a> that allows each person to examine a section, record details and prepare to share their thinking so that others in the group can complete their charts. </li> <li id="li_WZmv" name="li_WZmv">After each person has completed the items they were assigned, they will report what they learned from their assigned sections. Others in the group will fill in their forms based on what each person teaches.</li> <li id="li_euVA" name="li_euVA">The facilitator will lead a discussion about your learnings. Questions may be asked as together you discuss teacher, school and district responsibilities in working with ELs. </li> </ol>
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