University of Texas at Brownsville BILS 3314.60

University of Texas at Brownsville
BILS 3314.60
The Content Area Methodology in the Bilingual Classroom
Spanish
Fall 2011
Professor:
Dr. Sandra Musanti
Class Time: Wednesday, 4:25 to 7:05 pm
Email:
[email protected]
Office Hours Fall 2011:
Office:
Phone:
Classroom:
EDBC 1.126
(956) 882-5738
South Hall 121
Monday: 1:30 to 3:00 pm
Wednesday: 11 to 12:30 pm
Thursday: By appointment
Required Textbooks:
Echevarria, E. & Graves, A. (2004) Sheltered Content Instruction. Teaching English
Language Learners with Diverse Abilities. Boston, Mass: Pearson Press.
Other Required Readings will be posted on Blackboard
Course Description:
This course examines the reading and writing process across text types and subjectspecific vocabulary at the EC-4 / EC-6level. The main focus will be on essential
elements of science, mathematics, social studies and health education in the bilingual
classroom. Students learn and practice a variety of planning, managing and learning
strategies for all students including those with special needs. Included is the role of
language in a comprehensive systematic program design that will allow students to
develop analytical and practical skills to effectively teach in the bilingual classroom.
Precise terminology in English and Spanish and its application in the classroom will be
stressed. The course is taught in Spanish.
Course Objectives:
Bilingual Education Standards focus:
Standard VI: The bilingual education teacher has a comprehensive knowledge of content
area instruction in L1 & L2.
The teacher knows and understands:
A. State educator certification standards in all content areas relevant to the
certificate level
B. The statewide curriculum in all content areas as specified in the Texas Essential
Knowledge and Skills (TEKS)
C. How to create authentic and purposeful learning activities and experiences in all
content areas that promotes bilingual learners’ development of concepts and
skills in both Spanish and English.
D. How to integrate language arts skills in L1 & L2 into all content areas
E. How to differentiate content area instruction based on learner needs and
language proficiency levels, and
F. Various approaches for delivering content area instruction in L2 to the bilingual
learner.
Specifically students will:
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Research and report on related readings on different content areas.
Explain and apply the main tenets of a content area instruction approach that
integrates the learner needs and different language proficiency levels.
Develop lesson plans that integrate an interdisciplinary approach to instruction.
Create authentic and purposeful learning activities and experiences in all content
areas that promotes bilingual learners’ development of concepts and skills in
both Spanish and English as defined in the state educator certification standards
and the statewide curriculum (TEKS).
Understand linguistic and cognitive issues for language minority students.
Analyze and develop strategies for integrating language arts skills in L1 and L2
into all content areas
Explore how to use content-area instruction in L1 and L2 to promote students'
cognitive and linguistic development
Develop units and lesson plans demonstrating ability to use multiple materials,
including technology, for teaching particular concepts and skills in the areas of
mathematics, science, and social studies.
Grading System:
A………………….. 90% - 100%
B……………………80% - 89%
C……………………70% - 79%
D……………………60% - 69%
F……………………. 0% - 59%
Grade Appeals: If you (the student) do not agree with a grade on an assignment, quiz,
etc…it is the student responsibility to appeal the grade to the instructor within two days
after the assignment was returned.
Course Requirements and Method of Evaluation:
Assignment
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Assessment Weight
Attendance and class participation
Field-based observations and reflection
Midterm
Spanish lesson:
(oral/written presentations of Spanish lessons using
mathematics, science and social studies content)
 Final exam (oral and written presentation of a
Spanish unit on a specific content area)
10%
20%
25%
20%
25%
100%
Class Participation: There will be individual and group discussions, activities and
presentations to complete during class time. Students must be present in class to
complete such activities. The quality of the work completed and the level of active
participation of each student will determine the grade received in those activities.
1. You will work in groups in class on the readings for the assigned class.
2. You will have to present and/or work on in-class activities designed by the
instructor.
3. If you miss class these are point that you cannot make up for. Avoid absences
and be prompt to class and ready to work.
4. You will also have to respond to critical thinking questions and/or activities on the
online discussion board through Blackboard.
Field-based Observations and Reflection: A minimum of 15 hours of field experience
is required for this course. Arrangements will be made for you to visit a bilingual
classroom. You may observe and/or help the teacher as necessary. You must complete
the field experience record form provided by the instructor each time you are there and
have the teacher signed it.
1. You will turn in the field experience record forms
2. You will develop a photovoice presentation (instructions will be provided) to
contextualize the community and school.
3. You will write a final reflective paper (2 pages max.) about your experiences in
the classroom as a participant observer integrating concepts discussed in class
and in the readings.
4. Guidelines for this assignment will be provided in class.
Midterm
A comprehensive exam will be administered on the topics discussed in class and based
on the readings for the course. The exam will consist on essay questions and the
application of theory to particular scenarios on bilingual settings.
Lesson demonstration
1. Prepare a lesson in Spanish (Could be part of your Spanish Unit) using
strategies in the Spanish classroom to enhance comprehension. Your lesson
demonstration must contain Power Point, handouts, visuals (realia, posters, etc.),
manipulatives or any other necessary materials to carry out the activities planned
for your lesson.
2. You should carry out your lesson as if you were in the classroom. Your lesson
should include some type of evaluation to see if the students have learned the
content taught (Avoid paper and pencil quizzes)
Final Exam: An Interdisciplinary Spanish Unit
You will work in teams to develop a one-week Spanish unit. You will prepare a
presentation of your unit to the class. Specific guidelines will be provided well in advance
of due date.
Part I – SPANISH UNIT DESIGN
1. You will work in pairs.
2. You will develop a one-week SPANISH unit in which you will teach language
through content. You must select the grade level (EC – 4th) and specify the
language proficiency levels (beginner, intermediate or advanced) that the unit will
be developed for.
3. You will design a short-term plan for this unit.
4. You will prepare a 15 minute presentation in which you will share your unit with
the class.
Part II – SPANISH UNIT GROUP PRESENTATION
1. You will prepare a 15 minute presentation in which you will share your SPANISH
unit with the class.
Notes:
1. Rubrics for major Required Assignments will be presented and explained at the
appropriate time.
2. Students will be expected to use Blackboard for accessing course information and
materials and specific online activities as determined by the instructor.
Attendance Policy:
Prompt and regular attendance is required. Students are allowed one absence with no
penalty. Being late to class or leaving early twice constitutes one absence. Two
absences will affect student ‘s final grade. A student may be dropped from the course
with a grade of “DP” or “DF” at the instructor’s discretion due to excessive absences
(more than 2).
Make-up Policy:
Late assignments will not be accepted following one week of the due date.
Late assignments will incur a considerable grade reduction. There will be no makeup assignments.
Class Disruptions and Cell Phones: Turn off all cell phones and pagers before
entering class. MP3 players are not allowed in class.
Satisfactory Academic Progress (SAP)
UTB/TSC monitors academic progress every fall and spring semester to identify
those students who are experiencing difficulty with their courses. Satisfactory
Academic Progress (SAP) is based upon two components: GPA of 2.0 or
higher and successful course completion of at least 70% of course work
attempted. Students remain in good standing with the university and Financial
Aid when both criteria are met. Students who do not maintain these required
minimum standards will be placed on probation or suspension as appropriate.
The complete Satisfactory Academic Progress policy and the Undergraduate
Satisfactory Academic Progress for Financial Aid policy can be found in the
current Undergraduate Catalog. For more information, please visit
http://blue.utb.edu/vpaa/sap/.
Scholastic Dishonesty
Students who engage in scholastic dishonesty are subject to disciplinary
penalties, including the possibility of failure in the course and expulsion from the
University. Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, submission for credit of any work or materials that are
attributable in whole or in part to another person, taking an examination for
another person, any act designed to give unfair advantage to a student, or the
attempt to commit such acts. Since scholastic dishonesty harms the individual,
all students and the integrity of the University, policies on scholastic dishonesty
will be strictly enforced. (Board of Regents Rules and Regulations)
All scholastic dishonesty incidents will be reported to the Dean of Students. Do
not allow your peers to pressure you to cheat. Your grade, academic standing
and personal reputation are at stake.
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly
and on time. Students are responsible for all class work and assignments. On
recommendation of the instructor concerned and with the approval of the Dean,
students may, at any time, be dropped from courses. This may result in a “W” or
“F” on the student’s permanent record.
Emergency Policy Statement
In compliance with the Emergency UTB/TSC Academic Continuity Program,
academic courses, partially or entirely, will be made available on the MyUTBTSC
Blackboard course management system. This allows faculty members and
students to continue their teaching and learning via MyUTBTSC Blackboard
http://myutbtsc.blackboard.com, in case the university shuts down as a result of a
hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying
faculty members and students of their responsibilities as a hurricane approaches
our region. If the university is forced to shut down, faculty will notify their
course(s). To receive credit for a course, it is the student’s responsibility to
complete all the requirements for that course. Failure to access course materials
once reasonably possible can result in a reduction of your overall grade in the
class.
To facilitate the completion of class, most or all of the communication between
students and the institution, the instructor, and fellow classmates will take place
using the features in your MyUTBTSC Blackboard and UTB email system.
Therefore, all students must use Scorpion Online to provide a current email
address. Students may update their email address by following the link titled
“Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of
a disaster, that disrupts normal operations, all students and faculty must make
every effort to access an internet-enabled computer as often as possible to
continue the learning process.
Americans with Disabilities Act (ADA)
Students with disabilities, including learning disabilities, who wish to request
accommodations in this class should notify the Disability Services Office early in
the semester so that the appropriate arrangements may be made. In accordance
with federal law, a student requesting accommodations must provide
documentation of his/her disability to the Disability Services counselor. For more
information, visit Disability Services in the Lightner Center, call 956-882-7374 or
e-mail [email protected].
BILS 3314.60
Tentative Schedule
IMPORTANT: Check Blackboard for assignments updates, announcements, and
readings.
DATE
8/24/2011
8/31/2011
9/7/2011
9/14/2011
9/21/2011
THEME
Introduction to the Course.
Community building;
Syllabus presentation.
What do we need to know
about teaching English
Language Learners?
Language knowledge and
instructional approaches to
teaching English Language
learners
Theoretical and historical
foundations of teaching ESL
learners
Sheltered instruction in the
content areas.
Discussion of field
observations
Instruction in the content
areas. Lesson and unit
Planning
READINGS
ASSIGNMENTS
Questionnaire
Field placement
form
Echevarría and
Graves. Chapter 1
Ramirez “La
educación bilingüe.
Puntos de
conversación” (*)
Echevarría and
Graves. Chapter 2
Check for this week
assignment on
Blackboard
Echevarría and
Work on Photovoice
Graves. Chapter 3
presentations
(depending on field
La planificación y la
placement)
programación de la
enseñanza (*)
Capellini. Chapter 5
Students bring
(*)
content area
materials and
textbooks used in
bilingual
Cañal de León,
classrooms.
"Las actividades de
enseñanza. Un
esquema de
clasificación" (*)
9/28/2011
Teaching ESL across content
areas. Strategies for
integrating language arts
skills in L1 and L2 into all
content areas
Lectura y Vida:
Portilla y Teberosky
“Aprender
vocabulario…” (*)
Due: Five hours of
field observations
report
Lectura y Vida:
Hocevar “Enseñar a
escribir textos
narrativos” (*)
10/5/2011
What does it mean to teach
addressing cultural and
personal diversity?
Strategy: Contextualizing for
meaning construction
Lectura y Vida: El
Teatro de lectores
(*)
Echevarría and
Graves Chapter 4
Vergara et al. “La
narrativa en la
enseñanza de la
historia en el
Jardín.” (*)
Students bring notes
from first
observation in draft
format to analyze in
class
Due: Photovoice
presentation on the
school and
community
(upload into
Blackboard)
Selected students
present Photovoice
10/12/2011
Content and language
objectives. Mathematics
Instruction from the
perspective of Cognitive
Guided Instruction.
Strategy: Contextualizing
problem solving
Carpenter et.al
(chapter 7-8)
Spanish Version(*)
In class: Video
analysis
Selected students
present Photovoice
10/19/2011
Mid Term Exam
10/26/2011
Learning strategies. Specific
strategies in teaching reading
and writing in the content
areas
Strategy: Modeling
Echevarría and
Graves. Chapter 5
Due: Lesson
demonstrations
Vazquez-Montilla
“La importancia de
los cuentos en el
proceso de
Due: Report five
hours of field
observations
alfabetización”(*)
11/02/2011
11/09/2011
11/16/2011
Teaching academic language
through curriculum
Strategy: Constructing
graphic organizers to
promote learning
Differentiated instruction:
Considering cultural and
linguistic diversity in
instructional planning.
Strategy: Cooperative
learning
Discourse and learning
opportunities. Developing
oral language.
Strategy: reframing
information
11/23/2011
Revision and integration
11/30/2011
Presentations. Whole class
reflection about field
experiences and the
experiences gained in the
course.
Celebration
Week of Exams
12/7/2011
Fathman & Nelson
“Big ideas in little
pieces. Science
activities for
multilevel classes”
(*)
Lectura y Vida.
Villalobos (*)
Echevarría and
Graves Chapter 6
Aprendizaje
cooperativo (*)
Echevarría and
Graves Chapter 7
Cazden. Chapter 10.
El habla de los
alumnos (*)
Lectura y Vida: El
teatro de lectores
(*)
Echevarría and
Graves Chapter 8
Due: Lesson
demonstrations
(selected students)
Due: Lesson
demonstrations
(selected students)
In class: Group
work on Spanish
Unit Design. Bring
needed materials
Due: Report five
hours of field
observations
In class: Group
work on Spanish
Unit Design. Bring
needed materials
Due: Group
presentations and
Spanish Unit Design
Due: Group
presentations and
Spanish Unit
Design
Due: Students
upload in
Blackboard final
reflection paper on
classroom
observations
Readings indicated with (*) will be available through Blackboard.
Suggested Readings
Capellini, Mary. (2005). Balancing reading and Language Learning. A Resource for
Teaching English Language Learners, K-5. Portland: Stenhouse Publishers.
Cazden, Courtney B. (1991). El discurso en el aula. El lenguaje de la enseñanza y del
aprendizaje. Buenos Aires: Paidós.
Carrasquillo, Angela, & Segan, Philip. (1998). The teaching of reading in Spanish to the
bilingual student: La Enseñanza de la lectura en Español para el estudiante bilingüe.
Mahwah, N.J. : Lawrence Erlbaum Associates
Dubrovsky, Silvia (comp). (2000). Vygotsky. Su proyección en el pensamiento actual.
Buenos Aires: Ediciones Novedades Educativas.
Echevarría, Jana; Vogt, MaryEllen & Short, Deborah. (2008). Making content
comprehensible for English Learners. The SIOP model. NY: Allyn and Bacon.
Gibbons, Pauline. (2002). Scaffolding language, scaffolding learning. Teaching second
language learners in the mainstream classroom. Porthsmoth, NH: Heinemann.
Igoa, Cristina. (1995). The inner world of the immigrant child. Mahwah, NJ: Lawrence
Erlbaum Associates.
Rea, Denise M. & Mercuri, Sandra P. (2006). Research-based strategies for English
Language Learners. How to reach goals and meet standards, K-8. Portsmouth, NH:
Heinemann.
Short, K., Harste, J. with Burke, C. (1995). Creating Classrooms for Authors and
Inquirers. Portsmouth, NH: Heinemann.