MSU-Billings

College of Education

EDUCATIONAL THEORY AND PRACTICE

SPRING 2011

 

TEACHING THE BILINGUAL/MULTICULTURAL STUDENT

EDU 412-800/EDCI 592-801

 

DR. SUSAN C. BARFIELD                                   PHONE:  (406) 657-2316

E-MAIL:  scbarfield@msubillings.edu

OFFICE:  ED271                  OFFICE HOURS:    W 9:00-12:00 p.m.; T & R 7:30-8:30 a.m.

REQUIRED TEXTS:  Tellez, K. (2010). Teaching English Learners; Fostering Language and the Democratic Experience.  Boulder, CO:  Paradigm.

 

Kroeger, S. & Bauer, A. (2004). Exploring Diversity.  Upper Saddle River, NJ:  Pearson Merrill Prentice Hall.

 

OPTIONAL TEXT(S):  Reyhner, Jon (3rd ed.). (1994). Teaching American Indian Students. Norman, OK:  University of Oklahoma Press.

 

Gilliland, Hap (4th ed.) (1999). Teaching the Native American. Council for Indian Education.

 

COURSE DESCRIPTION:

Provides a basic background for multicultural and bilingual teaching.  Includes foundations and emphasis on the development of bilingual education, the development of minority group children, sociolinguistic and psycholinguistic issues, and the variety of program responses to addressing the needs of minority group children.  Also include a theory-into-practice component which explores curricular approaches to the specific subject areas.

 

PREREQUISITES:  EDU 380/381 and completion of NAMS 181

 

COURSE CONTENT GOALS

1.      Attain higher levels of personal achievement in understanding ESL/bilingual/ multicultural students

2.      Learn and practice on-line small group facilitation

3.      Provide limited direct experiences and experimentation with teaching of minority group students

4.      Research, collect and organize instructional resources, ideas and activities pertinent to teaching ESL/bilingual/multicultural students

5.      Study curriculum materials that define and assess learner goals; include content, skills and thinking; guide the selection of materials and resources; and help develop assessment processes.

6.      Develop an understanding and appreciation for the importance of individualization in the development of the whole person.

Student Objectives

 

1.                  TSW understand the basic vocabulary and current critical issues of ESL, bilingual, and multicultural education as evidenced by weekly assignments, threaded discussion responses and PowerPoint presentations.

2.                  TSW be able to facilitate small group discussions as evidenced by being a facilitator for one of the course threaded discussions. 

3.                  TSW apply his/her learned pedagogical knowledge by working with minority students and writing self-reflection papers about his/her experiences.

4.                  TSW identify at least five teaching strategies and/or classroom management strategies for working with ESL/bilingual/multicultural students as measured by their response to a weekly assignment question.

5.                  TSW work individually or collaborately within a small group to produce lesson plans for classes with ESL/bilingual/multicultural students. 

6.                  TSW use computer technology (sending files, threaded discussions, internet exploration and research, and PowerPoint) and how to relate these to elementary classrooms as evidenced by class assignments.

 

 

Coe Initial CONCEPTUAL Framework

Professional and Pedagogical Development

MSU BILLINGS-INTASC STANDARDS

 

STANDARD 1: CONTENT PEDAGOGY

            The teacher understands the historical-legal-philosophical foundations of education, as well as the central concepts, tools of inquiry, and structures of the discipline he or she teaches.  The teacher creates learning experiences that make these aspects of subject matter meaningful for students.

 

STANDARD 2: STUDENT DEVELOPMENT

            The teacher understands how children learn and develop, and can provide learning opportunities that support a child’s intellectual, social, and personal development.  MSU Billings teacher education candidates understand differences among groups of people and individuals.  In the context of human similarity, candidates are aware of United States and global diversity, respect and value differences, recognize that students and their families may hold different perspectives and strive to meet individual student needs. (MSU Billings definition of diversity, 2001)

 

STANDARD 3: DIVERSE LEARNERS

            The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.  Montana educators understand and teach with attention to the cultures of Montana Indian nations.

 

STANDARD 4: MULTIPLE INSTRUCTIONAL STRATEGIES

            The teacher understands and uses a variety of instructional strategies to encourage student development of critical thinking, problem solving.

 

 

STANDARD 5: MOTIVATION AND MANAGEMENT

            The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

 

STANDARD 6: COMMUNICATION & TECHNOLOGY

            The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

 

STANDARD 7: PLANNING

            The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

 

STANDARD 8: ASSESSMENT

            The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

 

STANDARD 9: REFLECTIVE PRACTICE: PROFESSIONAL DEVELOPMENT

            The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others and who actively seeks out opportunities to grow professionally.  MSU Billings teacher candidates demonstrate professional dispositions both on and off campus.

 

STANDARD 10: SCHOOL AND COMMUNITY INVOLVEMENT

            The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

 

 

COURSE POLICIES: 

 

Accommodations:  Please contact me to discuss any special needs and to agree upon necessary accommodations.

 

Late assignments will have 5 points per week deducted from the total score received on that assignment (drafts will lose 3 points if late).  Revisited PowerPoint presentations will lose 5 points and must be turned in one week after they are returned.  Threaded discussions cannot be made up; you will only receive the number of points accumulated during the threaded discussion time windows.

 

ASSIGNMENTS

1.         (100 pts.) Threaded Discussion-10 total pts. per week

2.         (30 pts.)   Critical Issue PowerPoint Presentation  

3.         (50 pts.)   Lesson Plan/Practice Teaching/Journal Self Reflection

4.         (60 pts.)   Chapter Assignments/Projects

5.         (30 pts.)   Threaded Discussion Facilitations

5.         (30 pts.)   Website Critiques-Internet Site Exploration and D2L Discussion Site

 ETP Lesson Plan Format  SAMPLE

 

GRADING                A         276-300 pts.               

                                    B         252-275 pts.

                                    C         228-251 pts.

                                    D         204-227 pts.

COURSE OUTLINE

Jan 12-18        Course Overview/Small Group Facilitation/Preface in text

Jan 19-25        Chapter 1-ELD: Language, Geopolitics, Democracy, and Culture Merge

                        Practice Threaded Discussion starts Jan. 20th-Facilitation by Barfield

                        Practice Threaded Discussion ends Jan. 24th

Jan 26-Feb 1   Chapter 2-ELL in the U.S.: Statistical and Biographical Portrait

                        Chapter 1: What is Culturally Responsive Teaching?

                       Threaded Discussion A starts Jan. 27th and ends Jan. 31st

                       Assignment A due Feb. 1st

Feb 2-8        Chapter 3-Language Acquisition or Learning

                         Threaded Discussion B starts Feb. 3rd and ends Feb. 7th

                        Websites Critiques due on D2L Discussion Feb. 8th

Feb 9-15       Chapter 4-Bilingual Ed, ELD, and the Debate

                        Chapter 2: Considerations in Instructional Planning

                       Threaded Discussion C starts Feb.10th and ends Feb. 14th

Feb 16-25       Chapter 5-Language Teaching: Methods Less Familiar

                        Threaded Discussion D starts Feb.17th and ends Feb.21st

                        Draft Critical Issue PowerPoint due on D2L Discussion Feb. 22nd   

Mar 7-15         Chapter 6-The ELD Teacher: A Special Psychology

                       Threaded Discussion E starts Mar. 10th and ends Mar. 14th                 

                        Draft Lesson Plan due on D2L Discussion Mar. 15th  

Mar 16-22      Chapter 7-Teaching ELLs and the Democratic Ideal

                       Threaded Discussion F starts Mar. 17th and ends Mar. 21st 

                        Final Critical Issue PowerPoint due on D2L Discussion March 22nd

Mar 23-29      Teaching Native American Students

                        Chapter 3: Classroom Climate and Managing Behavior

                       Threaded Discussion G starts Mar. 24th and ends Mar. 28th                 

Mar 30-Apr 5 Bilingual Special Education

                       Threaded Discussion H starts Mar. 31st and ends Apr. 4th                 

                        Final Lesson Plan due on D2L Discussion April 5th   

Apr 6–12         Assessment and Evaluation

                       Threaded Discussion I starts Apr. 7th and ends Apr. 11th

Apr 13-20         Course Summary and Conclusions

                        Chapter 4: Engaging Families

Threaded Discussion J starts Apr. 14th and ends Apr. 18th                       

Final Self-Reflection of Practice Teaching due in Dropbox April 19th

ALL COURSEWORK WORK MUST BE HANDED IN BY APRIL 25th TO RECEIVE ANY CREDIT!

Revised 1/26/11