University Mission

Dominican University of California transforms lives. We are an independent, learner-centered, international

university of Catholic heritage, which interweaves Dominican values, the liberal arts and sciences, and the skills
and knowledge necessary to live and work in an interdependent world.

EDUC 4025/5025 Teaching English Learners (3 units)

Fall 2016
Wed. 4:30-7:15 PM
Guzman 104

Instr
uctor

Pho

E-mail address (preferred)

rebecca.stewart@dominican.edu
Rebecca
Stewart, MA

Office

ne #
(c)415-6061127

Bertrand
Hall 22

Office
Hours

Wednesdays
by appointment

Required Texts and Resources

1. Class Handbook (available on Moodle).
2. Selected Class Readings (available on Moodle)
3. California ELD Standards: www.cde.ca.gov (listed under the tab Curriculum and Instruction then Content
Standards then English Language Development 2012 then California English Language Development
Standards downloaded as pdf or ordered from the CDE Press Sales Office at 1-800-995-4099.)
4. Common Core State Standards Professional Learning Modules: Getting Started with the California English
Language Development Standards www.cde.ca.gov (listed under the tab Professional Learning then Common
Core Professional Learning then Getting Started with the California English Language Development
Standards)
Course Description
This course prepares candidates to teach English Learners in K-12 classrooms. Candidates will learn theories,
principles and instructional strategies that promote English language development and support English learners
during content instruction. Topics include: language structure; second language acquisition and development;
psychological, social, political and cultural factors affecting language; methods and strategies designed to make
curriculum content comprehensible to English learners and to develop English; and the assessment and
placement of linguistically diverse students. Candidates will complete focused field observations of English
Language Learners during Designated English Language Development and Integrated ELD content instruction.

Program Standard 11: Using Technology in the Classroom

Candidates use appropriate technology to facilitate the teaching and learning process. Candidates are able to
1

evaluate and select a wide array of technologies for relevance, effectiveness, and alignment with state-adopted
academic content standards, and the value they add to student learning.

Program Standard 12: Preparation to Teach English Learners

Candidates learn the purposes, goals, and content of the adopted instructional program for the effective teaching
and support of English learners; and candidates understand the local and school organizational structures and
resources designed to meet English learner students needs. [TPE 7, 12]
Candidates learn about state and federal legal requirements for the placement and instruction of English learners,
and ethnical obligations for teaching English learners. [TPE 3, 6, 12]
Candidates are provided with multiple, systematic opportunities to demonstrate knowledge and application of
pedagogical theories, principals, and practices for (a) English Language Development leading to comprehensive
literacy in English; and (b) for the development of academic language, comprehension and knowledge in the
subjects of the curriculum, making grade-appropriate or advanced curriculum content comprehensible to English
learners. [TPE 4, 5, 6, 7, 9]
Candidates learn how to implement an instructional program that facilitates English language acquisition and
development by effectively using materials, methods, and strategies so that students acquire listening, speaking,
reading and writing skills in English in order to progress to the grade level reading/language arts program for
English speakers. [TPE 1, 4, 7]
Candidates have opportunities to acquire knowledge of linguistic development, first and second language
acquisition, and how first language literacy connects to second language development. [TPE 4, 6, 7, 8]
Candidates acquire and demonstrate the ability to use initial, formative, and summative assessment information
to diagnose students language abilities, and to develop lessons that promote students access to and achievement
in the state-adopted academic content standards.
Candidates acquire skills to collaborate with specialists and paraprofessionals. [TPE 4, 7, 9]
Candidates learn and understand the importance of students family and cultural backgrounds and experiences in
planning instruction and supporting student learning. Candidates communicate effectively with parents and
families. [TPE 8, 11, 13]
Candidates learn how to differentiate instruction based upon their students primary language and proficiency
levels in English, and considering the students culture, level of acculturation, and prior schooling.
Program Standard 13: Preparation to Teach Special Populations (Students with Special Needs)
Candidates demonstrate a basic level of knowledge and skills in: a) assessing the learning and language abilities
of students in order to identify those needing referral for assessment, identification of disabilities and eligibility
for special education, Section 504 services, or gifted and talented education programs.

Student Learning Outcomes

Candidates will consider technology to scaffold content instruction for English learners and incorporate
appropriate technology into a differentiated lesson plan.
2. Candidates will observe, identify and explain the goals and characteristics of school-based and classroom-based
organizational structures and resources designed to meet the needs of the English language learners. Candidates
will analyze the content of the adopted instructional program.
3. Candidates will debate current contentious issues pertaining to current state and federal laws and regulations
pertaining to the education, assessment and placement of English language learners as well as the history and
politics of bilingual education.
4. Candidates will observe, identify and model effective instructional practice for (a) English Language
Development leading to comprehensive literacy in English; and (b) for the development of academic language,
comprehension and knowledge in the subjects of the curriculum, making grade-appropriate or advanced
curriculum content comprehensible to English learners.
5. Candidates will practice a wide variety of strategies, methods and techniques for developing English and making
content comprehensible to English language learners.
6. Candidates will discuss knowledge of linguistic development, first and second language acquisition, and how
first language literacy connects to second language development.
7. Candidates will discuss the use and application of the CELDT with a classroom teacher currently working with
English learners. Candidates will apply knowledge of CELDT levels to develop a differentiated lesson plan that
promotes students access to and achievement in the state-adopted academic content standards.
8. Candidates will collaborate with peers to design instructional strategies for English Learners.
9. Candidates will develop sensitivity to and appreciation for the range of linguistically and culturally diverse
students and families they encounter in their teaching careers.
10. Candidates will develop an integrated ELD lesson plan based on a complex text in his or her content area.
11. Candidates will read an article about the potential to over-refer or under-refer English learners to special
1.

education programs and discuss the implications for their teaching practice.
12. Candidates will learn, apply, and demonstrate 21st Century Skills: Communication, Collaboration,
Critical Thinking, Creativity, and Information/Media/Technology (See Appendix A for definitions)
Teaching Methods
All course participants bring a wealth of experience and knowledge to the teaching profession, thus your input is
highly valued and encouraged. Participants will be given multiple opportunities to work in partners and small
groups; to utilize technology (e-mail; Moodle; Powerpoint; ERIC; Electronic Databases) as a tool of instruction
and communication; and to present information to classmates throughout the course.
Roles of Students as Individuals and as Members of Teams or Groups
Students will participate in class discussions and written assignments as individuals and in groups. Assignments
will include independent, group, in-class and out-of-class activities. Students are expected to participate
equitably as members of groups.
Academic Honesty
Dominican University of California is an academic community. All of our community members are expected to
abide by ethical standards both in their conduct and in their exercise of responsibilities toward other members of
the community. Students, faculty members, administrators, and staff are expected to adopt standards of behavior
that place a high value on respecting the ideas of others. All intellectual accomplishmentsexaminations,
papers, lectures, experiments, and other projectsshould adhere to the highest standards of academic integrity
and ethics.
Fundamental to the principle of independent learning is the requirement of honesty and integrity in the
performance of academic assignments, both in the classroom and outside. Students should avoid academic
dishonesty in all of its forms, including plagiarism, cheating, and other forms of academic misconduct. The
University reserves the right to determine in any given instance what action constitutes a violation of academic
honesty and integrity.
Diversity
In California, educators must be knowledgeable, not only about language development, but also about ways in
which language, culture, and experience influence teaching and learning. In this course we will examine
important questions about the linguistic and academic needs of linguistically and culturally diverse students. We
will seek answers to such questions such as: What are best practices for teaching language minority students?
What theoretical constructs best explain the language acquisition and language use of linguistically diverse
students? How do we move from linguistic theory to instructional practice? What social and cultural contexts
influence language use in US schools? How can we best understand the political and educational struggles about
language rights and educational practices that are raging in our schools and in public debate? How can we
positively affect the socio-cultural and educational context in our classrooms in ways that meet the needs of our
diverse student populations and foster the ideals of a democratic multicultural society?
Disability Resources
Students with documented learning or other disabilities are entitled to appropriate and reasonable
accommodation. To obtain accommodations for documented disabilities, students are encouraged to consult the
Office of Disability Services, Bertrand 109, at disabilityservices@dominican.edu or phone 415-257-0187.
The disability should be documented as early as possible in the semester.
On-line Components and Expectations for Technology:
Contact the IT Department between 8:30 and 5:30 (closed for lunch) to obtain your Moodle login and password:
(415) 257-0123
All materials, except texts, are posted on Moodle for this course at the beginning of the semester.
You are expected to check the course web site on Moodle (connect through http://moodle.dominican.edu)
weekly for course materials.
You are expected to download and bring appropriate materials (electronic or hard copies) to each class.
Materials posted on the course web site are only for class use; you may download and print information for
personal use as a student in these courses.
You are expected to check your email at least twice a week.
REQUIRED ASSIGNMENTS
Grading Policies
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 A passing grade of 80% on all assignments is required in order to pass the class.
Class absence, late arrivals or leaving class early will affect your grade. If you miss more than two sessions,
you will not be eligible to pass the class.
Late assignments will only be accepted on a pre-arranged basis with the consent of the instructor.
Incomplete grades are assigned in required credential courses only if these guidelines are met:
Incomplete grades are rarely given in credential courses and then only under extraordinary circumstances.
The decision to assign an incomplete grade is made at the discretion of the instructor.
Incompletes are assigned only when a candidate has completed most of the academic work for the course at the
time of the request and is making satisfactory progress toward work that is outstanding.
In credential courses, the outstanding work for an incomplete course must be completed before the beginning of
the next academic semester in order to complete any prerequisites for subsequence courses in the professional
sequence. [This policy can and does supersede the University policy on incomplete grades, as stated in the
University Catalog.]
Exceptions to these guidelines require the approval of the candidates program chair.

Grading Scale is as follows:

1.
2.
3.
4.
5.
6.
7.

A= 93 - 100

B- = 80 - 82

D+ = 66-69

A- = 90 - 92

C+ = 76 79

D = 63-65

B+ = 86 - 89

C = 73 - 75

D - = 60-62

B = 83 85

C- = 70 - 72

F = 59 or below

Assessment of Goals and Objectives / Assignments

Class attendance and active participation (SLOs 4, 5, 6, 8, 9, 11)
Take Home Quiz (SLO 6)
Group Debate Presentation and Individual Paper
(SLOs 3, 9)
Observation One of Designated ELD class, Teacher Interview and Field Study Paper
(SLOs 2, 4, 7)
Observation Two of Integrated ELD content lesson, Moodle Reflection and Moodle responses
(SLO 4)
Final Lesson Plan Peer Review
(SLOs 1, 4, 5, 7, 8, 10, 12)
10%
Final Integrated ELD Lesson Plan and Presentation* (SLOs 1, 4, 5, 7, 8, 10, 12)
*Anchor Assignmentplace in e-portfolio

10%
10%
15%
15%
15%

25%

Group Debate Presentation and Individual Paper

Working in groups of 2 or 3, choose a current, contentious issue regarding the education of English Language
Learners and research your issue using the electronic databases in the Dominican Library and/or using on-line
resources. You will present this issue to the class in the form of a debate. Each member of the group will also
write an individual 5-7 double-spaced page paper answering the following questions:

What are the main points of contention surrounding this issue? Be sure to thoroughly discuss contrasting
perspectives and the underlying reasons explaining the different positions people take on this topic.
What surprised you while researching this issue? How has your thinking changed?
What is your position on this issue as a future teacher?
Debate topics include:

Standards and Standardized Testing for English Language Learners

4

The use of Ebonics and minority dialects in schools

Bilingual Education and Prop. 227 (English Only Initiative)
The Dream Act
Designated ELD Observation, Teacher Interview and Field Study Paper
Make arrangements to observe a Designated English Language Development lesson at the grade level you plan
to teach. Make plans to interview the teacher before or after the lesson observation. During the observation, take
detailed notes on the organizational structure of the classroom, the specific steps of the lesson, the methods used
by the teacher, and the participation of the ELLs during the lesson. Based on the observation and interview,
write a 5-7- page paper (double-spaced) analyzing whether or not the lesson followed the guidelines for
Designated ELD instruction outlined in Chapter 1. You must address every guideline in your paper, but you
may group similar guidelines together in your analysis. Be sure to explain how decisions at the district level, the
school level, and by the classroom teacher affected the designated ELD lesson you observed.
Integrated ELD Content Lesson Observation, Moodle Reflection and Moodle Responses
Make arrangements to observe an Integrated ELD lesson in a content lesson in a class with English language
learners. For grades 6-12 you may be able to find a sheltered content lesson to observe. Most people, however,
will probably observe differentiated instruction during a content lesson in a class with English Learners and
native English speakers. During the observation, take detailed notes on the scaffolding methods used by the
teacher. Based on the observation, write a Moodle reflection answering the following questions:

Describe the class you observed (size, level, content). What were the different L1 languages? What were the
different overall CELDT levels? What were the different reading levels (can be CELDT or other tool used to
measure reading).
What content standards were taught in the lesson? What ELD standards were taught (or could have been taught)
in the lesson?
What SDAIE or SIOP strategies did you observe?
How did the teacher differentiate the lesson for the English language learners in the lesson?
How were the ELD standards assessed, or how could the teacher have assessed the ELD standards?
Do you have any lingering questions about differentiated instruction in the content areas for English Learners?
Final Integrated ELD Lesson Plan and Presentation
Design an integrated ELD lesson plan based on a complex text in your content area. Multiple Subjects
Candidates must choose a fourth or fifth grade text in science, social science or mathematics. You will present
an overview of the lesson during a 5-minute presentation to the class.

COURSE SCHEDULE
Disclaimer: This syllabus is subject to change. The instructor will communicate any changes to the students.

3
Session Date

In-

Class Topics

R
eadings and Assignments

(
to be completed by the
following class session)

Session One:
Wednesday, August 24

Introductions

Course Overview

Term sheet and strategy

graphic organizer

Mindset and classroom

I
ntroduction and Chapter 1 in
Improving Education for English
Learners: Research-Based
Approaches. Edited by Faye Ong.
5

culture

Session Two:
Wednesday, August 31

Session Three:
Wednesday,
September 7

Session Four:
Wednesday,
September 14

Session Five:

Carousel Activity

Theories of Second
Language Acquisition (Krashen,
Cummins, and Vygotsky)

BICS vs. CALP

CUP vs. SUP

Gallery Walk: Introduce and

assign debate groups

Mindsets That
Promote Resilience (excerpt)

The Mindset
Mindset

Individual Library
Research on Debate Topic

Classroom Discussion:
Understanding Debates in the Field of
Education

Language structure:
phonology, morphology and syntax

Numbered Heads Together

Student error analysis

Jigsaw Reading and

Graphic Organizer: Students will
be assigned one articles by Chi
(1), Cook and Sharp (2), or
Rickford (3)

A Comprehensive
Approach to Vocabulary
Instruction and complete graphic
organizer for the article

Continue library
research

Jigsaw Cooperative Group

Activity

Partners Cooperative
Group Activity: Analyzing differences in
phonology, morphology and syntax

Academic Language: Tiers

1, 2 and 3

CELDT Levels
-Overall score vs. categorical scores

Placement options

Organizational Structures:
Arrangement of the classroom (physical
and social dynamics); resource programs
(ELD pull-out); ELD scheduling;
instructional support (ELD tutors,
interpreters, parents)

Supporting Speakers of
AAVE
The Near End of Bilingual
Education and answer questions
on note-taking guide
FAQs about English
Learners in California
Debate Preparation
Debates and Debate Paper
due Session 5

Bilingual education/Prop Observation 1 (due session 8)

What Should Classroom Teachers

Jigsaw Activity: Landmark

Know About Language?
Court Rulings

Preparation for Observation

1

Debate Preparation
227

Wednesday,
September 21

Session Six:

Debates

Take Home Quiz

Wednesday,
September 28

Session Seven:
Wednesday,
October 5

Round Robin
Brainstorming: Share-out from
Observation 1

KWL: What have we

learned about Standards based
instruction?

Blooms Taxonomy

Integrated vs. Designated

ELD overview and sample lesson
analysis

Engage Videos
-Unit II: Ethos, Pathos, Logos
-Unit III: Literacy in Physics

Session Eight:
Wednesday,
October 12

Session Nine:
Wednesday,
October 19

Session Ten:
Wednesday,
October 26

Session Eleven:
Wednesday,
November 2

K
Getting Started with the
WL: Standards Based Instruction
California ELD Standards: Unit I

G Extend
etting Started with the California ELD 21st Century Learning Video
Standards: Unit 1
Read ELD Vignette (Pick
Engage
either 4.1 + 4.2 or 6.3 +6.4 or 7.3
Learn Tutorial: Overview
+ 7.4) and complete note-taking
guide
Learn Tutorial: Proficiency Level Descriptors
Apply (answer questions on note-taking
Observation 1 Paper
guide)
Check Your Understanding (answer questions
on note-taking guide)

Student-friendly standards

Designing Designated ELD

lesson connected to content
Ecosystems lesson

Models and methods

GLAD, RALLI, CALLA
SDAIE
Introduce SIOP

Preparation for Observation

2

Getting Started with the

California ELD Standards: Unit II
Additional Engage Videos
21st Century Learning Video
Getting Started with the
California ELD Standards: Unit
III
Additional Engage Videos
21st Century Learning Video
Cornell Notes on Integrated
vs. Designated ELD Vignette 5.3
+ 5.4

Observation 2 due
session 11

Preview online
GLAD Resource Book

Bring laptops to
class next week

SIOP Model continued

Integrated lesson plan

analysis (with rubrics)
Integrated ELD lesson plan differentiation
Integrated ELD lesson plan supports and
scaffolds
Appropriate technology for English learners

Selecting Content Standards

and ELD Standards for your final
Integrated ELD Lesson Plan

Select Content
Standards and ELD Standards for
your final Integrated ELD Lesson
Plan and bring to class next week

Select an academic
text to use in your final Integrated
ELD Lesson Plan and bring to
class next week

Observation 2 and
Moodle Reflection

Speech communities and

Mismatch Theory

Survey the text: Special

Education and English Language Learners

RICA Reminders

Moodle Debrief

Brainstorm: Final
Integrated Lesson Plan

Two Moodle
Responses to Observation 2

Complete
Brainstorm Activity for Final
Integrated ELD Lesson Plan

Garcia and Bartlett.

2007. A Speech Community
Model of Bilingual Education:
Educating Latino Newcomers in
7

the USA. In International

Journal of Bilingual Education
and Bilingualism 10(1): 1-25.

Bring laptops to
class next week
Session Twelve:
Wednesday,
November 9

Session Thirteen:
Wednesday,
November 16

Session Fourteen:
Wednesday,
November 30

Three Step Interview:

Debrief Garcia and Bartlett Article
Language Ideology and
Codeswitching
Graphic organizers
Final Integrated ELD
Lesson Plan: Completing the Integrated
ELD Lesson Plan Template

Final Integrated
ELD Lesson Plan: Peer
Evaluation
Signithia Fordham.
1999. Dissin the Standard:
Ebonics as Guerrilla Warfare at
Capital High. In Anthropology
and Education Quarterly 30(3):
272-293.

Numbered Heads
Together: Debrief Fordham Article
Peer Feedback on Integrated
ELD Lesson
Course Evaluation

Review
websites in Moodle: Successful
educational models for language
minority students.

Lesson
plan peer edits and preparation for
5-minute presentation.

5 Minute Lesson
Presentation
Closure and Reflections

Post
Integrated ELD Lesson Plan on
your professional website

No Class on
November 23rd,
Thanksgiving holiday

APPENDIX A
Definitions of 21st Century Skills for Educators
(Michaels, R., Roshandel, S., Truesdell, E., & Urbani, J., 2015)

Critical Thinking is the ability to effectively use higher order thinking skills to plan, teach, and
reflect on instructional practice while integrating and applying theories of teaching, learning, and
development.
Creativity is the ability to develop, choose, and integrate novel, unconventional, and innovative
approaches to teaching and learning.
Collaboration is the ability to work productively and equitably while valuing others in diverse
educational settings.
Communication is the ability to successfully use interpersonal skills and components of literacy
(reading, writing, speaking, and listening) to contribute to teaching, learning, and development.
Information, Media, and Technology Skills (IMTS) is the ability to access, manage, apply, analyze
and evaluate digital information and instructional technological tools. This includes leveraging
technology innovatively and effectively in diverse learning environments to collaborate, communicate,
think critically and create new functions in the midst of rapidly changing technological advances.