Stanford University

Education 376

Methodology of Bilingual, English Language Development and Content Instruction

Winter, 2002

Instructors: Kenji Hakuta (hakuta@stanford.edu) and Albert Lozano (alozano@stanford.edu)

Technology Specialist: Teresa Cameron (tac@stanford.edu)

See Class Photos

Review Netiquette/Participation Agreement

Course Description:

This course is intended for inservice teachers pursuing a CLAD Credential. The course is designed to provide participants with an overview of English language development methodologies. Students will observe and analyze factors that develop English listening, speaking, reading and writing in English learners. Students are viewed as "experts" with a variety of experiences and knowledge in teaching and of current research, thus active participation and input is a necessary part of course enrollment.

Course Objectives:

  1. Participants will develop the ability to analyze and discuss English language development issues and practices for language minority children.
  2. Participants will examine their own knowledge about and attitudes toward language issues involving the education of minority language children.
  3. Participants will develop a set of tools to access research/resources and to relate these to practice within the classroom.

Course Performance Evaluation:

  1. Class attendance and active participation in class activities, both on-site and on-line; please read this link to the NETIQUETTE page before proceeding further. Please send Teresa Cameron an e-mail with the subject heading: netiquette to let us know that you have read it and accept its rules -- feel free to ask questions.
  2. Responsiveness to assigned readings as incorporated into your on-line discussions.
  3. Final Project: an ELD Lesson

Course Process:

This web page is a living document, meaning that it is subject to change as the course progresses. The "current" week will be highlighted in green. Please check this page weekly and before coming to class to look for changes and announcements -- these will be clearly marked. Once we start using the Teachscape platform, you will also be receiving announcements through there. You may also be contacted via e-mail for individual issues; it is your responsibility to check your e-mail on a regular basis.

This is the first time that this course is being offered on a truly on-line basis. The case that you will be using, developed in collaboration with Teachscape, has never been used before, so you are really pioneers! Because of the "cutting edge" nature of this course, we will be really trying hard to listen to your reactions to the course content and format. Our face-to-face on-site class sessions on Feb. 19 and Mar. 19 are intended specifically so that we can get your feedback. But don't wait until those meetings to let us know what you think. You should send comments directly to Kenji Hakuta; so that your comments do not get lost (I get tons of e-mail), please put in the header: SFUSD.

We may also be approaching some of you to participate in individual interviews in order to help us with the evaluation of our work. Neither of the instructors (Hakuta or Lozano) will be involved in the evaluation. Your agreement to do so is totally optional and will be anonymous.

Readings:

Schedule of Classes

Tuesday 4:00 - 7:00 PM

Denman School

 

Jan. 15: English Language Development Standards (on-site)

San Francisco ELD Standards (Lydia Stack)

Outline and discuss course plan for this quarter (Kenji Hakuta)

Jan. 22 Theoretical and Policy Concepts in Second Language Acquisition and ESL. (on-site)

Review Problem-Based Unit Responses from last quarter. Read at least one project by another student from each problem unit, and come to class with observations about something you learned from reading these responses (you do not need to submit anything in writing).. Click here to see other students' projects.

Brown, Chapters 1: Getting Started, 4: Teaching by Principles; skim Chapters 2: A "Methodical" History of Language Teaching, 3: The Present: An Informed Approach.
Jan. 29 Technology Training: Introduction to Teachscape. (on-site)

READINGS:

The NODE Networking. Online Interactivity in Learning Environments: New Dimensions in Interpersonal Communication (February, 1998).

Brown: Ch. 15: Integrating the "Four Skills". This is background for the content of the Teachscape case that we will start on this week. During class, you will be taught how to use the course on-line platform, so you will not need to come to class having read this, but it is important to have read this before doing the on-line assignments for this week after the class.

ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • View Introduction video, "Listening and Speaking for English Language Learners"
  • Chapter 1 Activity: Developing Active Listening Skills
    • Complete the activity titled, How do you teach children to be good listeners?, and complete the steps.
  • Enter Response by Sun., Feb. 3rd.
  • Discuss This Activity in Teachscape's Community Forum by classtime on Tues., Feb. 5th
Feb. 5 CLASS ACTIVITY: (on-line)

READINGS:

Brown: Ch. 16: Teaching Listening.

ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • Chapter 1 Activity: Developing Active Listening Skills (scroll down for bulleted activities).
    • Complete the activity titled, What are your students' strengths and needs in the area of listening skills?
    • Complete the activity titled, Develop a rubric for listening microskills that are needed in your classroom.
  • Enter Response by Sunday, Feb.10th .
  • Discuss This Activity in Teachscape's Community Forum by Tuesday, Feb. 12th.
Feb. 12 CLASS ACTIVITY: (on-line)

READINGS:

Brown: Ch. 21: Language Assessment I: Basic Concepts, and Ch. 22: Language Assessment II: Practical Classroom Applications.

ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • Chapter 1 Activity: Developing Active Listening Skills (scroll down for bulleted activities).
    • Complete the activity titled, Help children practice being good listeners in your classroom.
    • Complete the activity titled, Assessing students' listening skills.
  • Enter Response by Sunday, Feb.17th .
  • Discuss This Activity in Teachscape's Community Forum by Tuesday, Feb. 19th.
Feb. 19 Meet to discuss Teachscape forum and how things are going. (on site)

READINGS:

Enrique Trueba and Lilia Bartolome, The Education of Latino Students: Is School Reform Enough? ERIC Clearinghouse on Urban Education. EDO-UD-97-4. http://www.ael.org/eric/digests/edoud974.htm

ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • Chapter 2 Activity: Enhancing Comprehension (All)
  • Enter Response by Sunday, Feb.24th .
  • Discuss This Activity in Teachscape's Community Forum by Tuesday, Feb. 26th.

FINAL COURSE ACTIVITY:

  • By Feb. 26th, post initial ideas about your preliminary lesson plan (1 paragraph).
Feb. 26 CLASS ACTIVITY: (on-line)

READINGS:

Brown: Ch. 17: Teaching Speaking.

ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • Chapter 3 Activity: Supporting Speaking Skills (All)
  • Enter Response by Sunday, Mar. 3rd.
  • Discuss This Activity in Teachscape's Community Forum by Tuesday, Mar. 5th

FINAL COURSE ACTIVITY:

  • By March 5th, respond to the postings of others' preliminary lesson plan ideas.
Mar. 5 CLASS ACTIVITY: (on-line)
ASSIGNMENTS:

See Teachscape case, Listening and Speaking for English Language Learners.

  • Chapter 4 :Supporting Speaking Skills Activity
    • Scaffolding
    • Note: previously, there was an assignment to do the cultural analysis activity here; this was put here erroneously; it is not assigned. Sorry about the inconvenience!
  • Enter Response by Sunday, March 10th.
  • Discuss This Activity in Teachscape's Community Forum by Tuesday, March 12th.

FINAL COURSE ACTIVITY:

  • By March 10th, post lesson plan.
Mar. 12 CLASS ACTIVITY: (on-line)

ASSIGNMENTS:

Work on Final Project Activity.

FINAL COURSE ACTIVITY:

  • By March 17th, respond to the postings of other(s) lesson plan(s).
  • By March 19th, post paper #1 (rationale).
Mar. 19 CLASS ACTIVITY: Debriefing Session on Course and Teachscape Case. (on-site)

ASSIGNMENTS:

Complete Final Project Activity.

FINAL COURSE ACTIVITY (by March 24th):

  • By March 24h, teach lesson.
  • By March 31st, post paper#2 (reflection).

 

 

Kenji Hakuta's LAU Website.

California Department of Education.   Resources for English Learners: California Department of Education (Department) Web page that focuses on the education of English learners.

California Department of Education. English Language Development Standards page.

U. S. Department of Education Office for Civil Rights.

National Clearinghouse for Bilingual Education.

National Center for Education Statistics.

James Crawford's Language Policy Website.

Center for Applied Linguistics.

Center for Equal Opportunity.