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SB 2042 – Authorization to Teach English Learners Competencies

    PART 1: LANGUAGE STRUCTURE

   AND FIRST- AND SECOND-LANGUAGE      

   DEVELOPMENT

PART 2:METHODOLOGY OF BILINGUAL ENGLISH LANGUAGE DEVELOPMENT, AND CONTENT INSTRUCTION

PART 3: CULTURE AND
CULTURAL DIVERSITY

   I.  Language Structure and Use: Universals and    

        Differences (including the structure of English)

I. Theories and Methods of Bilingual Education

I.  The Nature of Culture

  A.  The sound systems of language (phonology)

A.  Foundations

A.  Definitions of culture

   B.  Word formation (morphology)

B.  Organizational models:  What works for whom?

B.  Perceptions of culture

   C.  Syntax

C.  Instructional strategies

C. Intragroup differences (e.g., ethnicity, race, generations, and micro-cultures)

   D.  Word meaning (semantics)

II.  Theories and Methods for Instruction In and Through English

D.

Physical geography and its

       effects on culture

   E.  Language in context

A.  Teacher delivery for both English language development and content instruction

E.  Cultural congruence

   F.  Written discourse

B.  Approaches with a focus on English language development

II.  Manifestations of Culture:  Learning About Students

   G.  Oral discourse

C.  Approaches with a focus on content area instruction (specially designed academic instruction delivered in English)

A. What teachers should learn about their students

   H.  Nonverbal communication

D.  Working with paraprofessionals

B. How teachers can learn about

    their students

   II.  Theories and Factors in First- and Second-  

         Language Development

III.  Language and Content Area Assessment

C. How teachers can use what they learn about their students

  (culturally- responsive pedagogy)

   A.  Historical and current theories and models of language analysis that have implications for second-language development and pedagogy

A.  Purpose

III. Cultural Contact

   B.  Psychological factors affecting first- and second-language development

B.  Methods

A.  Concepts of cultural contact

   C.  Socio-cultural factors affecting first- and second-language development

C.  State mandates

Stages of individual cultural   contact

   D.  Pedagogical factors affecting first- and second-language development

D.  Limitations of assessment

C.  The dynamics of prejudice

   E.  Political factors affecting first- and second-language development

E.  Technical concepts

D.  Strategies for conflict resolution

CLAD Competencies addressed in this course:

*Test 2, I, A4-(Methodology of Bilingual, English Language Development and Content Instruction) The relationship between teacher expectations and student achievement.

*Test 2, I, C2-Classroom organization

*Test 2, II, A – (Theories and Methods for Instruction in and Through English) Teacher delivery for both English language development, and content instruction.

*Test 2, II, C –Approaches with a focus on content area instruction (SDAIE)

*Test 2, III, A & B-C- (Language and Content Area Assessment)-Purpose, Methods and State Mandates

*Test 2, III, D1, D2b, D2c, 3, E-Limitations of Assessment

*Test 3, II, A4-(Culture and Cultural Diversity) Manifestations of Culture: Learning about Students-Learning Styles

*Test 3, II, B & C-How teachers can learn about their students & How teachers can use what they learn about their students (culturally responsive pedagogy)

Fish/Drolet/Leighty, Spring 20065

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