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  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 (SDAIE/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

B.   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

Course Requirements & Grading Policy

1.

Attend all class sessions. Be on time and be prepared.  E-mail the instructor when you are unable to attend all or part of class. It is the policy of the College of Education that students missing 20% or more of class time or class sessions may not receive a passing grade.

2.

“Person-first” language must be used throughout all written and oral assignments and class discussions (e.g., “Student with Down Syndrome” rather than “Down Syndrome student;”  “Johnny who has autism” rather than “My autistic student”). Refer to this commentary for further details: http://www.kidstogether.org/pep-1st02.htm

3.

Word-process all written documents.  Save/Keep a copy of all of your work. You will want these copies for your records and future use as potential professional portfolio entries.

EDMS 512, Hood

Summer 2006

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