This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Lewis & Clark Moodle
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This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Alejandra Favela
- Teacher: Danica Jensen Weiner
- Teacher: Sarika Mosley
This course builds on the initial work the, candidate did in ESOL 540. The focus is on, understanding the student within the context of, his/her environment. Candidates develop strategies, for working with significant persons in a child's, environment to encourage success. Candidates, examine barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Candidates explore topics related to, language, culture, and immigration. Candidates, reflect on their own culturally responsive, teaching practices.
- Teacher: Miriam Alsuhaimi
- Teacher: Wei-Wei Lou
- Teacher: Erin Ocon
Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
- Teacher: Shane Burchell
Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
- Teacher: Shane Burchell
- Teacher: Alejandra Favela
- Teacher: Erin Ocon
- Teacher: Shelly Reggiani
Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
- Teacher: Shane Burchell
- Teacher: Shelly Reggiani
类别: Spring 2018
How and whys of content-learning approaches such, as sheltered English, integrated language, teaching, applications of language experience,, whole language, and cooperative learning for, second-language learners. Provides grounding in, the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Explores materials, literacy, teaching approaches, classroom organization,, formal and alternative assessment measures,, technology integration, and the alignment of, curriculum models with English-language, proficiency levels. Participants critically, examine curriculum models, community resources,, and content in relation to student experience.
- Teacher: Shane Burchell
- Teacher: Nicole Hilton
- Teacher: Erin Ocon
- Teacher: Maureen Ray
- Teacher: Amber Tatge
This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course. Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.
- Teacher: Erin Ocon
- Teacher: Amber Tatge
- Teacher: Yasin Tunc
Gender as it has been socially, culturally, and
historically constituted in different times and
places. Theoretical developments in the
anthropology of gender. Cross-cultural exploration
using examples from a wide range of societies,
past and present. The relationship between
cultural definitions of gender and the social
experience of women, men, and alternative gender
roles, such as the Native American two-spirits,
the hijra of India, and global perspectives on
contemporary transgender experiences.
historically constituted in different times and
places. Theoretical developments in the
anthropology of gender. Cross-cultural exploration
using examples from a wide range of societies,
past and present. The relationship between
cultural definitions of gender and the social
experience of women, men, and alternative gender
roles, such as the Native American two-spirits,
the hijra of India, and global perspectives on
contemporary transgender experiences.
- Teacher: Sidra Kamran
类别: Gender Studies
Gender as it has been socially, culturally, and, historically constituted in different times and, places. Theoretical developments in the, anthropology of gender. Cross-cultural exploration, using examples from a wide range of societies,, past and present. The relationship between, cultural definitions of gender and the social, experience of women, men, and alternative gender, roles, such as the Native American two-spirits,, the hijra of India, and global perspectives on, contemporary transgender experiences.
- Teacher: Kim Cameron-Dominguez
类别: Gender Studies