ࡱ> -/&'()*+, bjbj 7Rccu& $$$8888p48}H(p"m& ?}A}A}A}A}A}A}$^e}-$+mm++e}$$}:2:2:2+d$$?}:2+?}:2:2nexP?:,t4+}}0}tp.hexexj$x\":2q%D'!e}e}@1}++++ : COURSE DESCRIPTION AND REQUIREMENTS ENGL. 533: ESOL Program Development (TARGET Program-2014) USDE GRANT: T365Z110023 9iý޹˾ Course Designer: ANJALI PANDEY (August 1-5) 8:30 12:00 & 1:00 5:00 p.m. (Room 184: TECT Building) Office: XXXX Mail Box: Department of English, Holloway Hall Phone: Office: XXXX Home: XXXX E-mail: XXXX Office Hours: 12 - 1 (T, W), or by Appointment. OVERVIEW OF THE COURSE This course introduces students to the theory and practice involved in developing and implementing ESOL/ELL programs in public schools with diverse newcomer language learners (K-12). In exploring the complexities involved in planning, developing, and implementing an ESOL/ELL program, students will be made aware of educational law, funding priorities, as well as the cultural and socio-political factors impacting programmatic and curricular decisions both at the macro level (county, statewide and national) and the micro level (school policies, plans and personnel configurations). The course affords students the opportunity to explore the complexities involved in developing and implementing innovative ESOL/ELL programs, and sensitizes students to the cultural conflicts and biases: social, linguistic, and political, faced by newcomer, multilingual students with both formal schooling as well as limited formal schooling. A specific part of the course will be to examine current challenges in the educational access of rural ESOL/ELL students. To prepare teachers for the actual writing and implementing of an ESOL/ELL curriculum/program where needed, students will be exposed to current successful program models across Northern Americaparticularly K-12 newcomer programs across the United States and Canada. COURSE OBJECTIVES By the end of the course, students will not only have a clearer understanding of the procedures involved in program design at the macro and micro level, but will also be able to: Display an informed theoretical understanding of established national and international ESOL/ELL program models, and key attributes of effective program design. Exhibit a detailed understanding of previous and current federal mandates regarding LEP students and their potential impact on program design models. Generate draft program proposals for uniquely designed/customized program models for rural schools at the K-12 level. Demonstrate a critical awareness of advocacy issues and awareness of the specific details of national TESOL standards (language skills and content-area skills) in a bid to design and implement relevant and cohesive curricular content delivery in specific school and county-level ESOL/ELL programs. Possess knowledge and awareness of avenues of external and internal grant sponsorship in a bid to garner funding so as to design or improve existing ESOL/ELL program models. Display an informed theoretical understanding of the variables of learner, context/culture, classroom and linguistic input in the shaping of trends in program development via a detailed field observation experience task involving newcomer populations. The long-term outcome is to equip teachers with the expertise and confidence to design, implement and consistently improve ESOL/ELL programs for the benefit of all student learners involved in the educational process at the K-12 level and beyond. TEXTS/MATERIALS Required Texts: Fenner, Diane Staehr. (2014). Advocating for English Learners: A Guide for Educators. Corwin/TESOL International. Pre K-12 English Language Proficiency Standards. (2006). Alexandria, VA.: Teachers of English to Speakers on other Languages Inc. Calderon, M. E. and L. Minaya-Rowe (2011). Preventing Long-Term ELs. Transforming Schools to Meet Core Standards. Corwin. Schecter, Sandra and Jim Cummins (2003). Multilingual Education in Practice: Using Diversity as a Resource. Portsmouth, NH: Heinemann. Supplementary Texts: Berube, Barney (2000). Managing ESL Programs in Rural and Small Urban Schools. Alexandria, VA: TESOL Inc. Cary, Stephen (2007). Working with English Language Learners: Answers to Teachers' Top Ten Questions. (2nd ed.)Portsmouth, NH: Heinemann. Lucas, Tamara (1997). Into, Through and Beyond Secondary School: Critical Transitions for Immigrant Youths. McHenry, IL: Center for Applied Linguistics and Delta Systems. Matluck-Mace, B. J. Alexander-Kasparik and Robin M. Queen. (1998). Through the Golden Door: Educational Approaches for Immigrant Adolescents with Limited Schooling. McHenry, IL: Center for Applied Linguistics and Delta Systems. No Child Left Behind Act of 2001. Title 1 and Title III: Improving the Academic Achievement of the Disadvantaged. National Clearinghouse for Bilingual Education: George Washington University. Richards, Jack. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. Short, Deborah J. and Beverly A. Boyson. (2004). Creating Access: Language and Academic Programs for Secondary School Newcomers. McHenry, IL: Center for Applied Linguistics and Delta Systems. Snow, M.A. (2000). Implementing the ESL Standards for Pre-K-12 Students through Teacher Education. Walqui, Aidi (2000). Access and Engagement: Program Design and Instructional Approaches for Immigrant Students in Secondary School. McHenry, IL: Center for Applied Linguistics and Delta Systems. **** Additional readings will be distributed in class. Writing across the currIculum (wac) statement All written work in this course including, but not limited to, the formal assignments, such as the written assignments, as well as the culminating project, are in support of the Universitys Writing across the Curriculum Program. ACADEMIC DISHONESTY/PLAGIARISM Policy The English Department takes plagiarism, the unacknowledged use of other peoples ideas, very seriously. As outlined in the Student Handbook under the Policy on Student Academic Integrity, plagiarism may receive such penalties as failure on a paper or failure in the course. The English Department recognizes that plagiarism is a very serious academic offense and professors make their decisions regarding sanctions accordingly. Since the research paper is a very important component of this class, please familiarize yourself with the details below. Each of the following constitutes plagiarism: 1. Turning in as your own work a paper or part of a paper that anyone other than you wrote. This would include but is not limited to work taken from another student, from a published author, or from an Internet contributor. 2. Turning in a paper that includes unquoted and/or undocumented passages someone else wrote. 3. Including in a paper someone elses original ideas, opinions or research results without attribution. 4. Paraphrasing without attribution. A few changes in wording do not make a passage your property. As a precaution, if you are in doubt, cite the source. Moreover, if you have gone to the trouble to investigate secondary sources, you should give yourself credit for having done so by citing those sources in your essay and by providing a list of Works Cited or Works Consulted at the conclusion of the essay. In any case, failure to provide proper attribution could result in a severe penalty and is never worth the risk. SPECIAL NEEDS: Any students with disabilities or other special needs, who need special accommodations and adjustments in this course, are invited to share these concerns or requests with the instructor as soon as possible. ESOL/TESOL: NCATE STANDARDS AND LINKAGES TO THE COURSE Please refer to Domains 3 and 5 respectively, as well as other sections relevant to program design models in the document:  HYPERLINK "http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF" http://www.tesol.org/s_tesol/bin.asp?CID=219&DID=13040&DOC=FILE.PDF Standard 5.b. Partnerships and Advocacy: Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students families Standard 5. c. Professional Development and Collaboration: Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students. Also, please refer to the Rubric for Domain 3 under Planning, Implementing and Managing Instruction: Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources. MSDE/NCATE Technology Requirements All students seeking TESOL certification should establish an electronic portfolio, and include as many projects from this course in this portfolio. Please add any materials from this class to the working portfolio that you have established from the previous class. Detailed hypermedia presentations done for this course can be included in this electronic portfolio. When including your portfolio selection, be sure to include: (just some tips!) A brief narrative argument explaining why the selection will be integrated into your classroom pedagogyexplain why it is of importance. The extent to which the selected material meets outlined course objectivesshow its connection to the actual course. A brief synthesis of the extent to which you feel that your selection meets a specific standard in the above cited NCATE/TESOL standards and your evaluation of whether it: a) Approaches the specific standard b) Meets the specific standard c) Exceeds the specific standard Please consult the following web page:  HYPERLINK "http://trc.salisbury.edu/portfolio/Portfolio.htm" http://trc.salisbury.edu/portfolio/Portfolio.htm Attendance Policy and class structure You are responsible for coming to every class meeting barring any emergencies. There will be numerous in-class work assignments. Since this is a very practical course, be sure come to class rested and alert. Always come to class with your textbooks and any assigned reading. The short duration of the course will require that you take careful notes throughout the duration of the course. Your in-class work assignments will constitute part of the grade awarded for class participation/review. If you are absent on a day of an in-class assignment, you will receive a zero for that assignment. If the reason for the absence is valid (such as sickness or any such unforeseen circumstance), make-up work will be assigned. Otherwise, missed in-class work may not be made up. The tight schedule of this class will require you to manage your time very wisely. Professionalism, respect for your fellow peers, and a dedication to learning will be expected of all members of the class, and will constitute the guiding principle of this course. You are to view yourselves as potential program planners/coordinators for the specific counties and schools you represent. Some projects will require that you work closely with fellow colleagues. Please treat members of your team with mutual respect and professionalism at all times. CELL PHONE/LAPTOP POLICY: In recognition of the busy lives of students of the 21st century, cell phones will be permitted in this class only on modes of operation that will not disrupt class. You will be required to turn all cell phone ringers off, once class begins. Students cannot have cell phone conversations while class is in session. Use of laptops and other electronic devices assumes professional conduct at all times. This means that unless designated as part of the content of the course, please refrain from surfing the web or checking e-mail while class is in progress as this is very distracting to fellow classmates. REQUIREMENTS AND STRUCTURE OF THE COURSE 1. program planning: standards of access: 20% 2. Roundtable discussion: Program models: 20% 3. Advocacy Check list 20% 4. The New AMERICANS: Myths & realities: 20% 5. The New Americans Field Observation: 20% outlining a customized esol/ell program ------ 100% DETAILED EVALUATION CRITERIA Program Planning: Standards of access: During Institute I, you will be given time to interview a fellow colleague using the access to school resources document on pp. 80-84 in the text Access and Engagement (provided). At the end of the interview, you will submit the findings of the interview by briefly categorizing your findings in the form of: 1). What the school/school district is doing successfully; 2) Areas where the school/school district is failing. 3). Hypotheses/ solutions to solving the most current problems the school is facing (using existing budgets and allocated resources). 4). Any other thoughts. Please remember to include the name of person you interviewed and the name of their school/school district. Evaluation Criteria: Organization (depth of findings/identification of key issues); Insight (thoughtfulness of analyses and solutions posited). 2. Roundtable discussion: A survey of Program models: Your task is to provide: 1. A detailed analysis of the program model contained in the chapter in the form of a detailed handout/power-point discussion to the class, and 2. Supplement the information with details on a similar or related program you find on your own. This is a formal presentation, so plan accordingly. Your presentation has to cover the following areas: Briefly summarize the highlights of the program/program model(s). For instance, Links to class material/discussions would be usefulin particular, what type of program is being spotlighted. Outline any key points that you can glean related to designs and procedures of innovative ESOL/ELL programs. As much as possible, put these points on a handout so that your classmates can use this material to refine their draft program proposals or keep this information for their folders. Feel free to highlight key sections of the chapter and point out key examples using the Elmo/overhead. If there is key contact information about the program(s), include it on your handout. (Remember that you are serving to add information to your colleagues knowledge basethey are relying on you). Provide any recent information on the program model showcased in your reading that you find on your own (go to websites to add more recent information). If you recently visited web-sites associated with the program assigned--share such details/photographs/visuals. Ensure that you visit the program on the web to see if there are more recent facts about the program which you can add to your presentation. Find a similar/related program/resource (or details about another innovative program that interests you which is currently being implemented elsewhere in the US/world). If your search yields nothing, do not waste too much time looking for one that is exactly the same. Find another program, the details of which excite you. Some possible web-sites to start would be: NCELA, NABE or TESOL. Provide details on the unique or cutting-edge/innovations of this program (what you find on your own) in light of issues discussed in the course to date. Evaluate the strengths of both the program model(s) being presented (what is being assigned, as well as what you find on your own) using whatever criteria you wanti.e., what features you liked about the program? Evaluate the weaknesses of the program model(s) being presented (what is being assigned, as well as what you find on your own) using any criteria of relevance that you wante.g., What were your concerns about the programWhat problems do you see with the program? Add any other details you want to add such as your experiences/ photographs/visuals from your own teaching/school at this level. Please time your presentation so that you are within 20 minutes! Evaluation Criteria: Summary details; Depth of Coverage; Insightfulness of the Critique; Linkages to class and local school programs; innovation/creativity in choices; organization and time management. 3. Advocacy Checklist: Please read the Foreword, Preface, and Introduction to Advocating for English Language Learners: A Guide for Educators. Next, read the chapter assigned to you in the chart below, and take careful/copious notes. Chapter AssignedPerson ResponsibleChapter 1Robin ActonChapter 2Caroline KurtzChapter 3Marianne KershawChapter 4Lindsay MartinChapter 5Andrea JaggersChapter 6Jamie EakinChapter 7Kelly RiddleChapter 8Jennifer Britain Your Task: 1. Build an easy-to-use Advocacy Checklist to consist of 10 key points synthesized from the assigned chapters content. Your checklist should be designed to have an ease of use--any school personnel should be able to use it. We will be having 2 guest presentations which will permit you to add 2 more items to your checklist (bringing your checklist to a total of 12 items for the assigned chapter). In choosing your checklist items, please select items/content which may not be as obvious to most school personnel. So, for example, Sample A below is too obvious an example of checklist items. Sample B however, offers more detailed and original items for school personnel to think about. Sample A: j ESOL teacher is an advocate of EL students in the school. j Principal should support EL teachers. Sample B: j ESOL teacher is aware that his/her duties involve both instruction and advocacy roles within and beyond the school. j ESOL teacher is aware that being an EL teacher means knowing about each and every one of her English learners family backgrounds (and if possible, their immigration stories). Since you will only have 10 checklist items to put on this list, rank all possible items once you finish your reading and only choose 10 of the most useful points of immediate utility to school personnel. After our guest presentations, you will add two more items to your checklist. Try and use parallel wording so that the checklist flows (see, e.g., Sample B in contrast to Sample A above). Put your name on your finalized checklist, list the chapter from which the items are culled, and once you have added your final two points (after the guest presentations), print 9 copiesone for each person in class. During Institute 4, we will be sharing our checklists as a group. We will explore ways in which these checklists can be used with school personnel to offer equitable and excellent educational access to EL learners in todays 21st century schools. Evaluation Criteria: Insight; Innovation; Creativity and Organization. 4. & 5. outlining A CUSTOMIZED esol/ell program: the new AMERICANS FIELD observation Your draft program proposal will be a cumulative project worked on during class meetings and will consist of carefully sequenced screenings of a three-year documentary project tracking the lives of seven immigrant families. Your task will be in two parts: 1). identify two myths (general, educational or other stereotypes about newcomer populations) and concomitant realities of newcomer populations in the United States as identified/highlighted by this documentary screeninga handout will be provided (Due: on or before Institute 4). 2.) Upon the conclusion of the screening, you will focus on writing a brief proposal which addresses the schooling/program needs of any one of the newcomers that you identify with in the documentary. See details below. A detailed worksheet is provided for this task at the end of the syllabus with a brief description of the final proposal provided below. Question: What should an ideal program for language minority students look like? Scenario: Transformative educators seek to challenge existing notions of schooling rather than blindly reproduce the status quo. To confront these notions, educators must critique existing practice and envision the alternatives. (cf. Short 2000:13) Task: Following the conclusion of the screening of the award-winning documentary: The New Americans, choose one family/individual whose schooling needs are what you are interested in either 1. Planning, 2. Improving or 3. Developing. Organizational Tips: 1. Briefly outline reasons why this immigrant character appeals to you. 2. Clearly outline what programmatic problem/gap you are trying to resolve in your proposal as highlighted by the documentary. 3. Carefully propose to create novel structures/ procedures or practices for resolving any of the problems you see identified in the documentary concerning the education of this specific language minority student/individual that you identify with. 4. Systematically specify how your plan/model will be: A. Organized: (Specify the leadership team; the student population to be served; the goals of the program; the program design; the languages of instruction; and the location of the programin-school/different location among other aspects). B. Designed/scheduled: Specify the course offerings; resources, daily length of the program, the daily schedule; the curricula standards to be used; materials selection procedures; transportation, and other relevant features of the program. C. Implemented/Staffed: What will the placement/assessment/exit and monitoring strategies; assessment of program effectiveness and student success be like? What will staffing in terms of administrators, paraprofessionals, counselors; translators/interpreters; and parent/community outreach facilities look like? (Refer to the assigned chapter on Establishing an Effective Newcomer Program for specifics on these details) 5. Provide Links to class material or any of the readings presented. 6. Provide a detailed conclusion in which you chronicle some of the potential pitfalls to the program you are designing. 7. Your proposal is in the topic of: An Ideal Language Learning Program for Language Minority students. However, please provide unique/original titles to your proposals (No page limits). Evaluation Criteria: Your performance will be assessed on: 1. The uniqueness/insightfulness of the myths/realities you identify; 2. Your observations/insight 3. The critical insight embedded in your final essay 4. The organization of your final essay (as well as your ability to synthesize/link explanations to course content), and 5. The innovation/creativity of your proposal concerning English Language Teaching/ program development for any of the characters that you identify with. NOTE: The syllabus that follows is subject to changes. Both the pacing and the content will be dictated by your needs and intended outcomes for this class. GRADING CRITERIA GRADUATE CREDIT: Students will be assessed on all assignments using expectations of graduate school. Papers, presentations and the research project will have to include a greater range and depth of exploration, will have to demonstrate originality of ideas, and be presented in extremely professional terms (such as at national and international conferences). The following grading system will used: GRADING SCHEME 90-100%=A; 85-89%=B+; 80-84%=B; 75-79%=C+; 70-74%=C; 65-69%=D; 0-64%=F SYLLABUS ENGL. 533: Esol Program development 9iý޹˾ Course Designer: Anjali Pandey Summer 2014 Phone: Office: 410-677-5387; Home: 410-572-6033 Institute 1: PROGRAM MODELS IN THE UNITED STATES: LOCAL VS. NATIONAL MODELS M July 28 Introduction to the course, syllabus and course objectives. Part I: A Look at Rural Counties and Federal Mandates Examining key statistics and predicting future trends. A chronology of Statutory Mandates regarding LEP populations (1964-2001) (Chapters 1, 2 & 3 in Managing ESL Programs in Rural and Small Urban Schools) Part II: ESOL/ELL Program Models. Analyzing the context for Effective Models: Creating pluralistic models, Managing school climate, Developing School-wide plans; Analyzing staffing; What constitutes an Effective Program Model? Some Preliminary Models. Part III: Program Planning: Access to LEP resources Ensuring Access to Quality Educational Experiences for Language Minority Students: Conducting interviews on your experiences. (Interview a selected individual of choice/take detailed notes see syllabus). Part IV: Field Observation: The challenges of 21st century language teaching in America Screening: The New Americans: Parts 1 and 2 Lunch Break Guest Presentation: ELL Teaching as Advocacy: Lessons from the Field Ms. Jenna Ryerson: Wicomico County Public Schools (1.00p.m.) Silent Reading: Preventing Long-Term ELs. Chapters 1-2 Advocacy Checklist preparation: final Lists need to be turned in before the lunch break of Institute 4 for copying/reproduction. Homework: Read Preventing Long-Term ELs. (Chapter 4); Review the 2006 TESOL Content Standards, and prepare for Program Model Roundtable discussion. Institute II: INCORPORATING STANDARDS IN PROGRAM PLANNING: MANAGING CURRICULAR CONTENT Program Planning: Interview Assignment due T July 29 Part I: What are Standards? Analyzing the TESOL Standards; Analyzing the Standards Movement Analyzing one school districts Action Plan Model and Implementation of School-Based Action Plans Introducing Action Research Models and Program Development Part II: Looking at some challenges of ELL teaching on the Eastern Shore of Maryland: A study of seven counties Brainstorming solutions: Rural ELL Teaching; Looking at Resource usage Part III: Showcasing Promising Program Models: Elementary School Models Program Models 1: Strategies for Creating an Inclusive School Climate: Developing Systematic School Reception/Protocol Models: Chapter 2 in Multilingual Education in Practice Chapter 3 in Preventing Long-Term ELLs: Tools for Schools Presenter: Caroline Program Models 2: Strategies for Developing a Plura-linguistic Reading and writing program for the 21st century: Language Inheritance and maintenance Models at work. Chapters 3 & 4 in Multilingual Education in Practice Chapter 7 in Preventing Long-Term ELLs: Writing Strategies for Struggling Writers Presenter: Lindsay Part IV: Field Observation: The challenges of 21st century language teaching in America Screening: The New Americans: Part 3 Lunch Break Part V: Field Observation: The challenges of 21st century language teaching in America Screening: The New Americans: Part 4 Guest Presentation: ELL Teaching as Advocacy: Lessons from the Field Ms. Heidi Decker and Ms. Jennifer Nein: Indian River Public Schools (4.00p.m.) Homework: Preventing Long-Term ELs. Chapters 5 & 6 Institute III: ANALYZING PROMISING PROGRAM MODELS IN CANADA & THE UNITED STATES: ROUNDTABLE DISCUSSION W July 30 Instructions on Post-Exit Guidelines Part 1: Analyzing Action Plans Looking at some challenges of ELL teaching on the Eastern Shore of Maryland: A study of seven counties Brainstorming solutions: Rural ELL Teaching; Looking at Resource use: Refining Program Objectives. Part II: Showcasing Promising Program Models: Middle/High School Models Program Models 3: Case studies of a Middle -school Harden Middle School, Salinas, California in Chapter 5 in Promising Programs and Practices for Immigrant Students Chapter 11 in Preventing Long-Term ELLs: Systematic School Reform: Partnering to Ensure ELL Success Presenter: Jennifer Program Models 4: Building Bicultural/Biliteracy Models: Models for Leadership in ESOL/ELL Programs Calexico High School, Calexico, California A Focus on School Restructuring. (pp. 128-153) in Chapter 5 in Access and Engagement International High School, Long Island City, New York A Focus on Instructional Practices and curriculum Integration. (pp. 154-174) in Chapter 5 in Access and Engagement Presenter: Robin Program Models 5: Implementing Programs for LEP Students with Interrupted Schooling Spring Branch Independent School District, Houston Falls Church Transitional High School, Falls Church Virginia (pp. 50-61) in Chapter 3 in Through the Golden Door: Educational Approaches for Immigrant Adolescents with Limited Schooling Presenter: Kelly Part III: Field Observation: The challenges of 21st century Language teaching in America Screening: The New Americans: Part 5 Lunch Break Part IV: Analyzing TESOL 2006 Standards (Usability/Strengths and weaknesses of the standards) Part V: Field Observation: The challenges of 21st century language teaching in America Screening: The New Americans: Part 6 Homework: Preventing Long-Term ELs. Chapter 8 Institute IV: PROGRAM MODELS FOR RURAL AREAS: EXAMINING CHALLENGES AND OPPORTUNITIES FOR RURAL PROGRAM DEVELOPMENT Th July 31 Showcasing Promising Program Models: Middle/high school NEWCOMER Models Program Models 6: Initiating and Developing Newcomer Models. The Reception Center, Sioux City, IowaA Focus on Comprehensive Services (pp. 110-127) in Chapter 5 in Access and Engagement How a Middle School Went from Reconstituted to highest Performing ( pp. 119-130 in Chapter 10 in Preventing Long-term ELLs Presenter: Andrea Program Models 7: Case studies of three well-established newcomer programs: Cesar Chavez: Multicultural Academic Center in Chicago Liberty High School Race to the Top: What Administartors Need to Know (pp. 107-117 in Chapter 9 in Preventing Long-term ELLs Presenter: Marianne Program Models 8: Comparing two Texan Programs for LEP Students with Interrupted Schooling International Newcomer Academy, Forth Worth, Texas (pp. 73-94) Elgin High School in Chapter 3 in Through the Golden Door: Educational Approaches for Immigrant Adolescents with Limited Schooling Presenter: Jamie Creating Cultural Democracy in and through Families: A model for enhancing school Resources in the 21st century Re-read Chapter 5 in Advocating for English Learners Advocacy Analysis Checklist Sharing: Challenges and Solutions. LUNCH BREAK Part III: Field Observation: The challenges of 21st century language teaching in America Screening: The New Americans. Conclusion: Putting it all together Institute V: CONCLUSION: RURAL PROGRAM PROPOSALS FOR THE 21ST CENTURY All projects/ work due today: Final Project List of Myths and Realities Due F Aug 1 Part I: Working on Final project: Due in class today Lunch Break Part II: Being an Informed Professional: Issues in Advocacy and Knowledge acquisition (Chapter 9 in Managing ESL Programs in Rural and Small Urban Schools). Part III: Looking Beyond K-12 ESOL/ELL Education Models: Some Final Considerations. Final Evaluations Conclusion: Time for Loved ones!! Final Project: Outlining a customized ESOL/ELL proposal: Due in class. All projects are due in class. Appendix Engl.533: ESOL Program Development Course Designer: Anjali Pandey FIELD OBSERVATION: OBSERVING THE LIVES AND LANGUAGE OF NEW AMERICANS: OUTLINING CUSTOMIZED ELL PROGRAMS Name: ____________________________________________ Date: ____________________________________________  Instructions: Please watch the documentary: The New Americans which traces the lives of several separate individuals/newcomer families to the United States over a period of three years. Then, use your notes, as well as the handout which follows to construct two myths and corresponding realities, with a related program proposal (see details below). You will turn this sheet either on Institute 4 or 5 (A copy is provided on your syllabus for your records). outlining A CUSTOMIZED esol/ell program: the new AMERICANS FIELD observation Your draft program proposal will be a cumulative project worked on during class meetings and will consist of carefully sequenced screenings of a three-year documentary project tracking the lives of seven immigrant families. Your task will be in two parts: 1). identify two myths (general, educational or other stereotypes about newcomer populations) and concomitant realities of newcomer populations in the United States as identified by this documentarya handout will be provided (see appendix). 2.) Upon the conclusion of the screening, you will focus on writing a brief proposal which addresses the schooling/program needs of any one of the newcomers that you identify with in the documentary. See details below.  PARTICIPANTS BEING OBSERVED: For your reference, the table below summarizes the names of the key participants you will be observing and their countries of origin: NAMECOUNTRY OF ORIGIN/REGIONIsrael NwidorNigeria: Ogoni RegionNgozi Nwidor Nigeria: Igbo RegionBarine Wiwa LawaniNigeria: Ogoni RegionNini and Zina Wiwa Lawani(Daughters of Lawani)Nigeria: OgoniRicardo RodrguezDominican RepublicJos GarcaDominican RepublicRamn MartnezDominican RepublicOle and Marie Stimac: Host Family of the Ricardo and JosU.S. A.:MontanaNaima SaddehPalestineHatem AbudayyehAmerican PalestinianUm Mujahid: Naimas MotherPalestineJihad Saddeh:Naimas brotherPalestinePedro FloresMexicoVentura FloresMexicoNora Flores (daughter)MexicoAnjan BacchuIndiaHarshini RadhakrishnanIndia Institute Date: ____________________________________ Name: _____________________________________ Myth #1: Reality #1: Background/Overview: SUMMATIVE Commentary: You could use personal examples from your professional experience to supplement your observations concerning the reality of educational access for newcomer populations to the United States as highlighted by the screening so far. Myth #2: Reality #2: Background/Overview: SUMMATIVE Commentary: You could use personal examples from your professional experience to supplement your observations concerning the reality of educational access for newcomer populations to the United States as highlighted by the screening so far. Myth #3: Reality #3: Background/Overview: SUMMATIVE Commentary: You could use personal examples from your professional experience to supplement your observations concerning the reality of educational access for newcomer populations to the United States as highlighted by the screening so far. Myth #4: Reality #4: Background/Overview: SUMMATIVE Commentary: You could use personal examples from your professional experience to supplement your observations concerning the reality of educational access for newcomer populations to the United States as highlighted by the screening so far. Question: What should an ideal program for language minority students look like? Scenario: Transformative educators seek to challenge existing notions of schooling rather than blindly reproduce the status quo. To confront these notions, educators must critique existing practice and envision the alternatives. (cf. Short 2000:13) Task: Following the conclusion of the screening of the award-winning documentary: The New Americans, choose one family/individual whose schooling needs are what you are interested in either 1. Planning, 2. Improving or 3. Developing. Organizational Tips: 1. Briefly outline reasons why this immigrant character appeals to you. 2. Clearly outline what programmatic problem/gap you are trying to resolve in your proposal as highlighted by the documentary. 3. Carefully propose to create novel structures/ procedures or practices for resolving any of the problems you see identified in the documentary concerning the education of this specific language minority student/individual whom you have chosen. 4. Systematically specify how your plan/model will be: A. Organized: (Specify the leadership team; the student population to be served; the goals of the program; the program design; the languages of instruction; and the location of the programin-school/different location among other aspects) B. Designed/scheduled: Specify the course offerings; resources, daily length of the program, the daily schedule; the curricula standards to be used; materials selection procedures; transportation, and other relevant features of the program. C. Implemented/Staffed: What will the placement/assessment/exit and monitoring strategies; assessment of program effectiveness and student success be like? What will staffing in terms of administrators, paraprofessionals, counselors; translators/interpreters; and parent/community outreach facilities look like? (Refer to the assigned chapter on Establishing an Effective Newcomer Program for specifics on these details) 5. Provide Links to class material or any of the readings presented. 6. Provide a detailed conclusion in which you chronicle some of the potential pitfalls to the program you are designing. 7. Your proposal is in the topic of: An Ideal Language Learning Program for Language Minority students. However, please provide unique/original titles to your proposals (No page limits). Evaluation Criteria: Your performance will be assessed on: 1. The uniqueness/insightfulness of the myths/realities you identify; 2. Your observations/insight 3. The critical insight embedded in your final proposal 4. The organization of your final proposal (as well as your ability to synthesize/link explanations to course content), and 5. The provocativeness/creativity of your proposal concerning English Language Teaching/ program development for any of the characters that you identify with. Notes   See the 9iý޹˾ Graduate Catalog for a brief description of this course.  The following standards are taken directly from the document TESOL/NCATE Standards for the Accreditation of Initial Programs in P-12 ESL Teacher Education, (2002)-Draft prepared by the TESOL task force on ESL standards TESOL Inc. Please refer to the following web-site: http://www.ncate.org/standard/new%20program%20standards/tesol.pdf     PAGE  PAGE 23 $&IJL[_`abmnyzɼɢ{tf\WSOSHSD@Sh.Ehu h 6]hHlOh h >*h OJQJaJh.Eh 56CJaJ hWh.Eh7`CJaJhh.ECJaJ'h &7haT:B*OJQJ]aJphh &7:OJQJ]aJhu:OJQJ]aJhn`:OJQJ]aJh :OJQJ]aJh 5CJOJQJ\aJh 5CJ\h CJ OJQJaJ h CJ %&Jbz / D Q ^  $5$7$8$H$a$gd)^$a$gd gd $a$gd.E  5$7$H$gd $a$gd 5$7$8$H$gd gd ? 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