Spring 2001                                                                Instructor:  Susan Huss-Lederman

ESL Curricula & Materials Dev.                            Office: Heide 434

Prerequisites:  680-101, 680-102                              Phone: Heide: 5038

or 680-161, 680-162, and 680-281,                                  E-mail:  hussleds@mail.uww.edu

688-301/501 or consent of instructor                                  Web:  http://facstaff.uww.edu/hussleds

 

Office Hours:  Mon. & Weds. Heide 434: 1:30-3; Tues. 4:30-6; gladly by appointment.

 

Dept., Course & Section

Room

Days

Time

688-401/601-01

Heide 310

MW

4:50-6:05

 

Course Description:  ESL Materials and Curricula Development, builds upon principles of teaching ESL covered in 437-427 Methods of Teaching Foreign Language and ESL.  In this course, students focus primarily upon building a curriculum to foster academic skills and knowledge as well as language acquisition.  The course focuses upon K-12 settings; however, other settings for teaching and learning ESL are also discussed, based on the interest of the class.

 

Objectives:  Students will:

•           gain a working knowledge of principles of ESL curriculum development;

•           design units and lessons for specific ESL target groups;

•           design materials based on authentic texts;

•           critique materials and curricula currently in use in ESL programs;

•            examine testing and assessment techniques.

 

Course Materials:

From Rental Library & UWW Bookstore:

From Rental Library:

Chamot, A.U. & O'Malley, J.M. (1994). The CALLA Handbook.  Reading, MA:  Addison-Wesley.

 

From UWW Bookstore:

Heath, I.A. & Serrano, C.J. (Eds.) (1999).Teaching English as a Second Language.  2nd ed.  Guilford, CT: Dushkin/McGraw-Hill.

O'Malley, J.M. & Valdez Pierce, L. (1996). Authentic Assessment for English Language Learners. Reading, MA:  Addison-Wesley.

 

We will also use materials available on-line from such educational clearinghouses and research organizations as the National Clearinghouse for Bilingual Education (NCBE) and the Center for Applied Linguistics (CAL).  Andersen Library houses many resources for curriculum development.  I will hand out a bibliography for you to get you started on curricular materials to critique, but the list should not limit you.  Based on student interest, there will be additional materials put on reserve in Andersen Library. 

Class Participation and Attendance Policy:  The following factors constitute good participation and attendance.

 

•           Regular attendance.  Do not miss class.  Your participation is valuable.

•           Being prepared for class discussion by completing reading and homework assignments.

•            Keeping office appointments.

 

If you are absent because of sickness, emergency, religious reasons, or to attend a university sponsored event, let me know immediately, so that we can make arrangements for you to make up work.

 

Grading Policy:  Students will be graded on the following:

 

 

Assignment

Points Toward

Final Grade

Journal  Ö = 1 point, Ö+ = 2 points

20

Lesson Plan

Unit Plan

5

25

Curriculum Critique

Resource Critique

10

10

Final Project

15

Class Participation

15

 

Grading Scale:

A = at least 90%     C = at least 65%                     F = anything less than 50%

B = at least 80%     D = at least 50%

 

Note on journal assignments:  Students are responsible for writing 10 journal entries throughout the semester.  Journal topics will be given in class and are due the next week.  Sometimes you may be asked to write a reflective response, while other times you may be asked to make suggestions to help solve a curricular problem.  Journal entries should be thoughtful, well written and typed (double-spaced, 12-point font).  I anticipate that most entries will be 1½ to 2 pages long.  Each entry is worth a maximum of 2 points.  Students may accumulate a maximum of 20 points. We will do a sample response together in class so that you have an understanding of the expectations.

 

Graduate Students:  Students taking this course for graduate credit must write an additional 3-5 page paper on any issue of interest to them in the field of ESL curriculum development.  Suggestions include computers in language learning, co-teaching in the K-12 classroom, forms of alternative assessment, etc.  Guidelines will be distributed in class.

 

 

Final Comments:  If you have any questions about the syllabus, the course, your progress, or anything else, please let me know.  I check my e-mail frequently, and my Heide Hall office phone has an answering machine.  My door is always open.

 

UWW Required Statement:  The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events.  (For details please refer to the Undergraduate and Graduate Timetables; the "Rights and Responsibilities" section of the Undergraduate Bulletin; the "Academic Requirements and Policies" and the "Facilities and Services" sections of the Graduate Bulletin; and the "Student Academic Disciplinary Procedures: [UWS Chapter 14]; and the "Student Nonacademic Disciplinary Procedures" [UWS Chapter 17]).

 

Schedule of Topics & Assignments:

This schedule is subject to change with notice made in advance.

 

Date

Topic/Assignments

Jan. 22-24

Introduction to Course

Jan. 29-31

Bilingual Language Development and School Curriculum.  Heath & Serrano, Introduction & Articles 1-4.

Journal 1 Assigned.

Feb. 5-7

Child and Family/Models of Teaching ELLs.  Heath & Serrano, Articles 8, 24-26/29, 30 & 33.

Journal 2 Assigned, Resource Critique Assigned.

Feb. 12-14

Introduction to Alternative Assessment.  O'Malley & Valdez Pierce, pp. 1-31

Journal 3 Assigned.

Feb. 19-21

Introduction to CALLA.  Chamot & O'Malley, Chapter 1.

Resource Critique Due

Curriculum Critique Assigned.

Feb. 26-28

Content-Based ESL.  Chamot & O'Malley, Chapter 2, Heath & Serrano, Article 22.

Journal 4 Assigned

Mar. 5-7

Academic Language Development in CALLA.  Chamot & O'Malley, Chapter 3, Heath & Serrano, Article 15.

Journal 5 Assigned.

Curriculum Critique Due.

Mar. 12-14

Learning Strategies.  Chamot & O'Malley, Chapter 4, Heath & Serrano, Articles 16 & 17.

Journal 6 Assigned.

Lesson Plan Assigned.

Mar. 19-21

Teaching CALLA.   Chamot & O'Malley, Chapter 5, Heath & Serrano, Article 18.

Lesson Plan Due.

Unit Plan Assigned.

Mar. 26-28

Spring Break

Apr. 2-4

Placement and Assessment in ESL.  Chamot & O'Malley, Chapter 6, O'Malley & Valdez Pierce, Chapter 7, Heath & Serrano, Articles 19 & 20.

Journal 7 Assigned.

Apr. 9-11

CALLA Science.  Chamot & O'Malley, Chapter 9

Apr. 16-18

CALLA Literature and Composition.  Chamot & O'Malley, Chapter 12, Heath & Serrano, Articles 9-13.

Unit Plan Due.

Apr. 23-25

Reading Assessment.  O'Malley & Valdez Pierce, Chapter 5

Journal 8 Assigned.

Apr. 30-May 2

Writing Assessment.  O'Malley & Valdez Pierce, Chapter 6

Journal 9 Assigned.

May 7-9

Final Presentations

Journal 10 Assigned.

May 14-16

Final Paper due by Friday, May 18th, 10 a.m.

 

 

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