Foundations of Education for Emergent Bilinguals
Welcome to TELL
Course Syllabus: Foundations of Education for Emergent Bilinguals
Explanation of the Template
Total Points Sheet
Session One: Exploring My Culture and ELs Strengths
LA 1.1: Welcome to TELL
LA 1.2: Belief Statements
LA 1.3: Questions About Culture
LA 1.4: Considering a Framework for Meeting the Needs of My Students
LA 1.5: Considering Concepts as Tools
HW 1.1: Reflection on My Learning
HW 1.2: Find and Share Cultural Artifacts
HW 1.3: Building Vocabulary About Culture
HW 1.4: Assessing My Knowledge and Beliefs
HW 1.5: Representation of My Learning in the Course
Session Two: Developing Understandings of Culture--Mine and My ELs
LA 2.1: Share Cultural Artifacts
LA 2.2: Building Vocabulary About Culture
LA 2.3: Examining Definitions of Immigrants
LA 2.4: Discuss Stereotypes and Culture
LA 2.5: Articulating Classroom Issues of Cultural Misinterpretation
LA 2.6: Resolving Questions about the Major Project and Homework Assigments
HW 2.1: Reflecting On My Practice
HW 2.2: The State's Changing Demographics
HW 2.3: Danger of a Single Story
HW 2.4: Cultural Patterns of an EL
Session Three: Considering ELs as a Resource in My Teaching
LA 3.1: Water as a Problem, Right, and Resource
LA 3.2: Language as a Problem, Right, and Resource
LA 3.3: Mr. Chacon's Story
VS 3.3: Social Theories Part 2
LA 3.4: Norma's Story
LA 3.5: Jean Anyon Study
HW 3.1: Teacher Reflection
HW 3.2: Considering the Myths and Realities Concerning ELs
HW 3.3: Reading about Poverty PhDs
HW 3.4: Discovering Assets in My Community
HW 3.5: Considering the Difference between the North Star and the Map to Philadelphia
Session Four: Developing Knowledge of Assets and Legal Obligations
LA 4.1: Sharing the Assets of Our School Neighborhood.
LA 4.2 : Reviewing the Changing Demographics
LA 4.3: Exploring Learning about EL Myths and Realities
LA 4.4: Examining the Meaning of a Supreme Court Decision
LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)
HW 4.1: Teacher Reflection
HW 4.2: Understanding the Myths and Realities of Enrollment
HW 4.3: The World Outside and Inside Schools
HW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELs
HW 4.5: Implications of Court Decisions for ELLs
Session Five: Attending to Standards and Classifications with WIDA
LA 5.1: Enrollment, Placement, Staffing Myths
LA 5.2: Program Models
LA 5.3: The World Outside and Inside Schools
LA 5.4: Introduction to WIDA standards
HW 5.1 Teacher Reflection
HW 5.2: Creating a WIDA Strand
HW 5.3 Exploring Practice Through Technology
HW 5.4 Learning about Classifications and Standards
Session Six: Positioning ELs within the School Game
LA 6.1: Sharing Thinking about Program Models
LA 6.2: Critical Learning Domains
LA 6.3: Standards for Effective Pedagogy
LA 6.4: Connecting ELs to the School Game
HW 6.1: Teacher Reflection
HW 6.2: Reconsidering Beliefs and Practices
HW 6.3: Learning a New Language
HW 6.4: Collecting Evidence for My Portfolio
Session Seven: Promoting ELs Learning through My Learning
LA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My Beliefs
LA 7.2 Developing My Portfolio
HW 7.1: Teacher Reflection
HW 7.2: Representation of My Learning in the Course
Session Eight: Celebrating and Presenting My Learning
LA 8.1: Sharing Displays of Learning
LA 8.2: Summarizing Ideas
LA 8.3: Revisiting Course Survey
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HW 3.3: Reading about Poverty PhDs
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<p id="p_CDaE" name="p_CDaE" class=" qe-editable"><img src="https://equitypress.org/content_images/partnerships/homework.png" alt="learning_activity.png" class="centered" id="img_huMv" name="img_huMv" onload=""></p><table class="table qe-editable"><thead><tr><th>Learning Outcome</th> <th>Pedagogical Intent</th> <th>Student Position</th> </tr></thead><tbody><tr><td> <p id="p_oqXH" name="p_oqXH" class=" qe-editable"><span class="TextRun SCXW94756828 BCX0 qe-editable" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW94756828 BCX0 qe-editable">Communicate a personal acceptance of and acknowledge the dynamics of culture in the lives of all students.</span></span></p> <p id="p_hMCg" name="p_hMCg" class=" qe-editable"><strong>Assessment: 50 pts.</strong></p> <p id="p_jXbK" name="p_jXbK" class=" qe-editable"><strong>Due: Session 4</strong></p> </td> <td> <p id="p_qVRt" name="p_qVRt" class=" qe-editable"><span class="TextRun SCXW148547311 BCX0 qe-editable" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW148547311 BCX0 qe-editable">Teachers can apply what they learn about poverty from this article to working with their students who live in poverty so those students can achieve in their education.</span></span></p> </td> <td> <p id="p_awyz" name="p_awyz" class=" qe-editable"><span class="TextRun SCXW158201137 BCX0 qe-editable" lang="EN-US" xml:lang="EN-US" data-contrast="auto"><span class="NormalTextRun SCXW158201137 BCX0 qe-editable">Students have learned about deficit orientations to cultural difference. They are now prepared to read stories of culturally diverse college professors and their experiences moving around in educational systems.</span></span></p> </td> </tr></tbody></table><h2 id="p_diLn" name="p_diLn" class=" qe-editable">Instructions</h2><ol id="ol_PMsf" name="ol_PMsf" class=" qe-editable"><li id="li_cCBm" name="li_cCBm">Read the article “Poverty PhDs: Funds of Knowledge, Poverty, and Professional Identity in Academia.” Click and download on <a href="https://byu.box.com/s/tc7nw2fm1nadtuqjqofdmbkw7qhg49sd" target="_blank" rel="noopener" data-shortened-url="https://equitypress.org/-Lfn" data-unshortened-url="https://byu.box.com/s/tc7nw2fm1nadtuqjqofdmbkw7qhg49sd">Poverty PHD</a> to read it.</li> <li id="li_gVNe" name="li_gVNe">Identify three insights or wonders that occurred to you as a result of reading this assignment. Remember what you learned from Pam Perlich's lecture, the Myths and Realities readings and other things you have learned so far in this course. </li> </ol><p id="p_gNYX" name="p_gNYX" class=" qe-editable"></p>
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