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This is a hybrid online/classroom course. We will begin with a single, whole-day intensive on the UVM campus to prepare students for a four-day practicum to take place in active ELL classrooms in the Burlington schools. The practicum will partner pairs of students with an ELL teacher at the elementary or secondary level. The cooperating K-12 teacher will allow students in the UVM intensive program to observe, support and participate in specialized instruction for ELLs in a dedicated ELL classroom. Each day, the TEFL/TESOL students will meet as a group with the course instructor to discuss their classroom experience and receive instruction related to the demands of their practicum. The online portion of the course will begin immediately following the practicum and continue for the duration of the course. See separate syllabus for Practicum details.

Students will be able to


Learning Outcomes: Course Description and Goals:
Meeting dates and times: May 20 August 9 , 2013 Instructor: Amanda Gustafson, MA-TESL Title: TESL/TEFL Training

Course Syllabus

Credits: 3 Credits

Location: Online
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General Course Information


Course Policies/Expectations:
ONLINE LEARNING: Students in the TESL/TEFL Training and Practicum course will be required to have a highspeed Internet connection and web-camera to participate in the course. The online portion of the course is mostly asynchronous, which allows users a great deal of flexibility. They can study at any time or any place at their convenience. However, students will have to log onto the course at a designated time for group lessons or quizzes. UVM uses the Blackboard LMS (learning management system) for online learning. Blackboard support is available through ETS (Enterprise Technology Service). A Help Line is available Monday Friday, 8am - 5pm. The main software for online lecturing will be Google+ Hangouts. This is a free service that only requires a Google+ account to be able to log in. Google+ Hangouts will be used to deliver critical course content in the form of lecture and demonstration materials. Deadlines for all assignments during the online portion of the course will be clearly listed in the syllabus. Dates and times for synchronous learning will also be listed. Synchronous lessons will be offered at two separate times to accommodate scheduling, and deadlines for signing up for these group meetings will be firm.

Attendance Expectations:
Students will be expected to participate in all synchronous lessons online, and to attend each day of on-campus learning. Absence due to illness or personal issues will be considered on a case-by-case basis. Anything other than complete participation in the on-campus coursework will jeopardize completion of the program. Full participation in the online portion of the class will include completion of all assignments, timely entries to discussion groups and synchronous lessons. Full participation on the on-campus learning will include timely attendance, active participation in the practicum, completion of all assignments and active involvement in classroom discussions.

Religious Observance:
The official policy for excused absences for religious holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

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Contributions in Class:

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Classroom Participation and Online Discussion Rubric:

Points Per week 0 .25 Absent .5 .75

CLASS PARTICIPATION RUBRIC Online Criteria in italics

Present, not disruptive. Tries to respond when called on but does not offer much. Demonstrates very infrequent involvement in discussion. Posts one or less times in the online discussion. Does not respond to classmates responses. Demonstrates adequate preparation: knows basic case or reading facts, but does not show evidence of trying to interpret or analyze them. Offers straightforward information (e.g., straight from the case or reading), without elaboration or very infrequently (perhaps once a class). Does not offer to contribute to discussion, but contributes to a moderate degree when called on. Demonstrates sporadic involvement. Posts 1-2 times per week; responds to a classmates comments, but does not reference their post. Posts 3+ times, but all posts occur on a single day (within 12-hour period). Demonstrates good preparation: knows case or reading facts well, has thought through implications of them. Offers interpretations and analysis of case material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way, offers and supports suggestions that may be counter to the majority opinion. Demonstrates consistent ongoing involvement. Posts 3 times per week; responds to a classmates post at least once. Demonstrates excellent preparation: has analyzed case exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). Offers analysis, synthesis, and evaluation of case material, e.g., puts together pieces of the discussion to develop new approaches that take the class further. Contributes in a very significant way to ongoing discussion: keeps analysis focused, responds very thoughtfully to other students' comments, contributes

Full Credit (1 point per week)

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to the cooperative argument-building, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Demonstrates ongoing very active involvement. Posts 3 5 times per week; at least 1 post responds to a classmate and references the classmates text in their own post.

Rubric adapted from Martha L. Maznevski, Assistant Professor, McIntire School of Commerce

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Academic Honesty & Professionalism:
All students are required to be familiar with and adhere to the Academic Honesty Policy Procedures delineated in the following website. http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf ).

Accommodations:
Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see one of the instructors early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment.

Required and/or recommended readings:

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Submissions of work will be done through the Blackboard platform. All assignments will be due Sunday, by midnight, during the week they were assigned. The EXCEPTION will be online discussions, which will include required responses to prompts and classmates 3 to 5 times per week, and must not all occur on a single day. See Discussion Rubric above for grading structures.

Online and classroom contributions will be assigned an initial point value with the Discussion Rubric (contribution assessment) and a secondary evaluation with the Quality Rubric (content and application assessment). For example, a student posting in the online discussion 3 5 times per week with at least 1 post responding to a classmate and referencing the classmates text in their own post would receive 10 points toward their online discussion grade. The posts would then be examined against the Quality Rubric and the student would receive either 20 (10 x the higher multiplier of 2) or 15 (10 x the lower multiplier of 1.5) total points toward their final grade.

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Week-by-Week Reading Rubric:
See Instructional Sequence

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Electronic Submissions/Internet Use: - If applicable

Student Evaluation/Assessment
Grading:
Written assignments will be assessed with the Quality Rubric (see below). Point values for each assignment will be multiplied by 2 (Exceeds Expectations), 1.5 (Meets Expectations) or 0 (Does Not Meet Expectations).

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Description of Class Assignments:


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Scoring Rubrics:

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Percentage Contribution of Each Assignment:

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Instructional Sequence:
Course Orientation (see Practicum Syllabus for details) Monday, May 20 8:30am 4pm, UVM Campus Participants will be oriented to course learning goals and expectations as well as being introduced to basic principles of language instruction.
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Practicum (see Practicum Syllabus for details) Topic

May 21-24, Burlington Schools 8:30am - 4pm

Date

MOD 1
Orientation and Second Language Acquisition WEEK 1 5/27 6/2

Module 1 focus on: Differences between L1 and L2 acquisition

Historical research and language theory

Authentic Uses for Academic language

An Introduction to Scaffolding and Differentiation

Varieties of Instruction

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Learning Objective
will

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Reading
CAL Digest: "Myths and Misconceptions About Second Language Learning" http://www.cal.org/resources/digest/myths.html

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Journal / Assignments

Suggested: "What Elementary Teachers Need to Know About Language" http://www.cal.org/resources/digest/0006fillmore.ht ml ESL/EFL: Chapter 1, "Contexts and Orientations" *****Article: Scaffolding Academic Language for Second Language Learners: http://iteslj.org/Articles/BradleyScaffolding/ Journal 1: Draft of Teaching Philosophy Graphic Organizer and Narrative

What Teachers Need to Know About Language http://faculty.tamucommerce.edu/jthompson/resources/fillmore snow2000.pdf Keys to Grammar, Sections 1-4 Glossary of Terms (WIDA)

-9 Grammar Review CAL Digest: "What is Linguistics?" http://www.cal.org/resources/digest/cal000 01.html CAL Digest: "Contextual Factors in Second Language Acquisition" http://www.cal.org/resources/digest/0005co ntextual.html

EL, Ch. 7 English Morphology WEEK 2 6/3 6/9 Scaffolding Language Ch 1,Scaffolding Language and Learning WIDA FOCUS Bulletin: Differentiation http://www.wida.us/resources ***Comprehensible Input http://www.cal.org/resources/digest/kag an001.html *******Principles of Instructed Language Acquisition: http://iteslj.org/Articles/BradleyScaffolding/

MOVE TO WEEK 9 Goldenberg: "Teaching English Language Learners; What the Research Does and Does not Say" Journal 2: Survey of global school cultures Graphic organizer and reflection

Cultural Diversity and Language Socialization in the Early Years http://www.cal.org/resources/Digest/0313park. html

ESL/EFL Ch.3 From Whole to Part

Unit Plan: Cultural Dossier Select focus culture group and collect relevant information

Face-to-Face Meeting: September 22nd; Practicum and Classroom Teaching

Mod 2
Context and Content
and a focus on

Module 2 focus on: WEEK 3 6/10 6/16

will

Cultural competency and language teaching

WIDA Focus Bulletin: Focus on Language and Culture (Bouchard) PDF Cultures of the BSD (Nigolian) PDF UNESCO, Mulitcultural Education http://www.eric.ed.gov.ezproxy.uvm.edu/PDFS /ED498575.pdf

Journal 3: Outline the different learning challenges that refugees face compared to ELLs in an EFL environment.

Receptive learning
(Reading Listening) and

Teacher talk: vocabulary, idioms, cognates, collocations WEEK 4 6/17 6/23 Modeling Creating AUTHENTIC activities Use of the L1 BICS and CALP

ESL/EFL Ch. 7 Lessons Should Include All Four Modes ESL/EFL Ch. 6 Learning Takes Place in Social Interaction EL, Ch. 8, Morphology and Teaching Reading (Academic Language) Jeff Zwiers: Academic Literacy(jeffzwiers.com) Writing Between Languages, Ch.1 (PPT) Gibbons, Ch. 1 English Learners Academic Literacy and Thinking (online/PDF) English Language Teaching in China, Ch. 9 Critical Period Hypothesis Scaffolding Language Ch. 5, Reading in a Second Language, Ch. 6, Listening; An

Assignment 1: FOCUS on READING

Journal 4: How does your own language support CALP? Are you a good role model for using academic language? Assignment 2: FOCUS on LISTENING Unit Plan: First Complete Lesson Due

- 10 Active and Thinking Process

Face-to-Face Meeting: October 6th ; Practicum and Classroom Teaching

Mod 3
Teaching to the Four Domains and Productive learning
(Speaking Writing) and

Module 3 focus on: WEEK 5 6/24 6/30

will

WEEK 6 7/1 7/7

Plan for instruction, including assessment, scaffolding, reteaching and progress monitoring Standards based lessons Academic Language Integrative techniques

Writing Between Languages, Ch. 5/6 Teaching ELLs to Write/Language Inst. Through Writing ESL/EFL Ch. 2 Teaching Language Through Content ELT in China, Chs. 12/13 Using Media to Teach Gestures/Willingness to communicate in the EFL Classroom Scaffolding Language Ch 4 Writing in a Second Language Across a Curriculum ESL/EFL Ch. 5 Lessons Should Have Meaning and Purpose for Learners Now Scaffolding Language Ch 2, Classroom Talk, Ch 3 From Speaking to Writing Jeff Zwiers: Academic Literacy(jeffzwiers.com)

Journal 6: Teaching language through content Assignment 3: FOCUS on SPEAKING Journal 7: Respond to Tomlinson Video What will learner centered look like in your classroom? Assignment 4: FOCUS on WRITING Unit Plan: Second Complete Lesson Due

Face-to-Face Meeting: October 20th ; Practicum and Classroom Teaching

Mod 4
Assessment and Lesson Structure

WEEK 7 7/8 7/14

Module 4 focus on:

will

Assessments and their variety WIDA and the ELP Standards Setting goals Collaboration

WIDA FOCUS Bulletin: Assessment http://www.wida.us/resources/focus/Bulleti n2.pdf Stanford, Key Principles for ELL Instruction

http://ell.stanford.edu/sites/default/file s/pdf/policynews/2.UnderstandingLa nguage CGCS ELL Principles V6 05-18-12.pdf


"Classroom Idea Exchange: Using Multiple Intelligence Theory to Design Activities for Large, Mixed-Level Classes" http://www.tesol.org//s_tesol/sec_issue.asp?ni d=2994&iid=10477&sid=1 Scaffolding Language Ch 4 Writing in a Second Language Across a Curriculum WIDA Resources (online; wida.us)

Journal 8: Discuss a teacher who had a positive impact on your life. Unit Plan: Review comments on previous two lessons; re-submit lessons with final changes; 1-page reflection on the lessons and insights for the final lesson.

WEEK 8 7/15 7/21

Journal 9: Cultural competency and teaching in a multicultural world

ESL/EFL Ch. 4 Lessons Should Be Learner Centered

Face-to-Face Meeting: November 3rd ; Practicum and Classroom Teaching

Mod 5
Social Impact Teaching
and

WEEK 9 7/22 7/28

Module 5 will focus on: Professionalism Social issues Professional development Continued studies

of

EFLIS article: 10 Steps to Becoming a Global Language Teacher Scaffolding Language Appendix, Glossary of Teaching Activities Goldenberg: "Teaching English Language Learners; What the Research Does and Does not Say"

Journal 10: Finalize Teacher Philosophy Statement

Portfolio

Scaffolding Language Ch.7, Developing an Integrated Curriculum ESL/EFL Ch. 10 Faith in the Learner Expands Student Potential

WEEK 10 7/29 -8/4

Final

WEEK 11

Complete Unit Plan: Third Complete Lesson Due

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Week

8/5 -8/9

Complete Practicum Journal Project Course Reflection and Assessment

Supplemental Readings:
(Minimum of 5 additional readings on course content, should students like to pursue additional information on course topic) 1. Language, Diversity, and Learning: Lessons for Education in the 21st Century http://www.cal.org/resources/digest/language-diversity-and-learning.html 2. Cultural Orientation for Refugees http://www.cal.org/resources/digest/COR.html 3. WIDA Resources http://www.wida.us/downloadLibrary.aspx 4. Mary Schleppegrel, Systemic Functional Linguistics (video) http://www.youtube.com/watch?v=tgUK7GynW-w 5. Stanford-Led Common Core Project for ELLs, Understanding Language http://ell.stanford.edu/sites/default/files/pdf/policynews/2.UnderstandingLanguage%20CGCS%20ELL%20Principles%20V6%2005-18-12.pdf