Describe legal, historical, and educational reasons for Structured English Immersion (SEI). (InTASC 2i, 10l; TESOL 5a)

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Duration: 7 daysTopic 1: Foundations of Structured English Immersion (SEI)

Objectives: 

  1. Describe legal, historical, and educational reasons for Structured English Immersion (SEI). (InTASC 2i, 10l; TESOL 5a)
  2. Utilize basic SEI terminology. (InTASC 8a; TESOL 1.a)

Topic Material:

Textbook1. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts

Read Chapters 1-2 in Bilingual and ESL Classrooms: Teaching in Multicultural Contexts.

http://gcumedia.com/digital-resources/mcgraw-hill/2011/bilingual-and-esl-classrooms_teaching-in-multicultural-contexts_ebook_5e.php

Electronic Resource1. Cummins’ Interdependence Hypothesis

Read “Cummins’ Interdependence Hypothesis,” from the Best of Bilash: Improving Second Language Education website.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/iceberg.html

2. Transferring Literacy Skills from L1 to L2: From Theory to Practice

Read “Transferring Literacy Skills from L1 to L2: From Theory to Practice,” by Roberts, from The Journal of Educational Issues of Language Minority Students (1994).

http://www.ncela.us/files/rcd/BE019750/Transferring_Literacy.pdf

e-Library Resource1. From the Ballot Box to the Classroom

Read “From the Ballot Box to the Classroom,” by Mora, from Educational Leadership (2009).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ836681&site=eds-live&scope=site

2. The Case for Structured English Immersion

Read “The Case for Structured English Immersion,” by Clarke, from Educational Leadership (2009).

https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000264474200008&site=eds-live&scope=site

Additional Material1. ESL Database

Familiarize yourself with the information found in “Key Terms” and “Historical Events” in the “ESL Database.”

http://lc.gcumedia.com/zwebassets/courseMaterialPages/esl5000_eslDatabase.php

 

Textbook1. Bilingual and ESL Classrooms: Teaching in Multicultural Contexts

Ovando, C. J., & Combs, M. C. (2011). Bilingual and ESL classrooms: Teaching in multicultural contexts (5th ed.). New York, NY: McGraw-Hill. ISBN-13: 9780073378381

http://gcumedia.com/digital-resources/mcgraw-hill/2011/bilingual-and-esl-classrooms_teaching-in-multicultural-contexts_ebook_5e.php
Electronic Resource1. Interstate Teacher Assessment and Support Consortium (InTASC) Standards

Review the Interstate Teacher Assessment and Support Consortium (InTASC) Standards.

http://www.ccsso.org/Documents/2011/InTASC_Model_Core_Teaching_Standards_2011.pdf

2. TESOL/CAEP Standards for P-12 Teacher Education Programs

Review the TESOL/CAEP Standards for P-12 Teacher Education Programs, located on the Teachers of English to Speakers of Other Languages website.

http://www.tesol.org/advance-the-field/standards/tesol-caep-standards-for-p-12-teacher-education-programs
Additional Material1. Teacher Preparation Programs Practicum/Field Experience Manual

Read the “Teacher Preparation Programs Practicum/Field Experience Manual”, located on the College of Education’s page in the Student Success Center.

  1. Practicum/Field Experience Hours

Your required practicum/field experience hours for this course will be spent observing, interviewing, and being mentored by ELL instructors or administrators in a Title I setting.  For the assignments that require involvement with professionals providing services to ELLs, you will document your time spent in the field on your Clinical Field Experience Verification Form located in the student portal.

  1. Clinical Field Experience Verification Form

Document the hours and locations that you spend in the field on your Clinical Field Experience Verification Form.

The Clinical Field Experience Verification Form can be found in the student portal. Complete the student portion and submit by the end of the course by clicking “click to sign.” An email will be sent to the mentor to complete and verify the practicum/field experiences. Once the field experiences have been verified by the mentor, an email will be sent to your email address on file, along with the final completed document. Save a copy for your records, and submit to LoudCloud by the end of the course. Additional information about this process can be found on the Student Success Center. For questions, contact GCU Technical Support or your Student Services Counselor.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date.

Assignments       Legislative Effects on English Language Learning

From your required reading, choose one Supreme Court case or one educational policy. In a 500-750-word essay, discuss the impact that this case or policy has had on the education of English language learners (ELLs). How has this case or policy helped contribute to the academic success of ELLs? How will this case or policy help improve education for ELL students? What gaps still exist?

Include at least three sources from your reading to support your position.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

 

Topic 1 Discussion Question 1- word count 200

BICS and CALP refer to the productive and receptive language skills an ELL possesses. Underlying this is the Common Underlying Proficiency Theory, or CUP, developed by Jim Cummins. After reading about CUP, discuss the similarities and differences between the development of L1 (native language) and L2 (target language, usually English)?

 

Topic 1 Discussion Question 2- word count 200

Your textbook describes various programs that have been used to support ELL students. Choose and defend one of the options that best supports those students for whom English is an additional language (EAL): ESL Pullout, Sheltered Instruction, and Bilingual education?

 

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