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Instructor: Dr. Jon Reyhner
Office: Room 145, Eastburn Ed.
Phone: 520 523-0580
E-Mail: Jon.Reyhner@nau.edu
Website: http://jan.ucc.nau.edu/~jar
FAX: 520 523 1929
Mail: P. O. Box 5774, Flagstaff, AZ 86011
Office Hours: 1:00-3:30 PM Tues. & Weds.
Course Prerequisites: Senior Standing or Above.
Course Description
The teaching of content in English to limited-English-proficient students in K-12 using appropriate approaches, methods, and techniques.
Course Objectives
Students will learn about content-based approaches to second language teaching, understand the application of content-based instruction to academic settings, experiment with strategies for the negotiation of meaning in the classroom, refine interaction and communication skills that are culturally appropriate with local ethnic groups, understand classroom strategies for collaboration between content-based instruction and other instructional approaches, and understand alternative models and the relationship between content-based instruction and other instructional approaches.
Course Structure/Approach
These objectives will be accomplished through readings, web & e-mail discussions, and completion of assignments.
Readings and Materials
Texts: Required - Richard-Amato & Snow (Eds.) (1992) The Multicultural Classroom: Readings for Content-Area Teachers, Longman.
Course Requirements
Class participation is required. The readings and assignments for this course are scheduled weekly. This is not a self-paced course. Your classwork should be e-mailed to me by the Monday following the date that the work was assigned. I plan to have your assignments read, commented on, and graded by the following Friday. It is important that you do not get behind in assignments and one point will be deducted from the grade on each assignment for every week it is late, unless you supply me with a valid excuse. Please do not turn in classwork until the week in which it is assigned.
Reading assignments: Read the text and other assigned reading during the week in which it is assigned.
On-line assigments: Students will provide written answers to assigned activities. These are 5 points each except that you can choose three assignments to have graded on a 10 point scale).
Pen-pal assignment: Correspond via e-mail with a Navajo student at Dennehotso Boarding School during the course of the semester and write a summary of what you learned from this experience at the end of the semester.
Class Project: Each student will have to complete a community-based project that is mutually agreed on by the instructor and the student. John Dewey (1933) in his book How We Think describes projects as "constructive occupations" that are characterized by the following conditions:
1) Engage student interest: "Unless the activity lays hold on the emotions and desires, unless it offers an outlet for energy that means something to the individual himself, his mind will turn in aversion from it, even though externally he keeps at it." 2) Have intrinsic worth: "the activity must be worth while intrinsically." Projects must "stand for something valuable in life itself." 3) Awaken curiosity: The project must awaken new curiosity and create a demand for information," and 4) Are sustained over time: "the project must involve a considerable time span for its adequate execution, The plan and the object to be gained must be capable of development, one thing leading on naturally to another…. It is not a succession of unrelated acts, but is a consecutively ordered activity in which one step prepares the need for the next one and that one adds to, and carries further in a cumulative way, what has already been done." This project may involve the development of web pages of materials related to content-based ESL, the design of a classroom unit for your own students utilizing ESL methodology, or some other activity related to the subject matter of this course. The idea that the project will be "community-based" is that the project must relate to the community you are currently teaching in or plan to teach in, and it must reflect the actual students you are planning to teach and the community they live in.
Evaluation:
| Essay Midterm exam: | 50 | 10% |
| Essay Final exam: | 125 | 25% |
| On-line activities: | 200 | 40% |
| Pen-pal activity: | 25 | 5% |
| Student Project | 100 | 20% (5 points for proposal, 10 for draft, 85 final copy) |
| Total | 500 | 100% |
A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = 59% or less
Course Policies:
1.Students are expected to turn in their assignments weekly. Assignments should be submitted on the due date to receive full credit.
2. Writing errors, such as spelling, punctuation, grammatical errors, etc., will be taken into consideration and may lower your grade. Incomplete or unedited work will be assigned an Incomplete and will be returned to be redone before final grading. Your project is to be typed double spaced in "Times" (like this syllabus) or similar typeface with 12 point type and 1" margins.
3. Students are permitted and encouraged to proofread and critique each other's assignments.
4. Make a copy of every assignment before you submit it to the instructor. Keep returned copies of all graded assignments until you have received your final grade and are satisfied with it.
5. In the event of an unusual final point distribution, the final point requirements may be lowered. This will be solely at the instructor’s discretion.
6. Assignments submitted as a requirement for another class cannot be submitted for this class. All assignments should be the original work of the student completed for this class.
7. I consider plagiarism a willful act when a person knowingly uses the work of others and attempts to present it as his/her own. This obviously cannot be permitted. Academic dishonesty includes cheating on tests or lying about class work. If an individual engages in these activities I reserve the right to use all appropriate measures at my disposal to correct the situation. Please refer to the NAU Student Handbook on plagiarism.
Cultural Considerations
4: 2/5--Read Chapters 6 & 7: Do on-line assignments
5: 2/12--Read Chapter 8 & 9: Do on-line assignments
The Classroom: Instructional Practices and Materials (Choose Project)
6: 2/19--Read Chapters 10 & 11: Do on line assignments
7: 2/26--Read Chapter 12: Do on-line assignments
Essay Midterm: Questions given 2/28, Due 3/12
8: 3/12--Read Chapters 13-15: Do on-line assignments
Readings in Specific Content Areas
9: 3/19--Read "Experimental/Interactive Teaching Methods" and "Progressive Education
& the Open Classroom." (To be posted) Do on-line assignment
10: 3/26--Read Chapter 19: Do on-line assignments 1-2 (Submit Project Draft)
11: 4/2--Read Chapter 20: Do on-line assignments
12: 4/9--Read Chapter 21: Do on-line assignment
13: 4/16-Read Chapter 22: Do on-line assignments
14: 4/23-Improve Teaching: Do on-line assignment
Course Wrap-up
15: 4/30-Do on-line assignment (Submit Project)
Final Examination: Questions given on 4/4, Due 4/9
Go back to English Instruction in Bilingual Contexts
E-mail Jon Reyhner at Jon.Reyhner@nau.edu
or call (520) 523-0580
Copyright © 2000 Northern Arizona
University
ALL RIGHTS RESERVED