Instructors:  LeeAnn Sinclair and Erin Ring                                                                                               
E-mails: lasincla@indiana.edu; erring@indiana.edu

Office hours: On-line (TBA)                         

1. Overview

Advanced Study of Second Language Teaching (L520) is an intensive summer course that provides an overview of instructional methods for educating K-12 English Language Learners (ELLs) who have Limited English Proficiency.  It is designed for in-service teachers and school administrators (graduate students) from diverse school districts throughout the state of Indiana. In a supportive learning environment, participants will be encouraged to develop collaborative professional relationships with colleagues working in different disciplines and stages of their teaching careers. 

In this interactive course, we will

Reflect upon our current and future educational practice                                                              
Explore current instructional theories, models, methods and strategies                                                                                                                                     
Participate in lively discussions in response to pertinent readings                                            
Engage in active learning through hands-on, collaborative activities                                               

We will focus our attention on particular instructional models including the Cognitive Academic Language Learning Approach (CALLA), Sheltered Instruction, and Content-Based Instruction.

TEXTBOOK:   The CALLA Handbook    Anna Uhl Chamot and J. Michael O’Malley

                            On-Line Readings

2. Rationale

The theories and methods addressed in this course represent examples of contemporary, research-based and/or responsive practices in the profession which should be broadly applicable in many areas of teaching.  The diverse backgrounds and teaching assignments of the teachers enrolled in this course will lead us to individual interpretations and adaptations of concepts and methods which are appropriate to the specific teaching situations of each individual.  Drawing upon the educational philosophy of constructivism, such individual meaning-making is an integral aspect of this course.

Following the guidelines of constructivism further, the course instructors will serve as guides and facilitators, rather than lecturers or authoritarians who supply single answers despite unique teaching contexts. The instructors will provide scaffolds, guidelines and frameworks in this course because we assume that each person will take active responsibility for her/his own learning.  This means that each participant will take the necessary steps to ensure that, by the end of the course, s/he has gathered useful teaching ideas and organized them in a way that makes them easily accessible when they are needed.

Please feel free to talk with your instructors by telephone or email 1) to clarify course expectations and assignment requirements, (2) to collaborate in a supportive environment, and/or (3) to make course adaptations to suit your particular teaching context.

3. Course Goals

Major goals for this course are for teachers                                                                                                     

·        to acquire an understanding of

1)     current scholarship relating to language learning and teaching  

2)     state and national ESL standards for both students and teachers

3)     effective ESL/ENL teaching practices

·        to establish collaborative and supportive relationships with fellow teachers that continue beyond duration of the course and the program.  Because collaboration is a professional model increasingly expected of teachers in American public schools, teamwork is a critical aspect of this course.

4. Course Objectives

Upon completion of this course, participants should be knowledgeable about current ESL issues and pedagogy that will assist them in becoming more effective teachers of English as a new language having studied

• National TESOL Pre-K-12 Standards
• Indiana's English Language Proficiency Standards
• Current, effective teaching methods in language pedagogy
• Language acquisition and development
• Current ESL programs

Upon completion of this course, participants should be able to demonstrate skills that will assist them in becoming more effective teachers of English as a new language by

• Reflecting upon their practice and describing a model environment for language learning in an essay
• Developing a Thematic Unit that which includes an overview, rationale,  lesson plans, and assessments for use with ESL students in one's teaching context
• Modifying lessons that integrate language and content for ENL students at different levels
• Collaborating in a learning forum with their cohort colleagues

Upon completion of this course, participants will have developed viewpoints and attitudes that will assist them in becoming more effective teachers of English as a new language by learning

• To value other cultures
• The influence of first languages in the learning of new languages
• To modify instruction appropriately in response to cultural and individual learning needs
• To create a supportive learning environment for all of their students

5.  Academic Integrity

In his L520 summer syllabus, Karl Uhrig states that good teaching means “stealing” the best ideas you’ve seen and making them your own.  Although you are encouraged to do this, you must give credit where credit is due whether that be to your colleague across the hall or to a noted researcher/theorist/author in the field. Because each of you has satisfactorily completed the test on plagiarism and submitted your scores to us, you know the consequences of plagiarism, or any other instance of academic dishonesty.  Enough said.

6.  ESL Standards

Standard 1:  Teachers of English as a New Language (ENL) understand the process of language acquisition and development and the role this process plays in their students’ educational experience.

Standard 2:  Teachers of English as a New Language (ENL) recognize that the students’ primary culture plays a crucial role in their adaptation to United States culture.

Standard 3:  Teachers of English as a New Language (ENL) understand students’ cognitive, affective, psychological, social, and cultural development and backgrounds.

Standard 4:  Teachers of English as a New Language (ENL) understand how to facilitate instruction by creating a supportive environment and implementing appropriate activities that promote optimal learning for English language learners (ELL's).

Standard 5:  Teachers of English as a New Language (ENL) collaborate effectively to maximize student learning.

Standard 6:  Teachers of English as a New Language (ENL) are able to effectively use formal and informal assessment strategies that include methods to promote the development of the learner.

Standard 7:  Teachers of English as a New Language (ENL) are reflective practitioners who actively seek opportunities for professional development.

6. Course Requirements

A.  Course Involvement/Participation

Attendance in this Summer III intensive course is absolutely mandatory. Come to class prepared and ready to participate in discussions and class activities. The course readings may be intense, so please budget appropriate time each day to complete them.

During the course, you will be involved in group work with members of your on-site cohort. You will participate in Oncourse discussions regarding specific topics addressed during class. Additionally, you will collaborate with your partners on your group assignments listed below.

In the event of an emergency, please contact one of your instructors as soon as possible and check with them or with a colleague to find out what was covered on the day of your absence. You may be asked to complete a make-up assignment that will substitute for your absence.

7. Technology

Indiana University is one of the "most wired" universities in the nation. The School of Education at IUB is at the forefront of research, development, and use of educational technology and has made its state-of-the art equipment, as well as its trained support staff, available to numerous educational sites throughout the state of Indiana. This summer we will employ this technology to collaborate with our ICP colleagues during our class sessions.

Our course will be transmitted live, via synchronous, two-way interactive videoconferencing to four remote sites in Indianapolis, Lafayette, Ligonier, and Lincoln City.  In addition, we will make use of Oncourse, an asynchronous conferencing bulletin board, to enhance our interaction and collaboration with colleagues.

A useful by-product of this course is that you develop familiarity with the various kinds of educational technology which we employ.

A.  Distance Education (DE)

The School of Education at Indiana University is a leader in the area of distance education (DE), offering synchronous and asynchronous DE courses to pre-service and in-service teachers, researchers, and graduate students in Bloomington and around the world.  As DE increases in accessibility, coursework, as well as academic degrees, are available to virtually anyone with an Internet connection.

The two summer courses which comprise the "Second Language Teaching Institute", L524 and L520, are transmitted from Bloomington to four other locations throughout the state via synchronous, two-way interactive videoconferencing.  We also use features of Oncourse as our asynchronous communication system.

            B. Videoconferencing

The following information and guidelines about videoconferencing will help to understand more about the videoconferencing format and how to successfully interact with your classmates and the instructors during the course.

1) Technical Information

Videoconferencing uses compressed video technology to transmit images via cable lines from the on-site location (IU Bloomington) to remote sites. Depending on the video technology present on-site and at the remote sites, students may experience some “fuzziness” in image transmission, particularly when participants move their hands while on camera or use overheads or videos.

Technology breakdowns may occur during class. Please refer to the “contingency plans for assistance with problems when technology breaks down”.

Students should become familiar with the resources available in their distance education classrooms and may want to communicate with on-site technical personnel to clarify any questions about using the equipment.

Your instructors will manage the main videoconferencing controls from the transmission location in Bloomington.  Remember, however, that it is possible for you to focus the camera at your site. Especially as we begin the course, let’s all be patient as we become familiar with teaching and learning using the video-conferencing technology in this distance education format.

2) “Long distance” interaction strategies

            Identifying participants from afar: 
Write your name in large letters in the center section of a folded piece of construction paper (8 x 11) using a large black or blue marker.   Place this placard in front of you during each class session, so that we can identify and get to know one another.

Communication:                                                                                                
E-mail and Oncourse postings will be additional means of communication among participants.   Be sure that you have daily Internet access and a currently active e-mail address.

Remote-site students will need to verbally indicate when they want to participate in class discussion.    Remember:  The video technology is voice-activated, so when you speak (or cough/sneeze), the camera will automatically shift to your remote classroom unless your microphone is muted.

Because of the physical distance involved in videoconferencing, the instructors will not necessarily know when participants have questions or concerns.  If you or your cohort feel that you have not had adequate opportunity to interact with the instructors or with other off-site classmates during a particular class session, you are encouraged to contact the instructors to initiate further discussion in Oncourse.                        

Please use as many channels of communication as possible—phone, e-mail, Oncourse, discussion during or after class—to interact with the instructors and each other!

C. Technology Breakdowns

Although our fingers are crossed, it is possible that the videoconferencing technology we rely on for distance education may malfunction during a class meeting. (For example, you may be unable to see the instructor and/or fellow students or lose video or audio relay because of weather conditions.) If any problems should occur, please follow these contingency plans:

a. Don’t panic! You will NOT be penalized for technological problems!

b. Call the technology support person at your site.  Inform her/him of the problem, so that s/he can assist you.  (Be sure that you have contact information for all technology personnel:  onsite, at IU, and in Indianapolis.)

c. Continue with the day’s agenda—which may include discussion and activities related to course topics, readings, and assignments—until the scheduled class time has ended. 

d. After class, send the instructor(s) an e-mail on-line through Oncourse which includes   a brief explanation of the technical problem; a summary of your group discussions, comments, and activities; and any questions or concerns that your cohort had.

Last updated: August 12, 2005
Interdisciplinary Collaborative Program
Comments: lasincla@indiana.edu