• No class meeting.
• Please pick up CD's from Elayne Weissler-Martello (CERAS Receptionist on the 2nd Floor), available 9:00 AM on April 2.
• Start on working on Problem-Based Unit #1: Human Language Series on Second Language Acquisition. The main objective of this unit is to familiarize students with linguistics, language acquisition theory, second language development, and to lay the theoretical basis for the California ELD standards and assessments.

Due this Week:

• Come to class having finished a draft of your solution to Human Language Series on Second Language Acquisition. Bring 3 hard copies to class for small group discussions and class activity.

In class:

• Reading in class: Four Immigrant Stories in a Jigsaw Format

April 16:

1. Who are English Learners in American secondary schools?
2. Diversity, strengths, response to schooling, needs.
3. The complexity of combining English language and disciplinary content teaching .
4. Scaffolding Instruction for subject matter content teaching and learning with English learners in secondary schools.

Readings for class this week:

• Everybody reads: Celce-Murcia and Oshtain's Pragmatics in Discourse Analysis

Jigsaw Reading of four articles:

• Students who read the Anti Jalava memoir will read Suárez Orozco and Suárez-Orozco's The Cultural Patterning of Achievement Motivation: A Comparison of Mexican, Mexican Immigrant, Mexican American, and Non-Latino White American Students in: Rumbaut and Cornelius. (Eds.). (1995). California's immigrant children. Theory, research, and implications for educational policy. San Diego: Center for U.S.-Mexican Studies, University of California, San Diego.
• Students who read the Richard Rodríguez memoir will read Margaret Gibson's Additive Acculturation as a Strategy for School Improvement in: Rumbaut and Cornelius. (Eds.). (1995). California's immigrant children. Theory, research, and implications for educational policy. San Diego: Center for U.S.-Mexican Studies, University of California, San Diego.
• Students who read the Luis Rodríguez memoir will read Kenji Ima's Testing the American Dream: Case Studies of At-Risk Southeast Asian Refugee Students in Secondary Schools. in: Rumbaut and Cornelius. (Eds.). (1995). California's immigrant children. Theory, research, and implications for educational policy. San Diego: Center for U.S.-Mexican Studies, University of California, San Diego.
• Students who read the Kingston memoir will read Mia Tuan's Korean and Russian Students in a Los Angeles High School: Exploring the Alternative Strategies of Two High Achieving Groups in: Rumbaut and Cornelius. (Eds.). (1995). California's immigrant children. Theory, research, and implications for educational policy. San Diego: Center for U.S.-Mexican Studies, University of California, San Diego.

During this week:

• Start working on Problem-Based Unit #2: An e-mail to the School Board. The primary objective of this unit is to develop an understanding of federal laws governing the rights of limited English proficient (or English Language Learner) students, and to begin addressing school programs that meet the needs of ELLs.

April 23:

1. Developing thematic units for subject matter, conceptual, and English language development.
2. Orchestration of tasks that scaffold understanding and engagement.
3. Presentation of thematic unit assignment.

Readings for class this week:

• Celce-Murcia and Oshtain's Grammar (will be handed out in class)
• van Lier's The role of form in language learning ( in reader)

During this week:

• Start working on Problem-Based Unit #3: Mr. Unz Comes to Town. The main purpose of this unit is to acquaint students with California laws and policies regarding ELLs and to understand the political environment within which our programs operate.

April 30:

1. Laws and policies.
2. The development of listening comprehension and oral production in the subject matter content class.
3. Different types of listening and listening tasks.
4. The use of graphic organizers and formulas.
5. Oral development jigsaws.

Readings for class this week::

• Listening (in Reader)

Due in Class:

• Come to class having finished a draft of your solution to An e-mail to the School Board. Bring 3 hard copies to class for small group discussions and class activity.
• Outline of thematic unit is due in class.

May 7:

1. Teaching reading in content area classes to English learners.
2. Sources of difficulty when reading in a second language.
3. Pedagogical scaffolding in reading.
4. Video: segments of Ms. Jensen's class.

Readings for class this week:

• Jordan, M., Jensen, R. & Greenlief, C. Amongst familial gatherings: Reading Apprenticeship in a Middle School
• Maldonado's Reading Asolescents/Adolescents Reading. Toward Critically Literate Latino Youth.
• Jiménez, García and Pearson's The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. (in Reader)
• Video: Scaffolding the teaching of the Thirteenth Amendment

During this week:

Keep working on Mr. Unz Comes to Town.

May 14

1. Academic language development.
2. What is academic language and what promotes its development in SDAIE classes? Common misconceptions.
3. Video: Where do you want to go next?

Readings for class this week:

• Bartolome's Understanding Academic Discourses.
• McKay and Wong's Multiple discourses, multiple identities: Investment and agency in second language learning among Chinese adolescent immigrant students.

Due in class:

• First draft of thematic unit due in class.

During this week:

• Start working on Problem-Based Unit #4: Dear Teacher, What's Best for My Child About All This Testing? The primary objective of this unit is to further understanding of the theory and practice of assessing English learners, including the California English Language Development Standards (CELDS) and the California English Language Development Test (CELDT), and to place it in the context of standards-based reform and its impact on ELL students.

May 21:

1. Testing and Assessment.
2. High stakes testing for English learners.
3. Video: High School of American Dreams

Readings for class this week:

• Walqui's International High School, Long Island City, New York- A focus on instructional practices and curriculum integration.
• Ancess and Darling Hammond's Authentic Assessment at International High School.

Due in Class:

• Come to class having finished a draft of your solution to Dear Teacher, What's Best for My Child About All This Testing? Bring 3 hard copies to class for small group discussions and class activity

First draft of thematic unit is returned with comments

May 28:

1. Teaching writing across the disciplines.
2. Bottom-up and top-down approaches to writing, and teacher lenses.
3. Process writing, and lessons from De Fazio's class.

Readings for class this week:

• Hernández's Second language children writers: Teacher's views and students' proficiencies
• van Lier's Building blocks of language, Context and interpretation, Simmering pots of meaning.
• Video: Our languages, ourselves

Due in Class:

• Second draft of thematic unit is due in class.

Peer-editing of thematic unit

Reading for next class to be distributed in class.

June 4:

1. Putting it all together: the development of teacher expertise to work with language learners.
2. What does it mean to have a license to begin teaching?
3. What lies ahead?
4. A Debate with Ron Unz.

Due in Class:

• Come to class having finished a draft of your solution to Mr. Unz Comes to Town. Bring 3 hard copies to class for small group discussions and class activity
• Thematic unit is due in class