Course Title
Partnerships and Ideologies in ESOL Education¹
Course Description
Considers social and political issues pertaining to educating English language learners. Focuses on exploring multiple ideologies in ESOL/bilingual education and building partnerships across schools, families, and communities. PREREQUISITE: Earn a C (2.0) or higher grade in ED 472/572.
Relationship to State and National Standards
The Interstate Teacher Assessment and Support Consortium (InTASC) Standards embedded in this course include the following:
- Standard 2: Learner Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
- Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
This course also addresses the following Teachers Standards and Practices Commission (TSPC) Oregon administrative rules and Teachers of English to Speakers of Other Languages (TESOL) standards for P-12 ESOL teacher education programs:
- Domain 4: Assessment. Candidates understand issues of assessment and use standards-based assessment measures with ESOL students.
- Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL and bilingual student learning.
- Domain 5: Professional Practice. Candidates demonstrate knowledge of the history of ESL teaching. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and public policy issues. Candidates use such information to reflect upon and improve their instructional practices. Candidates provide support and advocate for ESOL and bilingual students and their families and work collaboratively to improve the learning environment.
- Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
- Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL and bilingual students, and build partnerships with students’ families.
- Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL and bilingual students.
- Domain 6: Technology. Candidates use information technology to enhance learning and to enhance personal and professional productivity.
- Standard 6.a. Demonstrate knowledge of current technologies and their application in ESOL.
- Standard 6.c. Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Required Textbook
Each student select one of the following books:
- Yang, G. L., & Pien, L. (2009). American born Chinese (1st Square Fish ed.). New York: Square Fish.
- Satrapi, M. (2003). Persepolis. London: Jonathan Cape.
Course Outcomes
This course may be cross-listed as ED 476 and ED 576. Because course outcomes are based on the same state and national standards, the topics covered are the same. ED 576 students are expected to go into more depth in completing all assignments. Major assignments will be graded differently depending on students’ enrollment in ED 476 or ED 576. Details can be found on the course Canvas site.
ED 476 Course Outcomes
- Recognize and interpret ELL/BE assessment practices especially in regards to bias, Special Education, TAG, and IQ.
- Research and present key historical events and milestones in ELL/BE and explain their impact.
- Describe perspectives on home/school partnerships and explain both benefits and limitations of each.
- Articulate mainstream and equity-oriented ideologies at work in one’s own life, in the lives of bilingual/bicultural individuals, and in educational contexts.
- Identify and understand resources for all ESOL staff, including paraprofessionals, to improve learning for all ESOL and bilingual students.
- Use presentation, video, and communication technological tools to demonstrate knowledge of key issues in ELL/BE.
ED 576 Course Outcomes
- Evaluate and re-design ELL/BE assessment practices especially in regards to bias, Special Education, TAG, and IQ.
- Research and design a professional seminar on key historical events and milestones in ELL/BE and their significance.
- Analyze perspectives on home/school partnerships to critique existing structures and propose inclusive practices.
- Document narratives in one’s own life and in the lives of bilingual/bicultural individuals; then, critique mainstream and equity-oriented ideologies in these narratives and in the broader educational context.
- Compare and plan resources for all ESOL staff, including paraprofessionals, to improve learning for all ESOL and bilingual students.
- Design features and innovative uses of technological media, presentations, and videos to share ELL/BE knowledge.
¹ Prior to Spring 2014, this course was entitled Language Policy and Issues in Bilingual Education.
