EDUC150:  Language Minority Students: Issues for Practitioners
Assignments and Evaluation

 

Assignments/Work Required

    1. Attendance and participation:

Since this class meets only once a week, your attendance is crucial to your learning.  The class includes whole class discussions and small group work.  In order to maximize the learning experience of you and your classmates, make yourself prepared for each class.  If you have to miss a class for unavoidable reasons, let me know ahead of time at 962-2523 or rkubota@email.unc.edu.

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    2. Reading:

We acquire new knowledge through various modes of communication.  However, reading is one of the most effective ways to learn new information in depth.  Read the assigned chapter(s) and/or article(s) before coming to each class.  For each item (book chapter or journal article), write down at least one of the following and submit it during the class. If it is handwritten, it needs to be clearly legible. Your response to each piece of reading should be between 40 and 80 words.

1. Your question (what puzzled you, what you want to know more about, etc.)
2. Your reaction (what stuck you, what you found interesting, etc.)
3. Class discussion topic/question (a topic about which  you want to know your classmates' opinion, a topic you think beneficial for class discussion, etc.)

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    3. Statements of culture and teaching ESL

(Deadline 1:  September 14;  Deadline 2: December 12):    Write two brief essays on culture and teaching ESL: one in the beginning of the course and the other on the same issues at the end of the course.  The purposes are: (1) to examine your current view on culture, multiculturalism and teaching ESL, and (2) to further your understanding of these issues by reflecting on what you learned in this course.  Address the following five issues in your essay:
    1. Define “culture.”  Think about such questions as; What is culture?  What does culture consist of?  What are characteristics of culture? What is the relationship between culture and people?
    2. Based on your definition, briefly describe what American culture is.  Again think about such questions as; What does American culture consist of?  What are characteristics of American culture?
    3. In your view, what is “multicultural education”?  Think about such questions as; What is the purpose of multicultural education?  What does multicultural education consist of?  How should multicultural education be implemented?
    4. State in what ways  an ESL teacher can contribute to  multicultural education. In your opinion, what can or should an ESL teacher do to promote  multicultural education?
    5. State your expectations of linguistic, cultural, and other competencies of ESL students. What kind of linguistic, cultural, and other competencies do you want your ESL students to acquire?
    The length is 2 to 3 pages, double-spaced.  Put a number (1 to 5) for each topic (so that you make sure that you are addressing all these topics). Write clearly and concisely.

    Grading: 


    First Statement (September 14)
    Second Statement (December 12)
      A:  Excellent
    • All the five issues are addressed in a clear and concise manner.
    • The essay demonstrates your in-depth thinking about the issues.
    • All the five issues are addressed in a clear and concise manner.
    • The essay demonstrates your in-depth thinking about the issues.
    • The essay clearly demonstrates your learning from class discussion, readings and projects during the semester.
      B:  Average
    • All the five issues are addressed but in a less clear and concise manner than A.
    • The essay demonstrates your thinking about the issues but not as thoroughly as A.
    • All the five issues are addressed but not as clearly and concisely as A.
    • The essay demonstrates your thinking about the issues but not as thoroughly as A.
    • The essay adequately, but not clearly, demonstrates your learning from class discussion, readings and projects during the semester.
      C:  Redo and resubmit
    • Not all the five issues are addressed.
    • The essay lacks clarity and conciseness.
    • The essay is either too long or too short
    • The essay demonstrates your thinking about the issues only in a limited way.
    • Not all the five issues are addressed.
    • The essay lacks clarity and conciseness.
    • The essay is either too long or too short.
    • The essay only partially demonstrates your learning from class discussion, readings, and projects.
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    4. Mini-ethnographic study on immigrant students and parents--Written and oral report:

    Purposes:  (1) to learn about experiences of a linguistically and culturally different student  in both school and family contexts; (2) to analyze their experiences based on the theories and perspectives that you have learned in this course, and (3) to develop skills to communicate with non-native speakers.  Discuss the results in class and submit a brief report on this project.

    Methods:  Find one current or former ESL student (K-12), conduct at least one classroom observation in the ESL or regular classroom, and conduct an in-depth interview with the student as well as his/her parent(s) or a primary caretaker about their experiences and challenges in living, working and learning in this country. Discuss the results in class and submit a brief report on this project.
     

      1. Procedure for finding the focal child and family:
        • If you already know a candidate for your project, ask the child and the family if they are willing to participate.  You should also let the teacher of the child know about the project.
        • If you know a teacher who is willing to help you find a child, ask him/her for help and then approach the child and family.
        • If you have no contact with students or teachers, seek help from your classmates who have personal contacts with ESL students or teachers.  I can also help you.
       
      2. Procedure for obtaining permission:
        • Talk to the ESL and/or regular classroom teacher of your focal student. Explain the purpose of the project.  Emphasize that (1) this is for a training (not research) purpose; (2) informants will not be coerced to participate in your project; and (3) the privacy of the informants will be protected (see 5. Report below).
        • Explain the same to the principal and tell him/her that you have been in touch with the ESL and/or regular classroom teacher.  If the principal wants more information about the project, show him/her our course syllabus or let him/her contact me.
        • Obtain a verbal consent from the focal student and parent.  For obtaining parental consent, ask the ESL teacher for help.


      3. Interview:

        See the list on p. 32 in Ovando, Collier, & Combs.  Construct age- and culture-appropriate questions based on the items on the list.  For sensitive issues, do not force the interviewee to answer your question.  Create an informal conversation atmosphere and elicit answers as naturally as possible.  Avoid asking questions in a business-like manner. In addition to the list, ask questions on the following issues:

        To student:
        • Siblings (number, gender, relationship, etc.)
        • The child's role in the family and relationship with parents
        • Attitudes toward school life (studying in class, engaging in various school subjects, interacting with peers, interacting with teachers/administrators, physical environment, etc.)
        • After-school life
        • Aspirations for the future

        To parents:
        • Relationship among siblings
        • Role of the child in the family
        • Child's past experience of learning in L1 (difficulties, attitudes, etc.)


      4. Class observation(s):

        Observe the focal student in his/her ESL and/or regular class.  Focus on how the student responds to the teacher and peers, how s/he does academically, the level of English proficiency of the student, and what kind of challenges s/he faces, if any.
       
      5. Report:
        The report should include the following items:
        1. List of questions you asked (in the form of actual questions rather than topics)
        2. Brief summary of the findings:
          1) Results of the interviews and class observation.  State in the beginning your interviewees’ age, gender, grade, country of origin, and length of stay in the US.  Focus on and describe observations/issues that stood out--you do not need to report all the responses in detail.  (approximately  2 pages, double-spaced).
          2) Your reaction and analysis of the results based on theories and issues you have learned through class discussion and readings. (approximately 1 page, double-spaced).
          3) Your report must be submitted to LiveText

          When reporting, use pseudonyms in order to protect the interviewees' privacy. Choose culturally/individually appropriate pseudonyms.


      6. Ten-Minute Oral Presentation:

        Present your findings in a small group.  Each of you have 10 - 15 minutes for presenting your report and answering questions from your audience.  Describe the interviewees briefly and report the most striking things that you found and want to share with your classmates.  You do not need to report the questions you asked.  Use visuals and graphic organizers where applicable.  Since time is limited, rehearse ahead of time with a watch.  Your presentation will be evaluated by your peers.


      7. Criteria for Assessment:

 
Exemplary (2 pts) Proficient (1 pt) Unsatisfactory (0 pt)
Questions (20%)
NC-CH-P1 NC-CH-P6 NC-CH-D3 NC-T-ESLT.3 NC-CH-D2 NC-T-ESLT.10		 The questions are relevant and comprehensive. They are culturally appropriate and sensitive. Some questions are not relevant and/or some important issues are not addressed. And/Or some questions are not culturally appropriate or sensitive. Many questions are not relevant and/or many important issues are not addressed. Many questions are not culturally appropriate or sensitive.
Components (20%)
 The report includes all the required information. The report lacks some of the required information. The report lacks much of the required information.
Content knowledge (20%)
NC-T-ESLT.2 NC-CH-P1 NC-T-ESLT.3 NC-T-ESLT.11 NC-T-ESLT.10		 The analysis clearly demonstrates an understanding of SLA theories and issues of culture discussed in class. The analysis generally, but not fully, demonstrates an understanding of SLA theories and issues of culture discussed in class. The analysis lacks an understanding of SLA theories and issues of culture discussed in class.
Analysis (20%)
 The report contains no overgeneralization or subjective value judgment. The report contains some overgeneralization and/or subjective value judgment. The report contains a significant amount of overgeneralization and/or subjective value judgment.
Presentation (20%)
 The presentation summarizes the significant findings and was delivered in a clear and comprehensive manner. The presentation generally, but not fully, summarizes the significant findings and/or lacks clarity and comprehensiveness to some extent. The presentation fails to summarize the significant findings and/or lacks clarity and comprehensiveness to a large extent.


      8. Grading

        A: 10        A-: 9
        B+:   8       B: 7     
        C+:   6       C: 5 (Redo and resubmit)


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        5. Final Exam (Due December 12)

      Final exam topics include program models, SLA and application of SLA theories to practice.  The exam will be take-home.

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   6. Course Reflection (Due December 12)

When you submit your final exam, attach a brief reflection on what you learned in the course (200-300 words) -- Address such questions as: What did I learn?  What struck me the most?  How will what I learned help me work as an ESL professional both in the school and community?

Evaluation

     
  1. Attendance and participation
    		2.      15% 
  2. Statements of culture
    		3.      20%
  3. Report and presentation on the interview 
    		4.      30%
  4. Final exam
    		5.      20%
  5. Reading (question, reaction, or discussion topic)
    		6.      15%
         
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