The mission of the College of Education at Northern Arizona University is to prepare education professionals to create the schools of tomorrow
Northern Arizona University
College of Education
BME 631
Structured English Immersion and Sheltered English Content Instruction
Spring 2008 Course Syllabus
3 Credit Hours
General Information:
Instructor: Jon Reyhner
Class Schedule: Web
In Person Office Hours: Tuesday & Thursday 2:30-4:00; Wednesday 10:30-11:30 and by appointment
E-mail Address: Jon.Reyhner@nau.edu
Web Site: http://jan.ucc.nau.edu/~jar/
Phone: 928 523-0580

Course Prerequisite: There are no prerequisites for this course.
Course Description: The teaching of content in English to limited-English proficient students in grades K-12 using appropriate approaches, methods and techniques including the use of Structured English Immersion strategies.
Student Learning Expectations: Students will be able to do the following in each curricular area:

ELL Proficiency Standards Objectives (3 Hours)
1. Describe the alignment between Arizona State Language Arts Standards and Arizona ELL Proficiency Standards.
2. Demonstrate how to use ELL Proficiency Standards to plan, deliver, and evaluate instruction.
3. Demonstrate how to integrate ELL Proficiency Standards in all content areas.
Data Analysis and Application Objectives (3 Hours)
4 Analyze and apply disaggregated data to differentiate instruction.
5. Interpret and use snapshots of longitudinal data.
6. Align standardized testing and language proficiency assessments including the SELP to ELL standards.
Formal and Informal Assessment Objectives (3 Hours)
7. Integrate diagnostic, formative and summative assessments for ELLs.
8. Create and offer multiple assessments.
9. Use assessment results for placement and accommodation for special education and gifted students.
10. Use standardized testing and language proficiency assessments to monitor student progress.
Foundations Objectives (3 Hours)
11. Discuss the linguistic, academic, cultural, political, historical, and legal issues relative to the education of language minority students including the rational for SEI.
12. Define basic terminology related to SEI and language minority education.
13. Discuss the role of culture in learning.
14. Define Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) and explain why these two concepts are significant.
15. Describe the process of second language acquisition.
SEI Strategies Objectives (30 Hours)
16. Demonstrate multiple strategies to improve ELL achievement (comprehensible input, types of learner feedback, grouping structures and techniques, building background and vocabulary development, and student engagement.)
17. Demonstrate SEI methods for beginning ELLS (TPR Storytelling, contextual clues, narrative approach).
18. Describe the Silent Period (ways of responding, developmental process)
19. Grasp meaning of pre- and early production strategies of students.
20. Integrate current materials in ELL instruction (lesson and text modifications)
21. Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods)
22. Analyze and apply vocabulary development approaches in the content areas.
23. Plan SEI lessons based on students prior knowledge.
24. Select, adapt, and sequence curricular materials for ELLs.
Parent, Home, School Scaffolding Objectives (3 Hours)
25. Identify the socio-cultural influences on ELLs (language shift, identity, the role of culture in learning).
26. Discuss the effects of bilingualism and home language use.
27. Describe parental and community sources for aiding English language acquisition.
28. Discuss how to cultivate home-school partnerships.

Course Structure/Approach: These objectives will be accomplished through reading of required texts, class discussions, written assignments, exams, and completion of a research paper.

Textbook and Required Readings: Echevarria, J., Vogt, M.E., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. 3rd Ed. Boston, MA: Allyn & Bacon; Online course reserves on the course home page; Students must sign up for Task Stream

Course Outline:

Module 1 Introducing Sheltered Instruction (Foundations Objectives 11,12,14,15)

Module 1 covers the process of second language acquisition and explores the differences and similarities among ESL pull-out, content-based ESL, Sheltered instruction, and bilingual education programs.

Module 1 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008) Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 1 pp. 1-20]

Snow, D. & Brinton, D. (Eds.). (1997). The Content-Based classroom: Perspectives on integrating language and content. White Plains, NY: Addison Wesley [Chapter 1 pp. 1-21]

Integrating Language and Content: Lessons from Immersion. ERIC Digest, Clearinghouse on Languages and Linguistics, Washington , DC , 1995 (ED390284)

Center for Research on Education, Diversity & Excellence (CREDE), "Some Program Alternatives for English Language Learners" ( September 1, 2001). Center for Research on Education, Diversity & Excellence. Practitioner Briefs. Paper practitioner brief03.

Module 2 Lesson Preparation (ELL Proficiency Standards Objectives 1,2,3; SEI Strategies Objectives 16, 20)

Module 2 explores a variety of materials and strategies for adapting content to the students proficiency and cognitive levels. You will learn how to use ELL proficiency standards to plan instruction.

Module 2 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 2 pp. 22-50]

Snow, D. & Brinton, D. (Eds.). (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Addison Wesley [Chapter 24 pp. 319-324]

Deborah J. Short. "Integrating Language and Culture in Middle School American History Classes" ( January 1, 1993). Center for Research on Education, Diversity & Excellence. NCRCDSLL Educational Practice Reports. Paper EPR08.

Walqui, Aida. Strategies for Success: Engaging Immigrant Students in Secondary Schools. CAL Digest June 2000.

Arizona ELP Standards http://www.ade.state.az.us/

Module 3 Building Background (Parent/Home/School Scaffolding Objectives 25,26,27,28; SEI Strategies Objectives 16,20,22; Foundations Objectives 13)

In Module 3 you will learn how new information is tied to students background and experiences. You will incorporate strategies to scaffold students acquisition of knowledge and skills.

Module 3 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 3 pp. 52-76]

Gonzalez, N., Moll, L.C., Floyd-Tenery, M., Rivera, A. Rendon, P., Gonzales, R., & Amanti, C. (1993). Teacher research on funds of knowledge: Learning from households (Educational practice report No. 6) Santa Cruz CA and Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning.

Center for Research on Education, Diversity & Excellence (CREDE), "Developing Language Proficiency and Connecting to Students' Lives: Two Standards for Effective Teaching" ( November 1, 1998). Center for Research on Education, Diversity & Excellence. Occasional Reports.

Module 4 Comprehensible Input (SEI Strategies Objectives 16, 18,19,20; Formal and Informal Assessment Objectives 7,10)

Module 4 covers how effective teachers adjust their speech and explores classroom activities to increase student comprehension as well as how standardized testing and language proficiency assessments can be used to monitor student progress.

Module 4 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 4 pp. 78-93]

Snow, D. & Brinton, D. (Eds.) (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Addison Wesley [Chapter 3 pp. 35-45].

Buchananan, K & Helman, M. Reforming mathematics instruction for ESL literacy students. CAL Digest, December 1997.

Gasparro, Marie, Falletta, Bernadette. Creating drama with poetry: Teaching English as a Second Language through dramatization and improvisation. CAL Digest, April 1994.

Module 5 Strategies (SEI Strategies Objectives 16,20,22,23,24)

In Module 5 you will learn how to help students make connections between what they know and what they are learning. You will learn techniques for the explicit teaching of strategies that facilitate the learning process.

Module 5 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 5 pp. 94-113]

Cohen. A strategy training for second language learners. CAL Digest, August 2003.

Crandall, J.A., Jaramillo, A., Olsen, L., & Peyton, J.K. (2002). Using cognitive strategies to develop English language and literacy (Digest EDO-FL-02-05). Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Lavandez, M. Think aloud protocols: Teaching reading processes to young bilingual students. CAL Digest, 2003.

Module 6 Interaction (SEI Strategies Objectives 16, 20)

In Module 6 you will learn how to structure sheltered content classes so that there are frequent opportunities for interaction and discussion between teachers and students, and among students

Module 6 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 6 pp. 114-135]

Calderon, M. Promoting Language Proficiency and Academic Achievement Through Cooperation. CAL Digest, December 1999.

Kagan, S. (1995). We can talk: Cooperative learning in the elementary classroom (Digest EDO-FL-95-08). Washington, DC: ERIC Clearinghouse on Languages and Linguistics.

Module 7 Practice, Application and Lesson Delivery (SEI Strategies Objectives 16, 20, 23, 24)

In Module 7 you will design activities that provide students the opportunity to practice the content they are learning and to practice and apply the language skills they are learning. You will discuss effective lesson delivery: the level of student participation, how clearly information is communicated, and the students level of engagement.

Module 7 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 7 pp. 136-150 & Chapter 8 pp. 152-164]

Oxford, R. Integrating Skills in the ESL/EFL Classrooms. CAL Digest September 2001.

Peyton, J. Dialogue journals: Interactive writing to develop language and literacy. CAL Digest, April 1993.

Stahl, R. (1994). Using think time and wait time skillfully in the classroom (Digest ED370885). Bloomington, IN: ERIC Clearinghouse for Social Studies/ Science Education.

CREDE: From at-risk to excellence: Principles for practice. CAL Digest, October 1997.

Module 8 Review and Assessment, Reading Development and Special Education (Data Analysis and Application Objectives 4,5,6; Formal and Informal Assessment Objectives 7,8,10; ¬ÝSEI Strategies Objectives 17,21,22)

In Module 8 you will explore standardized testing and language proficiency assessments, including the SELP. You will set goals for assessment and explore approaches to designing assessments and reviewing student work. You will discuss how to plan appropriate instruction for English learners who may have reading and learning difficulties.

Module 8 Assigned Reading:

Echevarria, J., Vogt, M.E. & Short, D. (2008). Making content comprehensible for English learners: The SIOP model. Boston, MA: Allyn & Bacon [Chapter 9 pp. 166-185 & Chapter 10 pp. 187-200]

Coltrane, B. English language learners and high-stakes tests: An overview of the issues. CAL Digest, November 2002.

Smith (2004). Principles and practices of sociocultural assessment.

Krashen, S. (2003). Three roles for reading for minority-language children. In G. Garcia (Ed.), English learners: Reaching the highest level of literacy learning. Newark, DE: International Reading Association.

Course Requirements:
1. Class participation: Response to the assigned reading and participation in threaded discussions are expected.
2. Biweekly (about every two weeks) you must submit to the drop box a two full page typed double spaced (12 point times font) response to the readings for the appropriate module (see due dates below). In general this response would summarize what you learned from the readings and what you might do with this information with students in a classroom.
3. One page proposal for a research paper (see for below) in APA format describing a successful program of structured English Immersion in bilingual or ESL settings.
4. Research paper (5-7 pages): Write a research paper in APA format describing a successful program (see 3 above) of structured English Immersion in bilingual or ESL settings. Discuss how elements of this program could be adapted to meet the needs of students in your community. You will begin with a research proposal which includes the program you will describe and how this program informs your current teaching situation. You can use (but are not limited to) the articles in the course reserves that describe exemplary programs.
5. Examinations: The midterm and final examinations will consist of essay and short answer questions which cover the content and application of assigned readings, and group discussions.
6. Two SIOP Lesson Plans (In addition to the Task Stream one described below).
7. Task Stream Signature Assignment SIOP Lesson and Reflection: Develop a Structured English Immersion lesson appropriate to the community where you teach in a content area you teach using a lesson plan form which includes: Grade/class/ability level/background/subject standards/theme/lesson topic/content objectives/language objectives/key vocabulary/supplementary materials/grouping options/assessment/lesson sequence. Write a reflection on this lesson using a rating scale of 1-4 (pp. 209, 210) to evaluate preparation, building background, comprehensible input, clear explanation of academic tasks, strategies, interaction, practice/application, effectiveness of lesson delivery, and student engagement. Discuss your ratings. Write an essay in response to the questions: What did your students learn from this lesson? How do you know they learned this? How is this student learning reflective of the language standards for this lesson? What did not work well for student learning? What would you change to improve the lesson so it better supports EL students' language objectives? Explain how all four language skills were used in this lesson.

Grade Distribution and Assignment Due Dates:

A=90-100% B=80-89% C=70-79% D=60-69% F= - 59%

Course Policy:
Plagiarism/Cheating. Plagiarism is a willful act when a person knowingly uses the work of others and attempts to present is as his/her own. Please refer to the policies in the NAU Student Handbook on plagiarism and academic dishonesty and other student conduct.