||LTL614S - Bilingual Methods & Material
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Foundations of bilingual education, bilingualism and bi-literacy. Implications of school, home and community collaboration as well as language and literacy instruction and assessment. Applications of language teaching styles, materials, assessment and the use of technology in bilingual education settings. Strategies and methodologies to teach Spanish language in the classroom and application of higher order thinking.
|Course Learning Outcomes:
- Research the differences between diverse models of bilingual education, their application, limitations and appropriateness. Investigate the influence of primary language, culture, school-community climate and student motivation on a child’s academic outlook and progress.
- Demonstrate knowledge about and be able to appropriately use and administer informal and formal classroom assessments, different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments. Know when and how to use specialized assessments based on students’ needs. Use multiple measures, including information from families, to assess student knowledge, skills, and behaviors.
- Analyze, interpret and utilize assessment data to refine teaching by developing and modifying instruction through pacing and re-teaching
- Demonstrate an understanding of a variety of instructional strategies appropriate for use in literacy and content area settings, and be able to apply appropriate pedagogical theories, principles and instructional practices and strategies to enhance student learning.
- Incorporate specific strategies, teaching/instructional activities, procedures and experiences that address state-adopted academic reading, language and content standards for students in order to provide a balanced and comprehensive curriculum for all students; understand how to select and use a wide range of instructional materials.
- Synthesize the advanced skills of comprehending literature, content area content and writing, which all depend on a foundation of solid vocabulary, decoding, word-recognition and comprehension skills and thereby utilize this knowledge to instruct children. Evaluate strategies students utilize to read and comprehend text and be able to provide instruction and guidance for students to learn and refine the use of these strategies.
- Integrate instruction across disciplines with an emphasis on providing a balanced and comprehensive curriculum for all students in the content areas, specifically mathematics, history, social science and science.
- Assess student background and prior knowledge in both language and content area in order to adapt instruction in oral language, literacy, and curricular content thereby providing needed differentiation.
|Specified Program Learning Outcomes:
Specialization in Bilingual Cross-Cultural Language and Development
- Examine and apply instructional theories and approaches for bilingual education and bilingualism.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://www.nu.edu/LIBRARY/ReferenceTools/citations.html
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures