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Dec. 4, Tuesday Class: If you missed the "Final Exam," scroll down and respond to the items on Parts 1-6. You can email me your answers: tconrad@weber.edu. Your Final Reflection papers are due at the latest by Thursday, Dec. 13 (you can email it to me as a Word Document or post it on a personal page with your name on this Wikispace so that everyone can see it). Here's the info about our upcoming last meeting on Dec. 4 with the 1010 international students:

==December 4th, Tuesday Class: 4:30-5:30 pm--Bring a small treat or drink and your Course Portfolio to show your 1010 classmates and the teachers who have been meeting with us--in our regular classroom: EH 403. You can choose which parts of your portfolio you would like people to read and which essays you might want to keep private. If you still need help putting your portfolio into a Word Document or on a Wikispace, I will take you at 5:30 pm to the computer room on the same floor (EH 410) to answer your questions and give you help, for as long as you need on Tuesday night. Also you can help each other as you work on the computers. The last possible time to in-box me your completed portfolio is by Thursday, Dec. 13. Upload your Word Document in an email or to my Canvas in-box or send me your website address for your Wikispace online portfolio. ==

Tuesday, November 27: Final Exam and notes about Cummins' Quadrant and TPR:

TESOL FINAL EXAM __ Directions __ : Briefly identify/respond to each item in each section of this exam.

1) ACRONYMS: ELL, NCLB, AMAO, ESL, ELD, WIDA, BICS, CALP, TPR, PLC, SIOP, Domains L, S, R, W, & T

2) RESEARCH: Thomas & Collier, Jim Cummins, Lev Vygotsky, American Education Research Association, August & Hakuta, Stephen Krashen, Olsen, Short & Fitsimmons

3) DEFINITIONS: simultaneous language acquisition, sequential language acquisition, code switching, language proficiency, language acquisition, nonverbal period, formative & summative assessment, differentiation, differentiated grades, content-based language instruction

4) PROGRAMS: Early exit/Late exit Bilingual, dual immersion, English-immersion (complete and partial), English mainstream, ESL instruction, Sheltered instruction

5) UNIVERSALS OF TESOL METHODOLOGY: lowering the affective filter, providing comprehensible input, know students' language proficiency levels, incorporate the three TESOL goals, action research, schema building, conversational repair moves

6) TEACHING STRATEGIES: Tea party, Connecting reading and writing through content, Developing voice, Making connections (text to text, text to self, text to world), Think Aloud--Teaching Questioning, Teaching students how to predict, Word maps, Independent reading, REAP strategy (read, encode, annotate, ponder)--my four-step process

NOTES: è CUMMINS’ QUADRANTS

Cognitively Undemanding: simple language, everyday structures, familiar topics Cognitively Demanding: field specific vocabulary, complex language structures, abstract concepts, new ideas Context Embedded: face-to-face, gestures, concrete objects of reference Context Reduced: lack of non-verbal cues, background knowledge assumed

--Here's a summary of key federal law (Constitutional and Supreme Court decisions) affecting the assessment and instruction of ELLs:

1) 1776: “…Certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness”: The Declaration of Independence: []  *and “That to secure these rights, Governments are instituted among men…”

2) 1791 & 1868: U.S. Constitution: 5th Amendment (Bill of Rights, 1791) & 14th Amendment (1868): []  *Every "person" living within a state has a right to an education (these constitutional amendments were the basis for the Plyler Vs Doe decision guaranteeing a free public education, PreK-12, to undocumented children).

3) 1954: U.S. Supreme court, Brown v. Board of Education: [|http://www.watson.org/~lisa/blackhistory/early-civilrights/brown.html]  *Students cannot be separated into inferior schools, or schools within schools or within school districts on the basis of race.

4) 1974: U.S. Supreme Court, Lau v. Nichols: []  *All U.S. schools must ensure that education for ELLs is comprehensible, not simply mainstreaming them into the same classes for all students (“sink or swim” immersion)

5) 1981: United States District Court, Texas, Castañeda v. Pickard:http://en.wikipedia.org/wiki/Casta%C3%B1eda_v._Pickard

*Programs for ELLs must be quality programs, which are 1) based on sound theory, financial, 2) have the resources sufficient for them to succeed, and 3) and must be altered if the schools are not meeting the needs of the students.

6) 1982: U.S. Supreme Court, Plyler vs. Doe: []  *Undocumented students in every U.S. state have the right to a free public education, PreK-12

TPR (Total Physical Response):

TUESDAY, NOVEMBER 20:

1) It was correctly pointed out that the length of your final pedagogical reflection about your tutoring experiences this semester is 2-3 pages, but if you need to write a longer paper, that's fine also. Of course, quality is more important than quantity. You've already completed semester-long tutoring experiences, journal accounts, and textbook responses. These sources of information will give you plenty to choose from as you shape your final paper. Here again is that example paper, even though it is actually longer than what is required: Please bring a first draft of your paper ( or at least a free write or outline) to next week's November 27 class. I'm conferencing with the 1010 international students individually and giving them that week off to complete their portfolio collections of their writing, so we will spend all of the Nov 27 course as a wrap-session discussing the entire textbook and your semester-long tutoring experiences. You can email me (tconrad@weber.edu) your 2-3 page reflection paper anytime before, or at the latest, on the last day of final exam week: 12-13-2012. Or, if you'd like, you can create your own page here for posting your paper, then your classmates can compare their experiences with yours (perhaps with a title such as "Reflection" followed by your name).

2) COME PREPARED WITH YOUR FAVORITE TUTORIAL "EDITING/REVISION" IDEAS. WE'RE GOING TO CREATE AN "EDITORIAL BOARD" DURING CLASS, WITH 1010 STUDENTS VISITING YOU AS "MEMBERS" OF THE BOARD FOR FINAL-DRAFT SUGGESTIONS FOR THEIR 10 SELECTIONS FOR THEIR SEMESTER PORTFOLIOS. BELOW IS A GROUP PHOTO FROM OUR CORN-MAZE HALLOWEEN PARTY:



*WIKI-WORK FOR TONIGHT, TUESDAY, ELECTION DAY, NOV. 6:

1st: Pair up with a TESOL Methods classmate. Go to EH 213, the Computer Lab on the second floor of Elizabeth Hall. (Or if you have a laptop, ipad, etc. of your own, the two of you can choose another nook or cranny somewhere). Look over the 21 quotations I picked from your teaching journals (scroll down below and you will see them) and decide together with your partner on 5 of them that the two of you would like to talk about. After you've finished discussing, compose a post together for each of the five and put your posts above in the discussion post icon in the top bar of this home page.

2nd: Again with your partner, choose a chapter that you have not yet read and posted about. Give each other a few minutes to read the chapter, then talk about it, then compose at least a paragraph-long post, putting it up on the discussion post in the top bar of the chapter-page that goes with your selection. You don't have to read both chapters for tonight because you can complete the other chapter on your own.

3rd: Read over together the following pedagogical paper which reflects on a teacher's semester-long writing class:

You will be writing a similar paper based on your own tutoring/teaching experiences with the 1010 international section class. Discuss the following points: What key sections are included in Jenny's paper? Where can you find in her paper examples relating to the three key TESOL goals: language learning, academic factors/content, and cultural factors? Where do you see examples of research about TESOL methods? (I would like you to include important information from our textbook or other research you are aware of in your own pedagogical reflective paper due by the last day of class). This time you don't need to post anything, but if you have questions or need more clarification, send me an email to tconrad@weber.edu or send me a wikispace message by clicking on my musical note handle on the top bar of this page.

4th: You are released!!! Don't forget to vote if you haven't already had a chance. See you next week!

***Quotations I found especially interesting from your teaching-journals:

--1) I found myself at a table with 5 ELL students while watching Amreeka. I must admit it was overwhelming. A couple of the late comers were on their phones or talking to each other and so they were disrupting the movie and could not hear instructions when they were given. This was unfair to the students who were there on time and trying to pay attention. I felt less inclined to help the disruptive students as they asked questions and wanted to focus on those that had legitimate questions concerning the assignment. Later on further thought I began to wonder if the lack of attention and nonchalant attitude was in direct correlation with the students ESL status. Was the lack of understanding behind the attitude in an effort to appear normal? Is it a facade to hide the lack of comprehension? It would be emasculating to be thought of as "less than" and for some of these guys I can see possible damage to their ego's. This is something I will have to mull over a bit more.

--2) I enjoyed the movie on the farm workers and Chavez. I know about the civil rights movements of the 60's but was unaware of the farm workers strikes as part of this movement. So much has been fought for over the last five decades, it scares me that we forget the struggles and sacrifices others have made. When we get complacent about our rights and what others have fought for, we stand in a precarious position to lose it.

--3) I am not sure the students at my table really care about Halloween.

--4) I wonder how in-depth these students are taught to analyze literature in their home countries. I think they are taught to study the text within guidelines but not with the same subjective criticism seen in an American classroom.

--5) During our teacher discussion, I had the privilege of being in a group with Logan (he teaches English 1010 at WSU), Monica (she teaches Reading Level 5), and Melissa (she teaches Chinese and the top level for WSU's ESL). It was fascinating discussing the development between the levels in WSU's ESL program as well as how Logan was trying to help the ELLs in his 1010 class. They discussed successes and breakdowns. I added what I could, but mostly, I was interested in what they had to say and their experiences. It was very informative.

--6) It was very interesting to listen to the international students ask about the corn maze. I think they were a little concerned about what is was, and cannot fully comprehend what we are going to do. As a teacher I tried to explain the best I could and I think the two students started to understand.

--7) It is interesting to see how a language learner picks up so easily some of the speaking habits of the native speakers. One of the two I was working with said the word “like” a couple times every sentence. He has obviously paid attention to how often the native speakers say this word and has incorporated it into his spoken language.

--8) I was really excited that the corn maze won the vote. I think the ESL students will get more of a cultural experience with the corn maze then they would if we went bowling.

--9) Nawaf, seemed to have a hard time deciding what to write about and we were pulled out before I could decipher if it was due to lack of understanding or just indecision on his part. Working with Nawaf and Andre tonight continued to amaze me. Andre seems to be more advanced than Nawaf both verbally and non-verbally.

--10) I thought the saying from Andre was a great theme for the movie clip. "Hope is the last thing to die."

--11) I guess Halloween is an American holiday for the most part. The English 1010 students did not celebrate Halloween in their country. When I lived overseas I don’t recall the children going trick or treating or any Halloween parties. I wonder how silly this holiday is for the ESL students.

--12) Abdul told me that they have a holiday called Ramadan. It is when the kids go around to random houses and ask for money and candy. This goes on for about a month. It was also interesting to know that Abdul didn't know what a corn maze was or a haunted house. I had to explain them to him, but he had that look on his face like "uh, I still dont get what you're saying".

--13) I asked Deniz to summarize his paper to me without looking at it. He was able to do so fluently without stopping to think about what he was going to say. Mohammed had a lengthy essay to read, but he too had no problem discussing what he had read.

--14) Mohommed than continued to talk about how we don't see both sides to the story and that is one reason they were having such a hard time in America. In the media we only see the side that america wants us to see.

--15) When writing the review of “Amreeka” Hassan agreed with some aspects of the movie but not others. It appears that Saudi Arabia is very different from the rest of the Middle East. But that’s ok because my home state, Kentucky, is different from other places.

--16) I think it is very important to properly educate children about the different cultures in the world, in the schools and in the home. Hopefully we can overcome stereotypes.

--17) Johnny from Costa Rica did a great job, he understood the assignment and was writing like crazy. Hood had a little bit of a harder time, I dont think he really understood exactly what a "review" was. Both Kortnee and I tried to explain to him what is was. He told us he understood, but then had no idea what to write.

--18) I was put in a group with Larry and Jenny and we were able to talk about our experiences in the class. I also liked talking about the two teachers teaching style and what would work best and what needed help. We were able to brainstorm and come up with some good ideas. I learned quite a bit talking to the other teachers and listening to their point of view.

--19) Before the movie started I asked Deniz, who is from Turkey, how he liked the U.S. He has been here for about a year and really misses home. He is struggling in one of his computer classes too. I asked what one of the differences was from his country and ours, and I didn’t expect his answer to be how we eat dinner. He said it is weird that we don’t eat dinner together as a family.

--20) When I taught in Korea, we would vote occasionally, but "Rock, Paper, Scissors," actually was a far more implemented tool. I wonder how these MO's affect students interpretation of how the world runs...the possibility of a democratic process as opposed to the one with the luckiest hand.

--21) This was my favorite class session thus far. On the first day of class, I was mortified to have to do group work. I have become so used to lecture and seminar formats that working in groups with people in different programs scared me very much. I am normally a solitary learner. By the seventh week, working in groups seems completely normal. It is fun talking to the Saudis in our class. I enjoyed discussing Halloween and Ramadan. One particular difference that struck me was the secular vs the spiritual nature of the two cultural holidays. Prayer is central to Ramadan. For me, the only time holiday prayer shows up is over Thanksgiving dinner.

Here is the film viewing guide about Cesar Chavez:

*OCTOBER 30: DON'T FORGET THE CORN MAZE THIS TUESDAY AT 4:30 P.M. AT "BLACK ISLAND FARMS" IN SYRACUSE, 3178 SOUTH 3000 WEST. TAKE THE ANTELOPE DRIVE EXIT IN LAYTON AND THEN GO WEST. TAKE A LEFT ON 30TH WEST. HERE'S A PDF WITH A MAP ABOUT HOW TO GET THERE:

---For all you potential movie-makers, bring your cell phones/cameras/other so we can show a clip of our experiences to everyone at our next class. I will have an ipad if someone who knows how to use it would like to try out some "video-journalism" :)

TUESDAY, OCT 9: I've healed! See you at 4:30 pm.

2012 I-TESOL Conference, Utah Valley University in Orem: Oct. 12-13
Teachers of English to Speakers of Other Languages: itesol.org Language Teaching Methodology: Past, Present, and Future and Teaching Grammar through Discourse

ENGLISH INSTRUCTORS WANTED:

I am the Director of Instruction at Berlitz, and we are currently in need of part-time English instructors to teach programs in the Layton area. If you know any individuals who may be interested in this opportunity, I would greatly appreciate it if you could forward my information below on to them, and I will put them in contact with the hiring manager for that area. I am most easily reached via email. We are working with students (adults and children – all from the same family) on how to speak English (grammar, vocabulary, structure) based on our proficiency levels. For the children, many times, in addition to language development, we are also helping with their studies as they have just relocated to the US and are adjusting to new subjects, etc. Classes could be in the day or evening. For the children, this would be after school. Berlitz provides all materials, so there is minimal lesson preparation involved. Thank you again for your help.

Thank you in advance for your help.

Best regards,

shawn.scott@berlitz.us
 * Shawn T. Scott **

Office: 312.782.6820 Ext. 5104  | Cell: 312.550.4174
 * Director of Instruction - North America **
 * Berlitz - A Global Education Company **
 * 2 North LaSalle Street, Suite 1810 **
 * Chicago, IL 60602 **


 * 8 ** [|http://www.berlitz.us]

Skype: shawn.scott.berlitz

Information for ESL Endorsement Option (located on the MEd program webpage): http://www.weber.edu/COE/description.html