Paying for college:
| New course | 400/500 course | Others |
| First term offered : Summer 2012 | ||
| Course Prefix&Number | Descriptive Title | Credits/Hours |
| ED 479D/579 | Fostering Biliteracy in ESOL/Bilingual Classrooms: Latin America | 3 - 4 |
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Abbreviation for Class Schedule(20 spaces) Biliteracy ESOL/Bil |
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Catalog Description: This course explores the relationship between first and second language literacy and between oral and written language skills. It also examines ESOL and bilingual literacy teaching strategies for different language proficiency levels, as well as materials, classroom organizational structures, and assessment tools. Approaches for literacy development which bridge experiential and cultural differences are emphasized. These include multicultural literature and family involvement in the learning process. For graduate students, projects encourage participants to become reflective practitioners, as they critique and analyze their own beliefs and teaching practices, and plan their professional growth. |
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Course Goal and Objectives: 1. Explore the relationship between first and second language literacy and between oral and written language skills. 2. Examine teaching strategies, materials, and assessment tools for literacy development in ESOL and bilingual classrooms. 3. Investigate ways to incorporate differentiated literacy instruction (appropriate to learners¿ ages and language proficiency levels) in lesson planning for all content areas. 4. Explore approaches for literacy development that bridge experiential and cultural differences, including multicultural literature and family involvement. 5. Implement language assessment tools to determine levels of language proficiency and track students¿ progress. 6. Utilize formal testing instruments and alternative assessment strategies for a variety of purposes such as diagnosing individual student needs, informing instruction, evaluating programs, and providing accountability information. |
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Justification for adding the course (e.g. alignment with other institutions, program revision, etc.): This course is part of the Northwest Council on Study Abroad (NCSA) and AHA International (University of Oregon) ESOL program in Rosario, Argentina, and was offered for the first time in this location during summer 2011 (with a temporary course approval). The course is open to any eligible undergraduate or graduate student at a NCSA university. The NCSA universities go through their respective approval processes and each grants credit to its own students who are enrolled in the program. This course approval request is for WOU students enrolled in the program. The attached syllabus differentiates between graduate and undergraduate requirements. A unique component of the course is that students participate in relevant on-site field trips that enhance the curriculum and provide an intensive cultural component. Practicing teachers, as well as those preparing to become teachers, develop a level of cultural, linguistic, and historical understanding that is only possible in an immersion experience. |
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Faculty and facilities needed: Guest faculty (from one of the NCSA programs)and facilities in the Latin American site are provided by AHA International each summer. |
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Brief Course outline: See attached syllabus |
| Step | Approver | Decision | Timestamp |
|---|---|---|---|
| 1 - Department | ----------------- | Approved | April 12 2012 |
| 2 - Division | Mark Girod | Approved | April 13 2012 |
| 3 - Division Curriculum | Mark Girod | Approved | April 13 2012 |
| 5 - Graduate Committee | Marie LeJeune | Approved | April 17 2012 |
| 5 - Curriculum Committee | Thaddeus Shannon | Approved | February 19 2013 |
| 6 - Faculty Senate | Keller Coker | Approved | February 21 2013 |
| 7 - Dean | Mark Girod | Approved | February 23 2013 |
| 8 - Provost | Kent Neely | Approved | February 25 2013 |
| ROSARIO ESOL Fostering Bilingual Literacy In ESOL Bilingual Classrooms.pdf | Download |
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