CoverWelcome to TELLCourse Syllabus: Foundations of Education for Emergent BilingualsExplanation of the TemplateTotal Points Sheet Session One: Exploring My Culture and ELs StrengthsLA 1.1: Welcome to TELLLA 1.2: Belief StatementsLA 1.3: Questions About CultureLA 1.4: Considering a Framework for Meeting the Needs of My StudentsLA 1.5: Considering Concepts as ToolsHW 1.1: Reflection on My LearningHW 1.2: Find and Share Cultural ArtifactsHW 1.3: Building Vocabulary About CultureHW 1.4: Assessing My Knowledge and BeliefsHW 1.5: Representation of My Learning in the CourseSession Two: Developing Understandings of Culture--Mine and My ELsLA 2.1: Share Cultural ArtifactsLA 2.2: Building Vocabulary About CultureLA 2.3: Examining Definitions of ImmigrantsLA 2.4: Discuss Stereotypes and CultureLA 2.5: Articulating Classroom Issues of Cultural MisinterpretationLA 2.6: Resolving Questions about the Major Project and Homework AssigmentsHW 2.1: Reflecting On My PracticeHW 2.2: The State's Changing DemographicsHW 2.3: Danger of a Single StoryHW 2.4: Cultural Patterns of an ELSession Three: Considering ELs as a Resource in My Teaching LA 3.1: Water as a Problem, Right, and ResourceLA 3.2: Language as a Problem, Right, and ResourceLA 3.3: Mr. Chacon's StoryVS 3.3: Social Theories Part 2LA 3.4: Norma's StoryLA 3.5: Jean Anyon StudyHW 3.1: Teacher ReflectionHW 3.2: Considering the Myths and Realities Concerning ELsHW 3.3: Reading about Poverty PhDsHW 3.4: Discovering Assets in My CommunityHW 3.5: Considering the Difference between the North Star and the Map to PhiladelphiaSession Four: Developing Knowledge of Assets and Legal ObligationsLA 4.1: Sharing the Assets of Our School Neighborhood. LA 4.2 : Reviewing the Changing DemographicsLA 4.3: Exploring Learning about EL Myths and Realities LA 4.4: Examining the Meaning of a Supreme Court Decision LA 4.5: Common Compliance Issues from the Office of Civil Rights (OCR) and the Department of Justice (DOJ)HW 4.1: Teacher ReflectionHW 4.2: Understanding the Myths and Realities of Enrollment HW 4.3: The World Outside and Inside SchoolsHW 4.4: Reviewing and Analyzing Landmark Cases/Legislation Involving ELsHW 4.5: Implications of Court Decisions for ELLsSession Five: Attending to Standards and Classifications with WIDALA 5.1: Enrollment, Placement, Staffing MythsLA 5.2: Program ModelsLA 5.3: The World Outside and Inside SchoolsLA 5.4: Introduction to WIDA standardsHW 5.1 Teacher ReflectionHW 5.2: Creating a WIDA StrandHW 5.3 Exploring Practice Through TechnologyHW 5.4 Learning about Classifications and Standards Session Six: Positioning ELs within the School GameLA 6.1: Sharing Thinking about Program ModelsLA 6.2: Critical Learning DomainsLA 6.3: Standards for Effective PedagogyLA 6.4: Connecting ELs to the School GameHW 6.1: Teacher ReflectionHW 6.2: Reconsidering Beliefs and Practices HW 6.3: Learning a New LanguageHW 6.4: Collecting Evidence for My Portfolio Session Seven: Promoting ELs Learning through My LearningLA 7.1: Re-Examining My Learning about Inclusive Pedagogy, WIDA, SEP, & My BeliefsLA 7.2 Developing My PortfolioHW 7.1: Teacher ReflectionHW 7.2: Representation of My Learning in the CourseSession Eight: Celebrating and Presenting My LearningLA 8.1: Sharing Displays of LearningLA 8.2: Summarizing IdeasLA 8.3: Revisiting Course Survey

HW 2.4: Cultural Patterns of an EL

Interviewing an EL student about Culture

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Learning Outcome Pedagogical Intent Student Position

Demonstrate how culture affects language development and academic achievement.   

Understand and apply knowledge of how cultural identities impact language learning and school success by creating an environment that is inclusive of all students.

Assessment: 50 pts.

Due: Session 5

Teachers can use their learning about a student to be prepared to gather information about other students’ culture and learning to create classrooms that embrace cultures in their class and assist families to support their children’s education.

Students have learned terminology around culture and explored their own culture as well as asking questions about the culture of their students in general. In this activity students will develop questions and interview an English Learner in his/her classroom.

Instructions

  1. Select an EL student from your class or your school. Hopefully someone you have a prior connection to or who a colleague can introduce you to.

  2. Generate a list of three or four questions to ask this learner based on what you have learned about culture in general during class and the Inclusive Pedagogy Framework Questions which are found on the back of the Inclusive Pedagogy Framework mini-posters or in the TELL TOOLs book. (You should have the mini posters

  3. Conduct a short conversation with your selected EL where you ask the questions and record his/her answers. Ask follow up questions as necessary.

  4. Bring your questions and answers to Session 3.

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