ED 498: Methods for Teaching Multilingual Learners

Spring 2016
Thursdays 9:00-11:30
As educators, we make choices on a daily basis that reflect how we have defined our roles with respect to both
language and the human spirit. We can reclaim our professional identities and our role as advocates for our
students by resisting actively programs and initiatives that shrink human potential. Prominent among these at
the present time are English-only initiatives that aim to reduce bilingualism to monolingualism, and reading
programs that expel identity, intellect and imagination from the teaching-learning process. In searching for
alternative paths, we are choosing to affirm rather than to hurt the human spirit.---Jim Cummins-Language and
the Human Spirit

Instructor:

Dr. Katie Brooks

Jordan Hall 184
317.414.7758 (cell)
kbrooks@butler.edu

Office Hours: After class or by appointment. I am often in my office at other times. Please stop by if you
have questions or want any help.

COURSE DESCRIPTION
This course will assist in understanding effective teaching in a pluralistic, multilingual society. An understanding
of socio-linguistics and second language acquisition will frame an analysis of curriculum, materials,
instructional strategies, assessments and classroom management. Writing Intensive. Prerequisite: ED398 and
completion of COE CORE I and COE CORE II. (U/G)(3)1

COURSE OBJECTIVES
Upon completing this course, students will:
1

Elementary majors often must take this course out of sequence due to scheduling conflicts. This is understood, but is less
than ideal since this course is built upon the assumption of completion of other foundational courses. Those students who
desire additional support, particularly while completing the LPP should contact Dr. Brooks directly.

Collaborate with colleagues and students to develop inclusive learning communities.

Analyze student language and academic work within a can-do framework.
Apply understanding of second language acquisition theories to the lesson planning process and student
assessment..

GUIDING QUESTIONS
Which factors shape the process of second language acquisition?
What are the legal responsibilities of educators who work with students who are English language learners?
What must content area teachers consider and do in planning, teaching, and assessing lessons for culturally
and linguistically diverse students?

READINGS
Readings will be available through Moodle. The tentative course schedule lists required readings. Additional
readings may be added throughout the semester at the discretion of the instructor. You can access Moodle
through http://bulearn.butler.edu.

LEARNING EXPERIENCES & ASSIGNMENTS

IN-CLASS WORK
Preparation
Attendance
Participation and Engagement
This portion of your grade will reflect your preparation for class (timeliness of assignment submission,
reading completion, etc.), attendance, completion of course-related writing assignments, and
participation in class discussions. This course, like other courses in the professional education course
sequence, is grounded in a strong belief in the social construction of knowledge. In order to facilitate the
individual and collaborative creation of understanding and construction of knowledge, you are expected
to:
o prepare for class meetings by thoughtfully completing all assigned readings and activities,
o attend all scheduled class meetings, and
o actively participate and engage in class discussions and activities.
In order to prepare for class discussions and activities, you should use the questions below to guide your
analysis as you read and take notes on the assigned texts:
o What are the authors main ideas? What evidence does the author provide to support his/her
conclusions?
o What other points of view or information does the author not consider in his/her argument?
o What are the underlying assumptions about diversity, teaching, and learning that guide the
authors argument?
o How do the ways in which the authors viewpoint compare/contrast with your own experiences
in school?
o How does the reading compare/contrast with what you have learned through other readings in
this course and in other courses that you have taken?
o How does this reading challenge/reinforce/enrich your beliefs about teaching/learning?
o What implications does this article hold for your instruction with culturally and linguistically
diverse students?

Discussion, small group leadership, prepared and thoughtful engagement, and completion of quick
writes in which you synthesize, analyze and/or reflect on the course content will count towards your inclass work grade.
LESSON PLAN PLUS
You will develop a detailed lesson plan throughout the semester in which you apply second language
acquisition and sociocultural theories. This lesson plan is different from lesson plans you may complete
for other classes or in real life. The purpose of the detailed lesson plan is to provide you the time and
structure to think very specifically about how you will make your content accessible to English
language learners. A secondary purpose of the lesson plan plus is to give you an opportunity to
demonstrate your understanding of the theoretical foundations explored in this class and how theory
should inform classroom instruction. The lesson plan plus assignment privileges thinking and
processing over an end product. The lesson plan must include a technology component which
accelerates English acquisition or which allows English learners to fill in knowledge gaps, rather than
reinforcing recall of basic skills or simply keeping students busy.
Your lesson plan must incorporate the Common Core Standards as appropriate. You will need to provide
a rationale for the instructional practices and student activities you include in your lesson plans. Use the
insert comment bubble tool within Microsoft Word in order to document your rationale. You will have
the opportunity to receive formative feedback on your lesson plans from your peers and instructor and
you will be allowed to resubmit your first lesson plan. I will grade your lesson plan using the rubric
that will be provided. Please make sure your name is within the lesson plan document (not just within
the file name).
FIELD EXPERIENCE WORK
A key component of ED498 is the field placement experience in which students will connect theory to
professional practice. All ED498 students will complete a minimum of 10 ten visits (approximately 1012 contact hours) of tutoring through the COE partnership with North Central High School. Unless
otherwise arranged, this tutoring will take place after school with English language learners (ELLs),
regardless of licensure pathway. Dr. Brooks will arrange this placement. Students are expected to arrive
on time, to dress professionally, to wear the BU name badge at all times, and to conduct themselves as
professionals at all times. Before beginning the field placement, students will be provided an orientation
session with a North Central coordinator. Students must complete and submit the required criminal
background check(s) prior to beginning the field experience.
Please submit the field experience-related assignments below as two separate documents.

A) Inquiry Project
You will work with your classmates and your instructor to develop a question that you have about
teaching ELLs that relates to the content of this course. You will then work with your classmates to
review the extant research on the topic, collect data through your field experiences and other resources,
synthesize and analyze the data to draw conclusions, and present your findings publicly.
B) Student Work Analysis/ATLAS
Using the ATLAS Learning from Student Work protocol as a guide, you will analyze a piece of ELL
student work. You will write a 3-5 page paper about what you see in the students work, what the
student is really working on, the implications of the student work for your own classroom work with the
student as his/her teacher (next steps, teaching strategies), and what questions the work raises for you
about teaching and learning. You will need to submit your 3-5 page paper as well as a pdf of the student
work sample.

.
We will practice assessing ELL student work during the semester. The ATLAS Protocol can be accessed
at http://schoolreforminitiative.org/doc/atlas_lfsw.pdf (see especially pages 3 and 4).

GRADING
IN-CLASS WORK2
LESSON PLAN
LP (DRAFT) #1
LP #2

15 POINTS
40 POINTS
10 POINTS
30 POINTS

FIELD EXPERIENCE WORK

INQUIRY PROJECT 25 POINTS
ATLAS
20 POINTS

45 POINTS

TOTAL

100 POINTS

Grading Scale
95-100
A
91-94
A88-90
B+
85-87
B
81-84
B78-80
C+

75-77
71-74
68-70
65-67
61-64
60 & below

C
CD+
D
DF

COURSE POLICIES
ATTENDANCE
If an illness or emergency arises that will prevent class attendance, the participant must contact the instructor as
soon as possible. If you miss 2 or more classes, your final grade will drop by half of a letter grade for each
absence unless you have a note from a doctor. If you have other extenuating circumstances, you must
speak with the instructor prior to missing class and/or field experience.
From the Butler University Student Handbook: Each student is expected to attend all class meetings in which
he or she is enrolled. Being absent from class may therefore affect the final grade assigned for the course.
PROFESSIONALISM
From time to time, we will use technology as a learning tool in our meetings. Please exhibit courtesy to your
colleagues, instructor, mentor teacher, and students by refraining from texting, tweeting, checking e-mail, etc.
during class meetings and field experiences. Please present yourself professionally in dress, appearance, and
behavior during all field placement visits and properly identify yourself by wearing your BU name badge at all
times while at North Central.
SUBMITTING ASSIGNMENTS
Email all assignments to Dr. Brooks by 11:59pm on the due date. kbrooks@butler.edu.
2

Please note that your in-class effort comprises 15% of your final grade in ED498. Coming to class well--prepared to
engage in class activities is a daily expectation.

A tentative COURSE SCHEDULE is available on Moodle. If you have questions, please do not hesitate to contact
Dr. Brooks to clarify anything on the calendar.
To access the course website, go to http://bulearn.butler.edu. Use your Butler username and password to log on.
Once you log on, you will see a Courses tab wherein you will find ED 498. Support for students using Moodle
is available through several avenues:
Phone: 317.940.HELP(4357)
Email:helpdesk@butler.edu
Walkin:HolcombBuilding315(map)
Web:www.butler.edu/ir
ACCOMODATIONS FOR STUDENTS WITH DISABILITIES
It is the policy and practice of Butler University to provide reasonable accommodations for students with
properly documented disabilities. Written notification of Student Disabilities Services is required. If you are
eligible to receive an accommodation and would like to request it for this course, please contact Student
Disability Services. Allow one week advance notice to ensure enough time for a reasonable accommodation to
be made. Otherwise, it is not guaranteed that the accommodation can be provided on a timely basis. Students
who have questions about Student Disability Services or who have, or think they may have, a disability
(psychiatric, attentional, vision, hearing, physical, medical, etc.) are invited to contact Student Disability
Services for a confidential discussion in Jordan Hall 136 or by phone at extension 9308.
ACADEMIC INTEGRITY POLICY
Students are expected to follow the principles of academic integrity as outlined in the Butler University Student
Handbook.
USE OF TURNITIN
Students agree that by taking this course all assignments may be subject to submission for textual similarity
review to Turnitin.com for the detection of plagiarism. All papers submitted to Turnitin become source
documents in the Turnitin.com reference database, which is used solely for the purpose of detecting plagiarism
of such papers. Additional notifications are found on the Moodle site used in this and other Butler courses.
Additional information is also available on the Usage Policy posted on the Turnitin.com site.
COE CORE VALUES
The Appreciation of Diversity and Similarity
ED498 will address how language acquisition and culture influence ELLs academic and cognitive development.
Students will learn how to create supportive learning experiences for ELL students.
The Excitement of Teaching, Learning, and Mentoring
Students in ED498 will engage in a process of critical self reflection during which they develop the habit of
continually learning from their experiences by (a) thinking about their assumptions and biases and
problematizing situations in practice, (b) framing problems of practice through multiple perspectives, (c)
critiquing and reframing problems within a broader social political and moral perspective, and (d) taking action
that is informed by such reframing. Students will also work with small groups of ELLs in one of our partnership
school districts to support their academic and language development.
The Challenge of Integrated Practice and Collaboration
Students enrolled in ED498will frequently work in small professional learning communities to discuss key
concepts and solve problems in practice together.
The Strength of Integrity and Responsibility
Students enrolled in ED498 will evaluate his or her own professional practice with ELLs to learn how to better
support diverse learners in content area classes. Through their work in small professional learning communities

and the inquiry project, students will gain the self-reflective and advocacy skills necessary to support themselves
and their colleagues in changing schools to be more equitable learning environments for all learners.

BUTLER UNIVERSITY COLLEGE OF EDUCATION

DISPOSITIONS ACKNOWLEDGEMENT
This course has been selected as one in which dispositional data will be collected at the end of the course for
each student. The following dispositions have been adopted by the college of education as being
reflective of colleges core values. As required by the national council for the accreditation of teacher
education these dispositions will be assessed for the duration of a students enrollment as an aspiring or
continuing educator. The purpose of assessing these areas of educator development is to help assure that
our graduates have the necessary knowledge, skills, and dispositions to succeed professionally.
Dispositions in the College of Education at Butler University include:
1. Displays appropriate level of professional behavior.
2. Takes personal responsibility for ones own behavior.
3. Shows appreciation for diversity and similarity.
4. Shows caring, concern, and patience.
5. Demonstrates appropriate professional ethics.
6. Shows an appreciation for knowledge and skill in the profession.
7. Shows appropriate engagement with the teaching, learning, and mentoring process.
8. Demonstrates the ability to effectively collaborate with others.
9. Demonstrates fairness to everyone.
10. Demonstrates the belief that all students can learn.
Dispositions will be assessed by course instructors, cooperating teachers, and other stakeholders deemed by the
college of education to have a vested interest in the development and success of that student.
Dispositions will be assessed on a five-point scale (level 0= no progress, level 1= emergent, level
2=basic, level 3= competent, and level 4=proficient). If an aspiring or continuing educators
dispositions assessment demonstrates questionable or unacceptable professional dispositions, they will
work under the leadership of their advisor to determine an appropriate and agreed upon plan of
intervention. If the aspiring or continuing educator is unable to fulfill the plan of intervention they may
be recommended for removal from college of education courses and/or programs. The assessment of
dispositions that is not at the expected level of performance, as determined by the assessor, may result in
one or more of the following:
11.
12.
13.
14.
15.

Possible impact on course grade.

Mandatory or recommended intervention
Removal from course.
Recommendation for removal from program.
Probation within the college of education.

At any time an aspiring or continuing educator may appeal the completed dispositions assessment. To begin an
appeal process the student must document in writing to the dean of the College of Education within
three months of their completed dispositions assessment in question that they would like to formally
appeal the assessment. At any time an aspiring or continuing educator may ask for documentation
specific to indicators of expected dispositions and review their previously completed dispositions
assessments by contacting their academic advisor and/or the dean of the college of education.
The target score for each dispositional component is a 3 or 4; no action beyond data collection will be taken for
any student whose scores fall within the expected parameters. In the event that a student is evaluated at
a level 1 or 2, the professor will communicate with the specific student and her/his advisor to determine
an intervention plan.

INTASC STANDARDS
Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and can create learning experiences that make these aspects of subject matter meaningful for
students.
Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities
that support their intellectual, social and personal development.
Principle #3: The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students'
development of critical thinking, problem solving, and performance skills.
Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques
to foster active inquiry, collaboration, and supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community,
and curriculum goals.
Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure
the continuous intellectual, social and physical development of the learner.
Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals in the learning community) and who actively seeks
out opportunities to grow professionally.
ENGLISH AS A NEW LANGUAGE
Standard #1: Teachers of English as a New Language (ENL) understand the process of language acquisition and
development and the role this process plays in their students' educational experience.
Standard #2: Teachers of English as a New Language (ENL) recognize that the students' primary culture plays a
crucial role in their adaptation to United States culture.
Standard #3: Teachers of English as a New Language (ENL) understand students' cognitive, affective,
psychological, social, and cultural development and backgrounds.
Standard #4: Teachers of English as a New Language (ENL) understand how to facilitate instruction by creating
a supportive environment and implementing the appropriate activities that promote optimal learning for English
language learners (ELLs).
Standard #5: Teachers of English as a New Language (ENL) collaborate effectively to maximize student
learning.
Standard #6: Teachers of English as a New Language (ENL) are able to effectively use formal and informal
assessment strategies that include methods to promote the development of the learner.
BUTLER UNIVERSITY STUDENT LEARNING OBJECTIVES

Students will:
SLO #1: Based on both formative and summative assessments, develop, implement, and adapt
developmentally appropriate, inquiry-based, and engaging instructional lesson for students in middle
school and high school.
SLO #2: Using critical reflection as a basis for improving their professional practices, create positive
and inclusive instructional environments using their understanding of social, cultural, literacy,
academic and cognitive developmental characteristics of adolescent learners.
SLO #3: Demonstrate responsibility for their interpersonal and instructional interactions with students,
parents, colleagues, and community partners.
Dates/ Topics

Readings & Assignments Due

January 14
Intro to class
Intro to second
language acquisition

Readings Due:
Ch. 1 Levine & McClosky, 2009 (overview of second language acquisition and the Prism Model)
Bring to Class:
Assignment Due:

January 21
Field experience
overview

Readings Due:
Moughamian, A., Rivera, M., & Francis, D. (2009). Instructional models and strategies for
teaching English language learners. Portsmouth, NH: RMC Research
Corporation, Center on Instruction.
Meet at Northcentral HS athttp://files.eric.ed.gov/fulltext/ED517794.pdf
9:25
Read p. 1-19
Bring to Class:
3 questions you have about program effectiveness for ELLs
Assignment Due:
January 28
Programs for ELLs

Readings Due:
Ch. 3, pg. 9-16, Peregoy & Boyle, 2008 (overview of sheltered instruction or SIOP)
And
Inquiry project overview
Bring to Class:
From todays reading, 3 concepts that you feel comfortable with and 3 concepts that you want to
learn more about
Assignment Due:

February 4
ELL Law
ELL Policy
Inquiry project:
Assign groups and
choose question

Readings Due:
Wright, W. (n.d.). Landmark Court Rulings Regarding English Language Learners
http://www.colorincolorado.org/article/landmark-court-rulings-regarding-english-languagelearners
and
Mitchell, C. (2016). ELL Advocates Hopeful and Wary of New Federal K-12 Law. Education
Week.
and
USDOJ & OCR. (2015). Ensuring English Learner Students Can Participate Meaningfully and
Equally in Educational Programs.
https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf
Bring to Class:
3 quotes of ideas that surprised you from the readings
Choose inquiry groups and bring potential questions to class.
Assignment Due:

February 11
Academic Language
Development &
Lesson Planning with
ELLs in mind

Readings Due:
Everyone reads
Watkins, N., & Lindahl, K. (2010). Targeting content area literacy instruction to meet the needs of
adolescent English language learners. Middle School Journal, 41(3), 23-32.

Choose one of the following

Math
http://steinhardt.nyu.edu/scmsAdmin/uploads/004/738/NYU_PTE_Math_Module_For_ELLS_Oct
_8_2009.pdf
Social Studies
http://steinhardt.nyu.edu/scmsAdmin/uploads/004/740/NYU_PTE_SocialStudies_for_ELLS_Oct2
009.pdf
Science
http://steinhardt.nyu.edu/scmsAdmin/uploads/004/739/NYU_PTE_Science_Module_For_ELLS_
Oct_8_2009.pdf
ELA
http://www.phschool.com/eteach/language_arts/2001_12/essay.html
Bring to Class:
An idea for a lesson that you would like to teach, the related content area standards, and a related
Indiana College and Career Readiness standard.
Assignment Due:
February 18
Language proficiency
levels and WIDA

Readings Due:
Read Ch. 2 Hill & Flynn, 2006 (stages of second language acquisition)
And
Freeman-Field, R. (2012). WIDA Focus on differentiation part 1.
file:///C:/Users/kbrooks/Downloads/WIDA_Focus_on_Differentiation_Part_I.pdf
and
WIDA Standards handout
Bring to Class:
Your ideas for differentiating reading, writing, speaking, and listening expectations for your ELL
students in your lesson plan. What how will you support their understanding and language
production?
Assignment Due:
Literature review for inquiry project

February 25
Readings Due:
Cultural integration and Read Ch. 5, Hill and Flynn, 2006 (Building/activating background)
schematic connections And
Choose content specific reading from Moodle
Bring to Class:
Explore one of the following technologies for supporting cultural integration and schematic
connections:
International Digital Childrens Library http://en.childrenslibrary.org/
Digital jumpstart https://digital-jumpstarts.wikispaces.com/
BrainPop https://www.brainpop.com/
Another idea of your own choosing
Come to class prepared for a show and tell activity.
Assignment Due:
March 3
Comprehensible input
LPP Peer support

Readings Due:
Comprehensible input handout
And
Choose content specific reading from Moodle
Bring to Class:

10

Explore one of the following technologies for supporting comprehensible input and native
language support:
Database of Award Winning Childrens Literature http://www.dawcl.com/search.asp
http://www.storyboardthat.com/
International Digital Childrens Library http://en.childrenslibrary.org/

Making comics http://smashingwall.com/resources/comic-strips-websites/

Pic Collage http://pic-collage.com/
Sync Space Free https://itunes.apple.com/us/app/syncspace-free-zoomableshared/id530089254?mt=8
Deekit https://www.deekit.com/
FrameMagic https://itunes.apple.com/us/app/framemagic-7/id457447080?mt=8&ignmpt=uo%3D4
Another idea of your own choosing
Come to class prepared for a show and tell activity.
Assignment Due:
March 10
Butler Spring Break
No class
March 17
Readings Due:
Promoting and scaffoldingBondie, R., Gaughran, L., & Zusho, A. (2014). Fostering English Learners' Confidence.
academic oral language Educational Leadership, 72(3), 42-46.
development
And
Williams, C., Stathis, R., & Gotsch, P. (2009). Managing student talk in the English language
development classroom. Ruidoso, NM: Teacher Writing Center.
Bring to Class:
Explore one of the following technologies for supporting oral language development:
Newsy.com http://www.newsy.com/
Digital storytelling http://elearningindustry.com/18-free-digital-storytelling-tools-forteachers-and-students
Shadow Puppet http://get-puppet.co/
Another idea of your own choosing
Come to class prepared for a show and tell activity.
And
Inquiry project data that you have collected so far
Assignment Due:
March 24
Promoting and
scaffolding academic
reading and writing
development

Readings Due:
Olson, C. B., Scarcella, R., & Matuchniak, T. (2015). English Learners, Writing, and the Common
Core. Elementary School Journal, 115(4), 570-592.
ONLY read p. 573-588
And
Silva, J., Delleman, P., & Phesia, A. (2013). Preparing English Language Learners for Complex
Reading. Educational Leadership, 71(3), 52-56.
And
Girard, V., & Spycher, P. (2007). Deconstructing Language for English Learners. Sonoma County
Office of Education.
Bring to Class:
Explore one of the following technologies for supporting reading and writing development:
Voice of America: Learning English http://learningenglish.voanews.com/

11

BBC: Learning English http://www.bbc.co.uk/learningenglish

Making graphic organizers http://www.teach-nology.com/web_tools/graphic_org/
Ideament https://www.participate.com/app_reviews/1092-ideament-formerly-ideasketch
Another idea of your own choosing
Come to class prepared for a show and tell activity.
Assignment Due:
LPP 1st draft
March 31
Vocabulary
development

Readings Due:
Nisbet, D. L., & Tindall, E. R. (2015). A Framework for Explicit Vocabulary Instruction with
English Language Learners. Kappa Delta Pi Record, 51(2), 75-80.
And
Kinsella, K. (n.d.). Teaching Academic Vocabulary
Bring to Class:
Find and bring to class a vocabulary strategy that would be a good activity to teach key
vocabulary for your LPP.
Assignment Due:

April 7
Readings Due:
Developing linguistically Carr, J., Lagunoff, R., & Sexton, U. (2007). Assessing English Learners. In Making science
responsive assessments accessible to English learners: A guidebook for teachers, Updated edition (pp. 77-86). San
Francisco, CA: WestEd. Retrieved from
http://www.wested.org/online_pubs/Carr_Science_chap6update.pdf
and
Gottleib Chapter 6
Bring to Class:
Your student assessment example from one of your field experience students
Assignment Due:
April 14
Teacher collaboration

Readings Due:
Dove, M., & Honigsfeld, A. (2010). ESL Coteaching and Collaboration: Opportunities to Develop
Teacher Leadership and Enhance Student Learning. TESOL Journal, 1(1), 3-22.
And
Co-teaching rubric
Bring to Class:
Hopes and fears about co-teaching
Assignment Due:
LLP final draft

April 21
Inquiry project
presentations and
Wrap Up

Readings Due:
Bring to Class:
Assignment Due:
Inquiry project

April 25
No class

Assignment Due:
ATLAS assessment assignment

12

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