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TSL 552 Literacy in Bilingual Settings GCU

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TSL 552 Literacy in Bilingual Settings GCU

TSL 552 Full Course Discussions GCU

TSL 552 Topic 1 DQ 1

Literacy involves more than just reading and writing. It also includes speaking, listening, and facility with digital media. With this definition in mind, what are some techniques you might use to bring literacy into preschool through 12th grade bilingual classrooms?  Cite any sources used in APA Style.

TSL 552 Topic 1 DQ 2

From your required readings, identify one theory or concept related to biliteracy or second language acquisition/development. How does this theory relate to the work you currently are doing or want to do with second language students? Identify and explain one technique that can be used to support language acquisition/development and literacy in a preschool through 12th grade bilingual classroom. Your response should be 200 or more words. Cite at least one source using APA Style.

TSL 552 Topic 2 DQ 1

Consider the dual language programs described in your required reading, including transitional program models, maintenance and enrichment programs, and immersion programs. Identify each model’s advantages and disadvantages. Between the three primary types of programs, which do you think is most beneficial and why? Provide your response in 200 or more words. Cite any sources used in APA Style.

TSL 552 Topic 2 DQ 2

Identify a program or programs in your state or district that promote biliteracy. Describe the program, including its features, goals/outcomes, and teacher roles or expectations. Provide a link to the program websites if possible. Provide your response in 200 or more words. Cite any sources used in APA Style.

TSL 552 Topic 3 DQ 1

Identify one specific strategy from your readings that you plan to use to engage bilingual students and promote literacy development in both first and second languages. Explain the strategy in depth. Describe the type of setting and students that this strategy would most benefit.

TSL 552 Topic 3 DQ 2

The Sheltered Instruction Observation Protocol (SIOP) is a research-based model of instruction for English language learners. Components of the model include:

  • Lesson Preparation
  • Building Background
  • Comprehensible Input
  • Strategies
  • Interaction
  • Practice/Application
  • Lesson Delivery
  • Review and Assessment

Describe a standards-based lesson you might teach in a bilingual classroom. Analyze how you would include each of the eight SIOP model components in that lesson. Provide your response in 250 or more words. Cite any sources used in APA Style.

TSL 552 Topic 4 DQ 1

Culturally relevant texts are important in bilingual settings. Explain why. Outline one specific technique you might use to integrate a culturally diverse text into a bilingual classroom. Consider your practicum classroom if possible. Provide your response in 200 or more words. Cite any sources used in APA Style.

TSL 552 Topic 4 DQ 2

Text selection is an opportunity to address diversity and provide differentiated learning in bilingual settings. Identify one informational non-fiction text and one fiction text that emphasizes the perspectives of students in a bilingual classroom. Provide the following in your response for the two texts:

  1. The book title and author’s name
  2. A 50 word summary of the text
  3. The perspective emphasized in the text
  4. The benefit of the book in a bilingual setting

Cite any sources used in APA Style.

TSL 552 Topic 5 DQ 1

The Common Core and state standards press for greater content area literacy. As a bilingual educator, how might you promote content area literacy in both languages? What effective content area strategies are you seeing in your practicum setting? How might you ensure students are successful in content area testing at the state level?  Provide your response in 200 or more words. Cite any sources used in APA Style.

TSL 552 Topic 5 DQ 2

Cummins (1994) has noted that students must develop Cognitive/Academic Language Proficiency (CALP) to succeed in content area classrooms. Consider one grade level (P-12) and one content area (e.g., mathematics, science, social studies, English language arts, music, etc.) you teach or intend to teach. Explain three important terms students need to know in the content area. Explain how you might embed these terms into a lesson plan. Provide your response in 200 or more words in your response. Cite any sources used in APA Style.

TSL 552 Topic 6 DQ 1

When assessing bilingual students, teachers must use a variety of assessments to capture an accurate snapshot of academic and language progress. What are some ways teachers can assess students in the bilingual classroom to include all four domains of language (reading, writing, listening, and speaking)? Provide your response in 200 or more words. Cite any sources used in APA Style.

TSL 552 Topic 6 DQ 2

How do state English language learner proficiency tests, such as the AZELLA (Arizona) or the WIDA (other states), guide data-informed decision-making? How might these test results affect lesson planning? Provide your response in 200 or more words. Cite any sources used in APA Style.

 

TSL 552 Full Course Assignments GCU

TSL 552 Topic 1 Slideshow on Literacy in Bilingual Settings

This assignment is intended to help students analyze key concepts and terminology related to literacy and biliteracy in P-12 bilingual settings while also exploring appropriate, effective techniques for embedding biliteracy into P-12 bilingual classrooms.

Create a 10-15 slide digital presentation on literacy

n bilingual settings in digital format (e.g., PowerPoint, Prezi) to be presented at a faculty meeting or to be shared with your mentor teacher. Your presentation should include the following:

  1. The definition of literacy
  2. Key terminology related to literacy in bilingual settings
  3. The effect of culture on literacy in bilingual settings
  4. The effect of related literacy domains, including reading, writing, listening, speaking, and language on bilingual settings
  5. At least four research-based strategies or techniques teachers can use to embed biliteracy into P-12 bilingual settings

Include title page, presenter’s notes, and a reference slide that contains three to five sources from the required readings or the GCU Library that support your ideas.

One scholarly reference could include an interview of your mentor teacher at a school in which you are involved.

Log the time that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

TSL 552 Topic 2 Bilingual Programs Parent Newsletter

The purpose of this assignment is to analyze a bilingual instructional program in a community of interest.  Through analysis of the program, the student will be able to differentiate between the program of interest and other bilingual education programs. The assignment will also allow the student to explore curricular and instructional methodologies for bilingual instruction.

Create a 500-750 word newsletter that could be sent home to students’ parents describing the curriculum, instruction, and other activities at a bilingual instruction program in your community. Your newsletter should include:

  1. An analysis and description of how the program supports and enhances biliteracy
  2. Specific and effective strategies
  3. Suggestions about how parents can foster progress toward biliteracy at home

Include 3-5 sources from your research to support your position.

One scholarly reference could include an interview of your mentor teacher regarding the bilingual education program at a school that you are involved with.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

TSL 552 Topic 3 Biliteracy Development Needs Assessment

The purpose of this assignment is to encourage students to analyze the needs of a single student in a bilingual setting. Through this analysis, students will be able to describe methods and strategies for biliteracy development, as well as articulate how to support the literacy needs of the individual student.

Complete the “Needs Assessment of Student” for a particular student in a bilingual setting to complete this assignment. Use a student from a school that you are involved with for your practicum/field experience. If it is not possible to work with a student in this capacity, choose an English language learner from the “Class Profile” document.

Include a 250-500 word rationale with your Needs Assessment that articulates specific methods and strategies that address the biliteracy needs of the selected student.

Include 3-5 sources from your research that support your rationale.

One reference could include an interview of your mentor teacher on the specific strategies that support ELL biliteracy development.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

TSL 552 Topic 4 Culturally Relevant Text Chart

The purpose of this assignment is to analyze and articulate the importance of using culturally relevant texts in multiple languages in the P-12 bilingual classroom. Through this analysis, the student will describe select content from texts, as well as strategies to incorporate the text into a standards-based literacy lesson.

Complete the “Culturally Relevant Texts Chart” for five texts of your choice, which includes:

  • Title of text
  • Author
  • Language Used
  • Appropriate Grade Level
  • Summary
  • Strategy
  • Language Proficiency Standard

The chart will identify one specific instructional strategy you would use to teach each of the selected texts in a P-12 bilingual classroom. Each strategy should align with a language proficiency standard from your state.

In a 750-1,000 word essay, explain how you would incorporate each of these resources into your teaching.

Include 3-5 sources from your research that support your reasoning.

One reference could include an interview of your mentor teacher regarding bilingual education at a school you are involved with for your practicum/field experience. You may also talk to your mentor about your chart to elicit any feedback or suggestions.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the hours and locations that you spend interacting with your mentor teacher on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

TSL 552 Topic 5 Benchmark Content Area Lesson Plan and Reflection

For this benchmark, develop a content area lesson plan to be used for an age group of English language learners (ELLs) of your choice. Be sure to specify the grade level for which your lesson is intended. The lesson should focus on a specific content area while also integrating biliteracy-related activities and materials. Content areas may include, but are not limited to, social studies, science, and math.

If it is possible, teach or co-teach the lesson to students in the clinical field experience setting. If it is not possible, present and teach the lesson plan to the classroom teacher and receive feedback on the lesson.

Use the SIOP lesson plan template, located on the College of Education site in the Student Success Center, to complete this assignment.

Select the content area and English language proficiency standards and objectives based on the needs of the specific age group of students that you have chosen.

The content area lesson plan should include the following:

  • Knowledge and use of applicable language acquisition theories
  • Appropriate scaffolding and modeling of grade-level content knowledge and academic language
  • Appropriate content standards and English language proficiency standards
  • Appropriate content objectives and language objectives
  • Grade-level specific content and curriculum
  • Use of activities, multicultural books, and materials that integrate listening, speaking, reading, and writing
  • Use of various instruments and techniques to assess content-area learning for ELLs at varying levels of language and literacy development

Include a 500-750-word reflection outlining (1) the learning experience during the clinical field experience, (2) SEI strategies used during lesson plan implementation, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s efficacy with ELLs.

If you are unable to teach or co-teach the lesson to ELLs in a K-12 grade setting, reflect on (1) the learning experience during your clinical field experience, (2) feedback received from the mentor teacher on the lesson plan, (3) collaboration with the classroom teacher, and (4) reflection on the lesson’s potential efficacy with ELLs.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Document the hours and locations that you spend teaching or receiving feedback from a mentor teacher for this assignment on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form with the last assignment by the assignment due date. Directions for submitting can be found on the College of Education site in the Student Success Center.

 

TSL 552 Topic 6 Bilingual Assessment Chart

The goal of this assignment is to analyze approaches to assessing biliteracy in P-12 bilingual settings. The analysis will include an exploration of what, when, and how specific types of assessment can be used to enhance literacy learning in the bilingual classroom.

Complete the “Bilingual Assessment Chart.” Explain what each assessment could measure, when to use each assessment, and how to use each assessment in a P-12 bilingual classroom.

Include a reference page with at least 3-5 sources from your research that support your reasoning.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

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