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SIMON FRASER UNIVERSITY
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EDUCATION 3674
INTEGRATING ESL LEARNERS IN DIFFERENT SCE
ELEMENTARY LANGUAGE ARTS
(D1.00)
Intersession, 1992
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Instructor
(May 4 - June 12)
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Office:
Monday & Wednesday, 1:00-4:50 p.m.
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Phone:
Location: MPX 9511
[OOL SUBJECTS:
Dr. K. Toohey
MPX 8544
291-4418 or
291-3395 (messages)
PREREQUISITE
EDUC 4011402
DESCRIPTION
Increasingly, Canadian classrooms enrol students from a variety of language
backgrounds. Participants in this course will investigate how elementary school
teachers are able to meet the needs of students of English as a second language within
the regular classroom language arts program. Designed for non-specialists, this
course will acquaint participants with basic theory about second language learning
and will provide many practical ideas about how curriculum activities and events may
be best adapted for students of ESL. Some topics to be covered are:
assessing students' language development and planning programs
supporting students' first language development
multi-ability grouping
whole language and ESL
collaborating with the specialist ESL teachers.
Participants in this class may already be teachers or may be in their 404 semester of
PDP; the prerequisite for the class is 401/402 or permission of the instructor.
REQUIRED TEXTS
Barbara Laws and Mary Eckes. The More Than Just Surviving Handbook. Peguis
Publishing.
Josie Levine. Bilingual Learners and the Mainstream Curriculum. The Falmer
Press.
EVALUATION
Evaluation will be discussed in detail the first class and it is expected that students will
have ideas about how they wish to be evaluated. For students who do not presently have
a classroom, it may be possible to arrange observation time in a local elementary
school. For most students, then, it may be possible to build in a practical assignment
which can be in fact field-tested.
ELEMENTARY AND SECONDARY ?
MATH & SCIENCE TEACHERS
EDUCATION 367-4.
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INTEGRATING ENGLISH AS A SECOND LANGUAGE LEARNERS1N
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DIFFERENT SCHOOL SUBJECTS: SCIENCE AND MATHEMATICS.
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SEPTEMBER 1991
This course is for regular classroom teachers who have students of
limited English proficiency in their classrooms. No prior knowledge
of ESL methods or grammar is presumed. Topics covered are:
1.
Helping students with limited proficiency in English participate
in co-operative learning groups in math and science.
2.
Why "talking through" math problems helps students solve them.
3.
Why "talking through" science experiences helps students think
scientifically.
4.
How mathematics and science talk and writing differ from talk
and writing in other school subjects.
5.
Creating tasks to elicit talk and writing from ESL students in
math and science.
6.
How regular classroom teachers can work cooperatively with Ihe
specialist ESL teacher in their school or district.
This course will be offered on the Burnaby campus of SFU on Tueday
evenings in the Fall 1991 semester. For further information contact
Professor Gloria Sampson, Faculty of Education, 291-4303 or
Undergraduate Programs, Faculty of Education, 291-3614/291-3643.
TEXTBOOKS
Osborn, Patricia. (1989).
How Grammar Works (A SeIf- Teaching.
Guide).
NY: John Wiley & Sons, Inc.
Pimm, David.
(1987).
Speaking Mathematically (Communication in
Mathematics Classrooms).
London: Routledge.
Johnson, D. W., Johnson, R. T., & Holubec, E'. J. (1990).
Circles
ofR
Learning (Cooperation in the Classroom), 3rd ed.
Edina, MN'
Interaction Book Co.
