Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

ED 545: Foundations of Second Language Education, K-12 (3 cr)
Fall 2007, 2008
Winter 2010, 2011
Spring 2012, 2013, 2014
Spring 2014: 03/31/14 06/13/14

Tawnya Lubbes, Eastern Oregon University

This online graduate course is an introduction to the theory and practices of second language education and the history of second language education in the United States. Students will become familiar with: 1) current issues and problems in the field of second language education, 2) federal legislation and court cases as they relate to minority stu-dents, and 3) different models of second language education programs. There will be a strong emphasis on literacy education and culturally responsive pedagogy for second language learners.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with experience teaching pK-12 students.
Readings from textbooks with postings to discussion board; in-depth reflections on various second language learner issues, proctored mid-term and final exams,
STANDARDS This course supports the following International Reading Association's 2010 revised Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Upon completion of the course, the learner will be able to:
  1. Discuss the social and historical foundations of standards-based instruction for beginning and intermediate second language learners in U.S. schools.
  2. Discuss the "English-only" political movement and federal legislation and court cases related to the education of language minority students.
  3. Describe different literacy and general education programs designed to support second language and dual-language education in public school settings; critically examine underlying learning theory and assumptions about learner characteristics and language acquisition in each.
  4. Build the professional vocabulary related to effective instructional approaches and assessment in reading and writing for English language learners.
  5. Identify and describe content-based approaches to English learner literacy instruction.
  6. Identify crucial practices in culturally responsive pedagogy, and discuss how such pedagogy is related to second language education practices
CORE/ELECTIVE This graduate course can be used as 3 elective credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Tawnya Lubbes, Assistant Professor, Eastern Oregon University. Twelve years as high school ESOL teacher. 2006 Teacher of the Year (Payette, ID). New teacher mentor. 13 years as higher education instructor. Proficient in Spanish. Areas of expertise: ESOL, culturally proficient pedagogy, Multicultural Education. (BA, Pacific University; MTE, Eastern Oregon University; Doctoral candidate, Walden University.)
K-12 teachers wishing to understand the history and issues of second language education in the U.S. and become familiar with legislation and effective teaching methods applicable to language minority students.
Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, and completing written reports/papers). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees. CONTACT For more details on this course, please contact Tawnya Lubbes, Eastern Oregon University.


For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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