PACIFIC UNION COLLEGE SYLLABUS

EDUC 339/539 ELL Pedagogy (2 credits)

Sherri Kelly, M.A.
Basic Information
Term Fall 2015

Time and Location - Monday, 6:00 7:40pm, ED 212

Instructor Phone - 707-480-6477

Instructor Email- sherrikelly1192@gmail.com

Class Website
http://ellpedagogyed339.weebly.com

Office Hours- Monday, 7:40- 8:30pm

Catalog Description - Strategies for assessing and teaching K-12 English Language Learners (ELLs),

concentrating on techniques used by classroom teachers that foster development of listening, speaking,
pronunciation, grammar, reading, writing, and vocabulary in a variety of content areas.
Prerequisites - EDUC 101, 101L
Texts, Materials and Fees - Diaz-Rico, L.T. (2014). The crosscultural, language, and academic development

handbook: A complete k-12 reference guide. (5th ed). Boston: Allyn and Bacon.

Disclaimer - The instructor has the right to alter or adjust the syllabus as needed. Any exceptions to this

syllabus are at the instructors discretion and will be announced in class or on Canvas.

Student Learning Outcomes

By the
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end of this course, the successful student will be able to do the following:
Demonstrate greater multicultural awareness and sensitivity.
Compile strategies and resources to teach content-based reading & writing skills to ELL students
Implement practical applications of language theory in the K-12 classes.
Gain overall understanding of ELL pedagogy and testing.
Differentiate instruction and assessments for ELL students.

Program Outcomes- This course applies to Education in the K-12 classroom. The department SLOs addressed by
this course are as follows:

Specific pedagogical skills for teaching assignments

Interpretation and use of assessments

Making content accessible

Teaching English learners

Learning about students

Professional growth

Course Expectations and Policies

Academic Policies- All courses offered at Pacific Union College are subject to the institutional academic deadlines
and policies, available for review here: http://www.puc.edu/academics/records/home. These policies are imported by
reference into this syllabus and students are held responsible for compliance with them.
Attendance- Each class will be filled with valuable tools and information. It is expected that you will attend each
class and be on time. Illness, family emergencies, or a conflicting academic activity, such as a field trip for another
class are the only acceptable excuses for missing class. Please contact the instructor in advance if you will not be
able to attend class for one of these reasons.
Late Work- Students may make up missed work from excused absences but credit will be lost according to how late
the assignments are submitted. Unexcused absences may result in lost credit for assignments done during class that
day, including such things as group activities, quizzes, and tests.
Absences Caused by Short-term Suspensions- Absences that result from short-term suspensions due to violations
of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant

academic penalties may apply as a result of such unexcused absences.

Class Expectations- The student is expected to read materials as assigned and be prepared to be an active
participant in class discussions. This is not a lecture-based class. Since the scope and sequence of this class offers a
broad range of topics and opinions, we believe that more can be learned through intellectual inquiry into the topics
rather than just a sage on the stage format. While there will be mini-lectures, students must be prepared to actively
participate in intellectual discussions.
All assignments will be discussed in detail in class. All written assignments must be typed, double-spaced (unless
otherwise noted), and proofed for spelling and grammar. Assignments will be evaluated for technical merit as well as
accuracy and completeness of information. Up to 10% of the total grade value may be deducted from written or oral
assignments that show evidence of inaccuracies in format, incomplete submissions, problems with grammar, usage,
mechanics, structure and/or cohesiveness. All assignments must be turned in or submitted online by the day they are
due.
Other Class Policies- Cell phones should not be used unless as part of a class activity or an emergency situation
arises. Your grades for all written assignments will be determined according to the quality of:

Communication of ideas covered in class and readings

Inclusion of original and creative ideas

Organization, conciseness, and clarity of writing

Standard English sentence structure, grammatical usage, spelling, typing, etc.

Outside-of-Class Expectations- Learning takes time; the more effectively you spend time, the greater the chance
of success in learning. To maximize learning in this class, you should budget at least 2 hours outside of class for every
1 hour of scheduled class time. If you plan on multi-tasking during study (surfing the Internet, listening to music,
texting, Tweeting, etc.), you should budget additional time.
Academic Integrity- Academic integrity is a core value at Pacific Union College. Any incident of academic dishonesty
(such as cheating, plagiarizing, fabrication, multiple submissions, abuse of academic materials, deception,
misrepresentation, electronic dishonesty, including production of materials for other students) may result in a failed
assignment or a failing grade for this class. Any serious offense will be discussed with the department Chair and may
be reported to the Academic Dean. In the event of a second offense reported in any course, the Dean will give you a
failing grade in that course. A third incident will result in dismissal. For more information, go to the General Catalog
Appendix A and to the PUC website https://www.puc.edu/academics/academic-administration/academic-integrity.
Disability Accommodations- PUC is committed to providing equal educational opportunities for qualified disabled
students. If you have a documented learning, psychological, or physical disability or if you suspect you have a
disability, contact Nancy Jacobo, Disabilities Coordinator, at the Teaching and Learning Center (ext. 7688). She will
work with you to enhance your learning environment or set-up testing to assess your learning capabilities. For more
information, go to https://www.puc.edu/academics/tlc/disabilities-support-services.

Assessment and Grades

Assessment- Learning will be assessed through the following methods:

Quizzes on assigned readings

Assigned activities

Final Exam
Viewing Current Grades on Canvas- Grades will be maintained using the grade book in Canvas. You should review
your grade regularly in order to monitor your progress in the course and to review the accuracy of assignment scores.
All questions regarding assignment scores and grades must be brought to our attention before the end of the quarter.
Final Grades- Final grades will be calculated as follows:
Components of Final Grade

Participation & attendance (15%)

Weekly Reflection Forums on reading (10%)
Case Study analysis (10%)
Presentation on Second Language Acquisition Theory (15%)
ELD Lesson Video Review (10%)

ELD Teaching Strategy Demonstration (15%)

Grade
A
AB
BC+

%
95-100
90-94
84-87
80-83
78-79

Final Exam Practice Test (10%)

Final Exam(15%)

Our Mission and Vision

Mission Statement
The mission of the PUC Education Department is to offer an excellent and distinctive Christian education for the
purpose of developing professional teachers. These teachers will demonstrate the skills and teaching strategies
necessary to create a rigorous, stimulating, and caring classroom climate where learning takes place for all students.
Vision Statement
As a Seventh-day Adventist institution of higher education, we believe education should restore human beings into the
image of God. Our vision is to prepare teacher candidates who can lead their students into saving, transforming
relationships with Jesus Christ through the development of the whole child: spiritual, physical, intellectual, and socioemotional. In so doing, weand theywill be helping to fulfill the commission of preaching the gospel to all the
world.
To achieve our mission to prepare pre-service candidates for a successful teaching career, a career that reflects their
commitment to the profession, to children and their families, and to the future, we are committed to inspiring and
supporting our candidates to be knowledgeable and skilled in the following elements
Intentional friendship
Candidates will understand the importance of positive relationships between all those involved with student
successstudents with other students, teachers with students, and teachers with other teachers.
Relevant, engaging curriculum leading to competence and mastery
Candidates will understand how to create relevant learning experiences for students, and evaluate them
through effective assessments.
Non-coercive, well-managed classrooms
Candidates will understand how to manage classrooms effectively and to do so without reliance on coercive or
manipulative strategies.
Applying the Christian life
Candidates will recognize the value of applying the principles of a Christian life within the classroom setting
and supporting students as they find their way on their personal Christian journeys.

Outline and Schedule

Course Outline and Schedule-

Date

Topic

Class Activities

September 21

Introduction to the Course

Learning About the Learner

What individual differences define English learners?

Reflection Forum: What is your prior experience with English
Learners?
What do you think? Case Study Analysis

C
C

September 28

Language Structure

Unpack Case Study: Informal group presentations on findings

Reflection Forum: Chapter 2
Review Syllabus

C
C
w
T
c

October 5

Second Language Acquisition

Reflection Forum: Chapter 3

Finalize selection of Language Acquisition Theory and begin
work on Google Slides/PowerPoint presentation

C
p

October 12

Second Language Acquisition

Student presentations: Language Acquisition

Theory

S
c
R

c
October 19

October 26

November 2

November 9

English Language Development in

the Four Domains: Designated ELD

Reflection Forum: Chapter 4

Instructional strategies to support English

language learners
Finalize selection of Lesson Video and begin work
on review

English Language Development in

Content Area Instruction:
Integrated ELD

Reflection Forum: Chapter 5

C
C

Social, Legal and Political Policy

Implications for Second Language
Instruction

Reflection Forum: Chapter 6&11

Guest Speaker: ELD Instruction Under the New California
Framework

C
C

Culturally Responsive Schooling/

Facilitating Family Involvement

Reflection Forum: Chapter 9&10

Strategy sort activity using completed ELD Lesson

Video Review
Review ELD Instructional Strategy Demonstration
page on class website
Strategy sort activity using completed ELD Lesson
Video Review
Select ELD Instructional Strategy for student ELD
Teaching Strategy Demonstrations

ELD Instructional Strategy Demonstrations

W
D

W
D

Guest speaker: SHUSD AVID program

Placement of EL students:
Language Development and
Content Area Assessment

Reflection Forum: Chapter 7

November 30

Resources for Continuing

Professional Development in
EL Services

UnPack Final Exam practice test, add-ons, take-aways

Key terminology for Final Exam
Resources for EL services

December 7

Final Exam

November 16

ELD Instructional Strategy Demonstrations

Final Exam Practice Test: the Case Study revisited