EDUC/TEDP 415-Foundations of Teaching English as a Second Language
Spring 2012
Instructor: Sheila K. Marquardt Phone: 612.242.4376
Email: **** Office Location:202 Wallace
Mailbox: 209 Wallace Office Hours: M/W 3-5pm, and T/TH 2-3:30

This course is an examination of the impact of linguistic, sociological, cultural, and psychological influences that have shaped the education of English language learners (ELLs) in the United States. It also includes an exploration of historical and political factors that impact ELLs and immigrant communities. Emphasis is placed on the interaction of factors known to affect the language learning and school performance of ELLs. Other topics include hypotheses of first and second language acquisition, instructional approaches, program models, and bilingualism.

Course objectives:
Students will be able to:
  • recognize factors that affect second language development
  • describe second language development processes
  • describe a variety of program models for ESL and bilingual education
  • enact effective instructional approaches for ELLs
  • analyze the interaction of cultural, linguistic, sociological, political and psychological influences that have impacted ELLs
  • integrate the academic, linguistic, and cultural needs of ELLs in order to humanely respond to their experiences in US school settings.

Course Philosophy
This course is not just a college class. It is part of your job preparation. I consider you pre-service teachers, meaning, I’m already thinking of you as teachers. And as such, I expect you to participate in this course as if it were part of your professional work as a teacher. The readings and your written work will provide a foundation for our discussions and will facilitate opportunities to question, reflect, and consult. It is my expectation that students will be active, reflective readers who will pose thoughtful questions and share critical insights that will improve the learning of the entire class. You should consider your professionalism in your interactions with each other and the instructor (I.e. Sign your emails, listen attentively, disagree professionally).
Educational principles that guide this course are 1) learning is optimal when driven by authentic curiosity; 2) learning is enhanced when it builds on prior knowledge and experience; 3) learning can be both uncomfortable and rewarding as learners encounter new issues, situations, and dilemmas; and 4) learning is improved by positive collaboration.