EDUC
794
Ron
Schwartz
SPRING
2001
EDUC 794:
ESOL/BILINGUAL and EARLY CHILDHOOD PROJECT SEMINAR
COURSE
DESCRIPTION:
Graduates of the ISD ESOL/Bilingual and
Early Childhood programs work as teachers, administrators, program designers,
materials writers, trainers, project evaluators, and project coordinators in
K-12 and adult education, government, business, and industry. They need to be able to demonstrate the wide
range of knowledge, skills, and competencies which will enable them to work
effectively in these diverse roles and in new roles occasioned by the expanding
uses of English around the world and in the field of early childhood.
This course provides the advanced graduate
student with an opportunity to analyze real-world educational and training
problems in public schools, adult education programs, colleges/universities,
businesses, industry, government, or other agencies and to combine and apply
the knowledge, skills, and competencies gained in courses in instructional
systems development, research design, linguistics, language teaching
methodology and materials, cross-cultural communication, testing and evaluation,
and other courses in the Master's program to their solution.
Each project consists of the
identification of that problem, a learner profile, a needs analysis, the
specification of outcomes, a budget, an evaluation plan, and a plan of action
that supports a solution to the problem.
Each project is presented orally and in
writing. The oral presentation is
conducted as a briefing to a potential client or funding source. After reviewing briefly the profile, needs
analysis, outcomes, training plan, budget, and evaluation and how these were
developed, the remainder of the time is spent on presenting one lesson or unit
to the group. The written
presentation consists of a formal package of the various sections of the
project, a set of references, and additional background readings. Members of the class may work individually
or pairs in preparing their projects.
The course will be conducted through class
discussions; reports; lectures; video presentations; use of technology such as
the Web, Internet, and power-point; review of research; readings; and guest
lectures.
NOTE:
This course is designed to enable the students to put into practice and apply
the skills, competencies, and the knowledge learned in the program. It is the
culminating class of the ISD M.A. program's ESOL/Bilingual and Early Childhood
non-thesis option concentrations.
COURSE
OBJECTIVES
The following describes the objectives of
this course.
A.
Principal objectives
The course will enable the students to:
1. Analyze an educational or training problem
for which ISD ESOL/Bilingual AND Early Childhood education has application;
2. Develop a plan to address that problem,
using insights from instructional systems development, research design,
linguistics, early childhood and language teaching methods and materials,
cross-cultural communication, and testing and evaluation;
3. Describe the
methods by which the plan was developed;
4. Prepare a briefing by which the project
and some portion of the educational plan is presented; and
5. Prepare a written project binder which
includes the learner profile, needs analysis, outcomes, training/teaching plan,
budget, evaluation plan, and references.
B.
Secondary objectives
Students in the course will gain
knowledge and practical experience in areas which will help them as Early
Childhood and ESOL/Bilingual teachers, program supervisors and administrators,
Early Childhood, ESOL and cross-cultural trainers, evaluators, curriculum
developers, researchers and writers, and textbook writers. Students in the
course will gain experience and have hands-on experience in:
1. Proposal writing
for grants and contracts (needs analysis, profiles, objectives, plan of action,
personnel,
budget, evaluation);
2. Researching and writing for
publication;
3. Public speaking;
4. Developing workshops and conference
presentations (writing abstracts, planning and presenting);
5. Using multimedia and technology in
teaching, workshops, conferences and other presentations;
6. Report writing;
7. Program evaluation;
8. Program administration; and
9. Textbook development and publication.
GRADING: The final grade
for the course will be based on class attendance and participation, and the
project (both the written product and the oral presentation/report). Both
the oral and written presentations must contain:
1.
A profile of the group/individuals to be served, including some or all of the
following: educational background, linguistic and cultural background, English
language proficiency, literacy in the first language and English, prior work
experience, length of residence in the country, etc.
2.
A needs analysis that identifies what the persons begin served will need to be
able to do/know in order to meet their goals and objectives and the goals and
objectives of the program
3.
A set of outcomes based on the profile and needs analysis.
4.
A training or teaching plan (lesson plan, unit, etc.) based on the profile,
needs analysis, and outcomes which:
a. Describes how the plan will be carried
out.
b. Provides samples of materials,
activities, other resources, etc. that will be used.
5. A cost analysis
(budget) for the delivery of services.
6. An evaluation
plan.
COURSE
OUTLINE:
A.
Principal objectives (P)
Much of the work for the oral and written
project will be done outside of the class, individually and one-to-one with the
instructor.
B.
Secondary objectives (S)
Each of the topics will be presented (in
class) in a "How to" format, e.g., How to write a proposal, How to
develop and give a workshop presentation. There will be no required textbook
for the course. Handouts will be provided for each topic. Note: Guest speakers and special
presentations will be scheduled based on availability.
DATE TOPIC
1/29
*Introduction and outline of course (P & S)
*Presentation of syllabus and sample problem for projects(P)
*Initial selection of problems
(P)
*Proposal writing for the 794
project (P)
2/5 *Oral presentation of proposals to class
(P)
*Proposal writing: grants and
contracts (S)
2/12 *Submit written proposal (P)
*Proposal writing: grants and
contracts cont’d (S)
*Program evaluation (S)
*Program evaluation cont’d (S)
*Report writing (S)
*Public speaking (S)
*Public speaking cont’d (S)
*Writing for publication (S)
3/12 *Progress reports on project (P)
*Workshops and conference
presentations (S)
*Portfolios/Résumés
*Using multimedia and technology in teaching and
workshops and conference presentations (S)
*Interviewing for employment (S)
*Program administration (S)
5/1, 5/7, *No formal classes. Instructor will be
available for
5/15 individual appointments
5/21,
5/22, *Formal in-class presentation of projects
5/23, 5/25 Note: Students are required to attend all
presentations.
Required
texts: There
are no required texts. Students will receive handouts for each topic area.
Schedule:
1.
Class will meet on Tuesdays: 4:30-7:00 p.m.
2.
First class: Tuesday, January 30
3.
Spring break: 3/19-3/23
4.
Last class: Tuesday, May 15
5. Formal in-class
presentation of projects: May 21, 22, 23 & 25
Note: Students are required to attend all
presentations.
6.
Grades posted and pick-up of papers (#427): 2:00 p.m., Friday, May 25.
Incompletes: Incompletes cause
extra work for both you and me. It's suggested that you make every attempt
possible to avoid an -I-. See me if you are going to have to request an -I-.
Note:
Regular contributing attendance is an important part of the course and
will be used in determining the final grade.
Resource
Center for Language and Culture (room #103):
The
RCLC is open Monday - Thursday and Saturday from 1:00-7:00pm
Snow
Closing Information:
To
check on cancellation of class, please check with the following:
*ESOL/Bilingual office: (410)
455-3061/2465/3388
*Campus Announcements: (410) 455-3100
*"What's New Section" of the
UMBC home page (www.umbc.edu)
Office
Hours - Telephone - FAX - e-mail
Office:
Rm. 415, AC4 (A wing)
Appointments:
Call (410) 455-2379/3061 or make appointment in Room 427.
Telephone:
(410) 455-2379
fax:
410-455-3986
e-mail:
rschwartz@umbc.edu
1.
CROSS-CULTURAL PROJECT
Company XX has a problem with the
advancement of certain employees into and past the middle-management
level. An evaluation conducted by an
outside evaluator determined that persons who were members of particular racial
or ethnic groups, linguistic minorities, and/or females were leaving the
company because it was not possible for them to advance. Further examination showed that 95% of all
the middle managers were white, middle-aged males. The Company is concerned that it is losing competent
employees. They would like to see this
changed. You have been asked to propose
a plan of action that will approach the problem from both the middle managers'
points of view and those of the diverse groups. In other words, training for both groups is anticipated.
2. LANGUAGE/CROSS-CULTURAL/TECHNICAL PROJECT
The U.S. Peace Corps has just signed an
agreement with country XX. They are
planning to provide 25 Peace Corps Volunteers to work in the Government's
nutrition section of the Department of Health or Education. Infant mortality is the problem. It is linked to poor infant feeding
practices among some of the lower-income people. The Volunteers who have been recruited will receive training in
infant nutrition. However, they will
also need language and cultural training to prepare them to be able to conduct
their work in that country. You have
been asked to design a training program in language (appropriate to the
country), culture, and training techniques which will be delivered on-site in
the country.
3. BILINGUAL/ESOL K-12
The superintendent of XX school district
is concerned that the 1500 LEP students in the district are not progressing as
well as had been expected. An outside
evaluation of the program identified lack of parental involvement as one of the
factors contributing to the students' problems. Their parents have little knowledge about the American school
system or what their role in the schools should be. The superintendent has asked you to develop and carry out a
parent education program which teaches ESL, provides orientation to American
schools, and helps parents identify the roles which they can play in their
children's education.
4. PROGRAM EVALUATION
XX school district has just received a
grant which will enable them to provide additional services to their LEP
students. They have asked you to be the
outside evaluator on the project. They
have given you a copy of their proposal, which describes the program,
identifies the outcomes and objectives, describes staff recruitment and
development plans, among other things.
You have been asked to review the proposal and develop a plan by which
you might carry out the evaluation.
There are several others who have been asked to do this, so you will
need to present your plans in the form of a proposal.
5. MATERIALS PREPARATION
A major publisher wants to develop an ESL series based on content-area materials. The series will be used with students at beginning, intermediate, and advanced levels of English who vary greatly in their knowledge and experience with science, math, and social studies. The publisher wants the series to be sequenced both by linguistic and content objectives. A series of tests keyed to these various linguistic and content levels will also need to be developed. You have been asked to write a proposal which outlines the series, describing its overall content and including some sample lessons/units and tests and a description of the teachers manuals which will be needed to accompany the series.