Page Comparison

Before class

• Complete reading
• Work on fieldwork, Family & School interview

During class

• Housekeeping
• Following up loose threads in our class conversation
  
  • Institutional classism / racism: "The Ghetto is Public Policy"
  • Discussion of CDC report on gun deaths. 
• Language as a gateway: Selections from the body of research on SES, parenting, and early childhood outcomes 
• Conceptual work: Culture & acculturation
  
  • Immigration in the United States
    
    • Personal history of immigration 
    • Overview: 1820-2007: http://vimeo.com/2424744
    • Pair up and inspect decade-by-decade, country of origin by country of origin: http://www.nytimes.com/interactive/2009/03/10/us/20090310-immigration-explorer.html
    • What were you familiar with? From what context – classroom instruction? Media? Interaction with family and/or friends?
    • What about the gaps? What do they tell us? What was happening?
    • Context of immigration into the US: pushes, pulls, pushing back...privilege?
  • Culture & acculturation
    
    • Cultural profiles activity
    • Acculturation -- see, for example, measurement scales: http://www.multiculturalcenter.org/test/
    • Another lens on multiple cultures (stemming from multi-racial individuals): "swirl" concept
    • http://swirlinc.wordpress.com/about/
    • http://www.swirlsyndicate.com/About.html
    • See also Beat Nation, blending indigenous and urban cultures (from Canada, but I assume there's an American analog...somewhere). One of my favorites: Sonny Assu. 
  • Significance of language
    
    • Who here has studied a language other than English? Who here speaks one? (And how can you tell if someone's American?) 
    • Who here speaks a second (or third? Dare we hope for fourth??) language? What was the context of learning it? Using it? 
    • The challenges of learning another language: mental, physical, emotional – even perceptual! See Ta-Nehisi Coates on learning French; his commenters are even more useful!
    • Examples of things we don't think about
    • Class roster exercise
      
      • For more in that vein: See pp. 3 onwards in Language Transfer Supports.
    • Language is more than words; hearing is more than de-coding sound waves – think about language and culture via Amy Walker's 21 Accents video

After class

• Reading
  • Read through PDE ELPS, focusing on your grade levels / content areas
  • Gonzalez, 1995
  • White et al., 2005
• Assignments
• WTL
  
  • Individual: Whatever you like
  • Group
    
    • What language learning experiences do you have?
    • Do a K and a W on ELLs; I’ll ask you to do the L after next week’s class
• Work on fieldwork, Family  & School interview

Before class

• Complete reading
• Work on fieldwork, family & school interview, neighborhood walk
• Complete prep steps for our visit from Mrs. Vanblargen (see WTL, above)

During class (ppt)

• Follow-up links
  
  • Bethlehem Area School District's Center for Language Assessment – Mrs. Vanblargen works for them; lots of resources. Definitely worth bookmarking
  • My list of bookmarks for working with English Language Learners: https://delicious.com/tchammond/ELL -- I'll be augmenting this with the resources mentioned in the presentation. 

After class

• WTL
  
  • Individual
  • Group: Write the 'L' of your KWL from last week.
• Keep working on fieldwork, family & school interview, neighborhood walk. I'm grading and posting material as quickly as I can, so check and see if your submissions have already been graded. 
• Reading: I've posted in CourseSite several articles and other resources on this topic; select any two. 

Before class

During class

After class

Before class

During class

After class

After class

• Reading
  
  • Read through PDE ELPS, focusing on your grade levels / content areas
  • Gonzalez, 1995
  • White et al., 2005
• Assignments
• WTL
  
  • Individual: Whatever you like
  • Group
    
    • What language learning experiences do you have?
    • Do a K and a W on ELLs; I’ll ask you to do the L after next week’s class
• Work on fieldwork, Family  & School interview

Before class

• Complete reading
• Work on fieldwork, family & school interview, neighborhood walk
• Complete prep steps for our visit from Mrs. Vanblargen (see WTL, above)

During class (ppt)

• Follow-up links
  
  • Bethlehem Area School District's Center for Language Assessment – Mrs. Vanblargen works for them; lots of resources. Definitely worth bookmarking
  • My list of bookmarks for working with English Language Learners: https://delicious.com/tchammond/ELL -- I'll be augmenting this with the resources mentioned in the presentation. 

After class

• WTL
  
  • Individual
  • Group: Write the 'L' of your KWL from last week.
• Keep working on fieldwork, family & school interview, neighborhood walk. I'm grading and posting material as quickly as I can, so check and see if your submissions have already been graded. 
• Reading: I've posted in CourseSite several articles and other resources on this topic; select any two. 

Before class

• Complete reading (see descrip above)
• Examine bookmarks on working with ELLs. Bookmark anything that seems useful for your own future reference. And while you're at it: What system do you have for storing and organizing bookmarks?
• Complete WTL
• Work on remaining assignments

During class

• Housekeeping
  • Upcoming topics
  • Teacher resource assignment example: http://prezi.com/n_age3nedudl/teacher-resource/
• Wrapping up language
  
  • Example of instructional technique: Sheltered Instruction.
  • Who here has studied a language other than English? Who here speaks one? (And how can you tell if someone's American?) 
  • Who here speaks a second (or third? Dare we hope for fourth??) language? What was the context of learning it? Using it? 
  • The challenges of learning another language: mental, physical, emotional – even perceptual! See Ta-Nehisi Coates on learning French; his commenters are even more useful!
  • Examples of things we don't think about
  • Class roster exercise
    
    • For more in that vein: See pp. 3 onwards in Language Transfer Supports.
  • Language is more than words; hearing is more than de-coding sound waves – think about language and culture via...
    
    • BBC announcers – example 1 (start at :30; her BBC page is here) ; example 2 (his BBC page is here)
    • Amy Walker's 21 Accents video
• Tackling the intersections of culture & race & schooling
  
  • Discussion of textbook case study 6.1 ("Leaving Midland")
  • School IS society – revisiting cross-cultural boundaries with "SooLing" scenario
  • Race, society and schools, starting with the Carlisle Indian School
  • Unpacking race
    
    • Sorting People: Who Goes Where? - http://www.pbs.org/race/002_SortingPeople/002_01-sort.htm.
    • Race as biology?

      http://www.pbs.org/race/002_SortingPeople/002_02-traits.htm

    • Race as behavior? YouTube clip of random KPop video (http://www.youtube.com/watch?v=8kyG5tTZ1iE) – of course, this has lost a lot of the surprise factor in our post-Gangnam Style world...

  • Considering role of race in social contexts: schooling, labor

  • Education research on impact of race

  • Setting up your reading of Harry & Klingner, 2006, Ch. 5
• Closure: I've been wanting to somehow work in this point about tarantulas.... YouTube clip from 'Dr. No':

  http://www.youtube.com/watch?v=XS3Lb7PZDtQ; related article from Slate: http://www.slate.com/articles/health_and_science/green_room/2012/03/tarantula_a_revolting_creature_.html

After class

• Reading
  
  • Amatea, Ch. 6
  • Harry & Klingner, 2006
  • Blanchette, 2006
• Assignments
  • WTL
    
    • Individual
    • Group: Two threads, pick one and participate in it
  • Keep working on assignments, turning them in as you go
  • Get started on teacher resource

Before class

• Complete WTL (both individual and group)
• Work on assignments, turn them in as you go – I'm especially interested in you starting to brainstorm / rough draft your teacher resource
• Complete reading. Remember: If you don't read the Harry & Klingner, the next week's reading won't make as much sense...

During class

• 7:00-8:30: Lab time. I'll help out with portfolios, teacher resource projects, etc. 
• 8:30-10:00: Regular class session
  • Housekeeping: I'm grading assignments, think I'm all caught up (as of last night) on what's been turned in...anything missing? 
  • Responding to a disclosure
  • Mandated reporting – what is it? How do you do it? (And what training have you received on it?)
  • (Cross-)cultural issues and mandated reporting: School culture vs. 'street' culture; authoritarian discipline vs. child abuse 
  • An alternative approach to school violence / discipline: Restorative Justice (NYTimes article)
  • And to complete the discussion: Violence against teachers; I'm working from this APA report.
  • To set up next week: You need to know a little about Ron Ridenhour and what he wrote about. 
  • Reminder about next week: BRING FOOD! Bring your teacher resource!

After class

• Complete assignments!
• Bring food!
• Bring Teacher Resource project!
• Reading: Ridenhour, 1994. APOLOGIES in advance for the offensive language. It's in the service of a point
• WTL: Let's re-visit last week's topics – take another swing at that

Before class

During class

After class

LAST DAY TO TURN IN ASSIGNMENTS: Tuesday, 30 April

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