www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Cross Cultural Studies for Teaching Limited English Proficient Students
EEND and MSED-634
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 12/06/2021
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Focuses on cultural factors that influence teaching and learning. This course provides intensive consideration of cultural and linguistic diversity, its impact on instruction and strategies for effective instruction in the multicultural and linguistically diverse classroom.
EEND or MSED 632 or equivalent
EEND or MSED 633 or equivalent
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of how to create learning environments for bilingual students that uses appropriate teaching and learning strategies while creating a classroom culture that embraces ethnic and cultural diversity
Serving the Community
Candidates will articulate positive attitudes toward language minority Candidates and demonstrate the ability to interact with colleagues and community in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights on the second language learning.
Finding Our Professional Selves
Candidates will demonstrate an enhanced understanding of their professional role as advocates of language minority Candidates.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
- Gain knowledge required to deliver effective instruction in the culturally and linguistically diverse classroom TESOL/CAEP D2; D3 all
- Recognize socio-cultural factors involved in second language development TESOL/CAEP D2
- Develop an understanding of the interrelationship between language, ethnicity, culture and learning TESOL/CAEP D1all; D2; D3 all
- Identify issues affecting students in the linguistically and culturally diverse classroom TESOL/CAEP D2; D3 all
- Understand how culturally diverse materials enhance learning TESOL/CAEP D 2; D3 all
- Become familiar with ethnic, cultural and linguistically diverse populations TESOL/CAEP D2; D3 all
- Understand legal and sociopolitical issues problems related to education, ethnicity, and cultural diversity TESOL/CAEP D2; D3 all
- Identify culturally biases instructional materials TESOL/CAEP D2; D3 all; D4 all
- Create a classroom culture that embraces diversity TESOL/CAEP D2
- Integrate cultural diversity in the design and development of instructional materials TESOL/CAEP D2; D3 all
- Enhance and continue to cultivate an attitude of professionalism by exhibiting the following behaviors: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills TESOL/CAEP D5
- Demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights TESOL/CAEP D5
Illinois ESL Teacher Standards:
- 2.b Demonstrates an awareness of and reflects on his/her personal beliefs, socioeconomic and cultural background and intercultural experiences.
- 3.a.iii Plans age appropriate instruction for classrooms with students of various language proficiency levels and diverse cultural and academic backgrounds.
- 3.a.iv Utilizes appropriate pedagogy to plan instruction for students.
Illinois Professional Teaching Standards:
- Standard #9: Professionalism, Leadership, and Advocacy. The teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Weekly Discussions and Activities
Candidates will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights
The weekly reflection is an opportunity for students to synthesize understandings and practice deep reflection as to how these topics impact your professional experiences and goals. Students are encouraged to share personal experiences, self-evaluate their progress, and address areas for future inquiry.
- TESOL/CAEP Standard D5b
- IL ESL Teacher Standards 2b
- IPTS 9
Capstone Project: Comprehensive Cross Cultural Staff Development Presentation
Candidates will create a comprehensive staff development presentation on cultural awareness for all stakeholders involved in the education of Limited English Proficient students. This presentation should provoke a conversation and reflection among audience members.
- TESOL/CAEP Standard s D1-D5
- IL ESL Teacher Standards 2b, 3a-iii, 3a-iv
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.
- A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
- Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
- Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
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Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.