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University of St. Francis logo · 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 07/19/2020

Mission Statement

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.

Understanding Candidates

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; D3all
  • 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; D3all
  • Identify issues affecting students in the linguistically and culturally diverse classroom TESOL/CAEP D2; D3all
  • Understand how culturally diverse materials enhance learning TESOL/CAEP D 2; D3all
  • Become familiar with ethnic, cultural and linguistically diverse populations TESOL/CAEP D2; D3all
  • Understand legal and sociopolitical issues problems related to education, ethnicity, and cultural diversity TESOL/CAEP D2; D3all
  • Identify culturally biases instructional materials TESOL/CAEP D2; D3all; D4 all
  • Understand the role of non- verbal behaviors TESOL/CAEP D 1a-b
  • Create a classroom culture that embraces ethnic and cultural diversity TESOL/CAEP D2
  • Integrate cultural diversity in the design and development of instructional materials TESOL/CAEP D2; D3all
  • 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


Sheets, R. (2005). Diversity pedagogy: Examining the role of culture in the teaching-learning process.                                                                               


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

  • TESOL/NCATE Standard D5b
  • Week 1: TESOL/NCATE Standard D5a; D3a

  • Week 2: TESOL/NCATE Standard D1a-b; D1a

  • Week 3: TESOL/NCATE Standard D3a; D5a

  • Week 4: TESOL/NCATE Standard D5a; D1a

  • Week 5: TESOL/NCATE Standard D5a; D2; D4a

  • Week 6: TESOL/NCATE Standard D3a

  • Week 7: TESOL/NCATE Standard D5b

  • Week 8: Candidates will demonstrate all the corresponding outcomes detailed above in a course Capstone project.

Weekly Reflections

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

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 all

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

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. 

Academic Integrity

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.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

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.

Additional Items

Course References

Andersen, P. (2001). Cues of culture: The basis of intercultural differences in nonverbal       communication. In Samovar & Porter (Eds.). Intercultural Communication. CA: Wadsworth.

Banks, J. (1991). Mexican Americans: Concepts, strategies, and materials. In Teaching strategies for ethnic studies (5th ed). MA: Allyn & Bacon.

Brislin, R. & Yoshida, T. (Eds.). (1994). Improving intercultural interactions: Modules for cross-cultural training programs. CA. Sage

Cole, J. (1990). Filtering people: Understanding and confronting our prejudices. PA. Growing Images.

Dermen, S., Louise and the ABC Task Force (1987). Anti-bias curriculum: Tools for empowering young children. Washington D.C. National Assoc. for the Education of Young Children.

DiCerbo, P.A. (2000). Common practices for uncommon learners: Addressing linguistic and cultural diversity. National Clearinghouse for Bilingual Education, (NCBE).

Kangas-Skutnabb, T. (2006). Education of minorities. In J. Fishman (Ed.)., Handbook of Language and Ethnic Identity. Oxford University Press.

King, D. & Watson, D. (1983). Reading as meaning construction. In B. Busching & J. Schwarts. (Eds.)., Integrating the language arts in the elementary school. IL. National Council of Teachers of English.

Media Task Force, (1998). Do’s and don’ts of inclusive language. Honolulu County Committee on the status of women. Online: Available Http:// FacDevCom/ guidebk/teachtip/inclusiv.htm

Orbe, M. P.& Harris, T.M. (2001). Interracial communication: Theory into practice. Wadsworth. CA.

Orfanos, S. D., Psomiades, H. J. & Spiridakis, J. (1987). Education and Greek Americans: Process and prospects.   NY. Pella Publishing Company, Inc.

Ponterotto, J.G.& Pedersen, P.B. (1993). Race relations in schools. Part III. Preventing Prejudice: A Guide for Counselors and Educators. CA. Sage.

Samovar, L. A. & Porter, R.E. (2001). Language and culture: Words and Meanings. Chapter 5 in Communication Between Cultures (4th ed.). CA. Wadsworth.

Toon, T. (1985). Variations in contemporary American English. In English as a world language. Publisher unknown.

Wood, J. (2001). Theoretical approaches to gender development Gendered Lives: Communication, Gender, and Culture (4th ed.). CA. Wadsworth.

Woolfolk, A. & Brooks, D.M. (1985). The influence of teachers’ nonverbal behaviors on students’ perceptions and performance. The Elementary School Journal. 85. No. 4.