A review of the components of the science of language and how these relate to the second language learner. This course prepares bilingual and TESOL teachers to work in ESL instruction with children, youth and adults. Required for the TESOL endorsement.

A. Course Activities and Design:

Workshop in Education. Programs in current educational theory and in practice for school personnel in the areas of elementary and secondary education. This course will introduce reading, writing, critical thinking, and analysis of Navajo sentences in depth. Conjugation of Navajo verbs and Navajo root words will also be studied. Content and activities are designed to improve the knowledge and skills of teachers. Projects are directed to solving problems in teaching situations. The students will be able to read Navajo stories, write short stories, be knowledgeable about Navajo grammar, know elements of Navajo culture, be competent in conjugating verbs, and design creative projects for teaching.

Class schedule: Gallup Central High School - Weekends, 9/26-27; 10/10-11; 24-25; 11/7-8; 21-22. Friday nights 5-9 pm; Saturdays, 8am- 1 pm

B. Prerequisites and Entry Level Skills

1. Students should be graduate students in education.
2. Students are required to listen for and produce distinct features of speech.
3. This course is designed for advanced students learning to teach English as a second language.
4. Prerequisite: A basic course in Navajo, or basic skills in Navajo language. Instructor permission if you have not had the first course.

4. TEXTS:
Diné Bizaad Bóhoosh'aah II, Navajo Preparatory School, Inc.
Colloquial Navajo - A Dictionary, Young & Morgan.

C. Evaluation Methods

Thirteen exercises........25 points (total of 325 points).

Final Presentation........25 points

Attendance................50 points

Grading System 400 points

360 points = A

320 points = B

280 points = C

240 points = D

200 points = F

Assessment of Concepts and Skills :

Developing advanced knowledge in content and pedagogy in order to enhance an educator's ability to 1) maximize opportunities for student thinking and achievement, and 2) facilitate active, participatory decision making is only one function of the Western New Mexico University graduate education programs. The advanced program places a higher emphasis on action or applied research and expects graduates to take a leadership role in efforts to bridge differences through collaboration among communities, universities, and local schools. Western New Mexico University graduate education programs are committed to making this world a better place for children and join with Alma Flor Ada as she proclaims that, "by sharing the joy of learning and discovery with our students we affirm the human capacity, inherent in all of us, to generate knowledge and to transform the world". The purpose of the Gallup Graduate Studies Center is to Ignite and nurture a spirit of learning for both educator and student: O'hoo' aah bóhoneedlí.

1. Adapt the environment to actively pursue solutions to real problems - Students will be able to carry on a simple conversation. COMPETENCY - Students will role-play relevant situations.

2. Construct knowledge by building upon prior understandings - Students will be able to read and write Navajo. COMPETENCY - Students will read selected short stories and write short paragraphs using the Navajo grammar, explaining how the material may be used in a classroom setting.

3. Work in harmony with differing cultures - Students will learn aspects of Navajo language and culture and represent that knowledge in the final project.

4. Demonstrate best practices for instructional design - Students will be able to fully understand the Navajo Sound System. COMPETENCY - Students will be introduced to some Navajo linguistics (Word Order, Morphology, Phonology, Syntax, Semantics, and Critical thinking). Students will demonstrate understanding of possible influences of Navajo in ESL elementary or secondary students.

5. Demonstrate a command of the subject matter - Students will be able to conjugate Navajo verbs. COMPETENCY - Students will be able to understand the paradigms and use them in conversations that may take place in a school or community setting.

6. Use multiple assessments to monitor student progress - Evaluation of the students is based on written and orally presented material as well as class participation. All students will attend and participate in all classes.

7. Utilize current technology - Final projects will utilize a variety of media.

8. Effectively manage student behavior - Each final project will describe actual student behaviors and ways to organize classrooms and teaching to promote on task behavior for ESL students.

D. Course Outline

Friday, September 26, 1997........Introductions, icebreaker session, overview of expectations, and review of the Navajo Alphabet.

Saturday, September 27, 1997......Textbook: A review of Book One. Pages 1-8. Textbook: Unit One-Kinship & Introducing One's Self. Pages 9-13.

Friday, October 10, 1997......Textbook: Unit Two-The Subordinating Enclictic-go. Pages 14-18. Textbook: Unit Three-Sitting in School. Pages 19-23.

Saturday, October 11, ....... .Textbook: Unit Four-The Enclictics of Space and Time. Pages 24-29. Textbook: Unit Five-Node, The Perfective. Pages 30-37.

Friday, October 24, 1997......Textbook: Unit Six-Cooking and Eating. Pages 38-43. Textbook: Unit Seven-The Future Node. Pages 44-57.

Saturday, October 25, 1997... Textbook: Unit Eight-Buying, Selling and Money. Pages 58-64. Textbook: Unit Nine-The Notion Verbs. Pages 65-77.

Friday, November 7, 1997......Textbook: Unit Ten-Health and the Human Body. Pages 78-86. Textbook: Unit Eleven-Going Back to the Farm.. The Reversionary. Pages 87-95.

Saturday, November 8, 1997... .Textbook: Unit Twelve- The Direct Object. Pages 96-103.

Final Exam: Project Presentation on any of the above themes/concepts in a lesson appropriate for elementary or secondary students.

E. Knowledge Base


F. Instructional Goals

(New Mexico State Department of Education Competencies for Bilingual Education and TESOL):

1. Recognizes and accepts the standard and dialectical language variety as valid systems of communication, each with its own legitimate functions.
3. Demonstrates knowledge of the nature of bilingualism and the process of becoming bilingual.
4. Identifies structural differences between the student's first and second language, recognizing areas of potential interference and positive transfer and uses this information for instructional purposes.
6. Increase in awareness of other languages and cultures.
8. Develop English as a second language learning activities in the content area.