Vision Statement
The purpose of the School of Education at Western New Mexico University is to "ignite and nurture a spirit of learning for both educator and student." "La Chispa" (Spanish), "ó'hoo'aah bóhóneedlí" (Navajo), and "Tsit nah wah she oh nah...yah nit kay ah. Tsit nah yah nit kay no nah...Tsit nah washe ah" (Zuni) The conceptual framework that organizes the professional education curriculum to fulfill our purpose is founded on four guiding principles: diversity, application, quality and proactive leadership.
Based upon these four philosophical assumptions, the prospective teacher, counselor and administrator at Western New Mexico University is provided an opportunity to experience a specific knowledge base. The knowledge base for all professional education programs at Western new Mexico University is organized around two categories: All School of Education programs 1) maximize opportunities for student thinking and achievement and 2) facilitate active, participatory decision making. There is a relationship between these two categories and national restructuring efforts to redefine learning and the way schools are governed (Hodgekinson, 1991).
Developing advanced knowledge to enhance thinking, achievement and 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 the greater learning community.
Each student possesses a rich culture and a rich body of knowledge. Therefore, in a complex, diverse society the educator and student have much to learn from each other (Freire, 1970). Students in EDUC 534 will participate in decision making through the discussions and projects created for this course. The hands-on nature of teaching/learning used in this course presents many instances for students to lead the instruction. Each student will maximize learning by creating projects which 1) adapt their environment to actively pursue solutions to real problems, 2) construct knowledge by building upon prior understandings, and 3) work in harmony with differing cultures (Noddings, 1990).
The needs of the greater learning community will be met through the experiences practicing teachers have in this course. By building a community of learners and utilizing inclusive strategies among teachers, students, families, and diverse communities, we enrich culture and language, create positive social change, and promote a sense of ownership which increases the possibilities for academic success in children (McCaleb, 1994). Many of the nine program outcomes of the Teacher Education Program are targeted during this course. Best Practices for Instructional Planning, Assessment of Learners, Classroom Management, Professionalism in the Learning Community and Effective Communication will be covered, while the Use of Technology outcome will drive every aspect of the content.
(New Mexico State Department of Education Competencies for Bilingual Education and TESOL):
C. English Language Development
(1) The teacher recognizes and accepts the standard and dialectal language variety as valid systems of communication, each with its own legitimate functions.
(2) The teacher demonstrates knowledge of the basic nature of language, language acquisition, language acquisition, language variation, language change, and the relations of language to society and culture.
(3) The teacher demonstrates knowledge of the nature of bilingualism and the process of becoming bilingual.
(4) The teacher identifies structural and semantic differences between the student’s first and second language, recognizing areas of potential influences of the first language and utilizes this information for instructional purposes.
(5) The teacher uses methods for teaching English as a Second Language for the English language development of students in all content areas, including the language arts.
D. Instructional Methodology
(3) The teacher demonstrates knowledge of theories of first and second language acquisition by utilizing teaching methods appropriate to various language groups, distinct learning styles, different developmental levels.
F. Assessment
(1) The teacher recognizes potential linguistic and cultural biases of assessment instruments and procedures when prescribing a program for the second language learner.
(2) The teacher assesses oral and written language proficiency in academic areas in both languages utilizing the results for instructional placement, prescription and evaluation.
(3) The teacher evaluates growth of learner’s first and second language in the context of the curriculum.
(4) The teacher continuously assesses and adjusts instructional language to maximize student comprehension and verbal participation.
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1. Perceptions -Each student will develop three essays in the area of language or linguistics of 3 to 6 pages in length following accepted practices of formal writing for the format. At least two references (dated within the past 10 years) from the professional literature should be included for each essay. The purpose of the papers is to apply linguistic science to actual classroom situations, formalize the format of the learning, and share with the class. 2. Knowledge- to create a linguistic map of a region. Each student will demonstrate the ability to apply linguistic science in the classroom by participating in a group project that includes the creation of a linguistic map that describes and gives examples of the various languages, dialects and ideolects represented in a school or district with regard to pragmatics, semantics, syntax, morphology and phonology. Graduate students will demonstrate leadership in the development and presentation of the project. The group will present the project to the class as a Discussion posting audio examples that may be appropriate may be mailed to Dr. Howard, WNMU 2055 State Road 602, Gallup, NM 87305. Due: Session 11. |
3. Skills - Each participant will conduct two language assessments using different accepted methods. Graduate students will submit a written analysis of their assessments, including references to the literature. Present to the class. Due: Session 10. 4. Perceptions - All students will participate in the course on WebCT by reading Content Module assignments, and reading and replying to Discussions. Assigned readings, projects, and lectures will be discussed in the appropriate topic of "Discussion". Linguistic data from field projects will be shared regularly in Discussion, as more should be collected each week. This is an on-line course, not a correspondence course. Please stay on schedule and in touch with your group. 5. Knowledge - Quizzes and a final exam will be administered. |