A minimum of a BA/BS degree is required.

Ability to listen, speak, read, and write in English with full fluency, on demand is required.  A formal or informal assessment may be requested by ASPD if English language proficiency is in question.

The course coach (instructor) may schedule up to the equivalent of four 30-minute Zoom sessions to discuss or assess progress, or to support content learning, which are required for successful completion of this course, when scheduled. 

Participants shall demonstrate good faith effort to collaborate with the course coach/instructor in scheduling.

The individual participant is responsible to pace their work to assure on-time completion.

An extension beyond 11 weeks may be extended, for an additional fee, at ASPD's sole discretion.

TEXT: Culturally Responsive Teaching for Multilingual Learners: Tools for Equity (Sydney Snyder and Diane Staehr Fenner) ISBN: 9781544390253 - Print or Kindle version (if available) are acceptable - Publisher: Corwin Press

ONLINE CLASSROOM CONTENT: Readings, videos, and activities in the OnlineClassroom.

FEATURE LENGTH MOVIE:

• • Available w/subscriptions (as of the time this course was developed): Amazon Prime Video, Roku Channel, Hulu, fuboTV, Showtime, Showtime Anytime. 
  • Fee-based (varies - approximately $2.99-$3.99): Prime Video, YouTube, ViKi, Google Play Movies and TV, Vudo, AppleTV

RESOURCES: 

• • Transforming Cultural and Linguistic Theory into Action: A Toolkit for Communities
  • Michigan Department of Health and Human Services Behavioral Health and Developmental Disabilities Administration Office of Recovery Oriented Systems of Care Recovery Oriented System of Care, Transformation Steering Committee (March 2016)
  • CREDE (Center for Research on Education, Diversity, and Excellence Hawai‘i Project) https://manoa.hawaii.edu/coe/crede/
  • Rethinking Schools (online magazine – free): https://rethinkingschools.org/magazine/
  • Learning for Justice (online magazine and other resources) - https://www.learningforjustice.org/magazine

• Audio and video participation is required for the full time each class is in session using Zoom
• Locate a quiet space, free of distractions (to the greatest degree possible)
• Have a headset (mic/ear buds) as a backup in the event you experience feedback

The use generative AI tools like ChatGPT is encouraged in this course within the terms below.

1. Permitted Uses: Students may use AI tools (e.g., ChatGPT, Claude, Gemini) for brainstorming, drafting, grammar checking, and refining ideas. AI-generated content must be reviewed and edited for accuracy and originality by the student.
2. Prohibited Uses: Submitting AI-generated content as original work without significant modification is prohibited. AI tools must not be used to complete assignments, exams, or projects unless explicitly allowed by the instructor.
3. Data Privacy: Do not input any sensitive, personal, or identifiable information about yourself, classmates, or third parties into AI tools.
4. Academic Integrity: All work must be the student's own. Any use of AI assistance must be disclosed in the assignment submission, specifying how the AI was used.
5. Accountability: Students are responsible for the content they submit, including any information or ideas derived from AI tools. Misuse of AI , including failure to disclose, will be considered an academic integrity violation and may result in disciplinary action, including, but not limited to, removal from the course without refund, and/or a grade of “F” from University of Massachusetts Global.

Directions are provided in the ASPD OnlineClassroom AFTER the course begins.

Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

• TESOL 2.a. Demonstrate knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impact the education of ELLs.
  • Explain how linguistic diversity may influence school outcomes for students
  • Explain the impact of instructional model on the education of ELLs (e.g., ESL, TBE, Dual Language)
  • Compare and contrast teacher and parent perceptions of family involvement in school in the community
  • Recognize and interrupt microaggressions
  • Explain the psychological impact of microaggressions on members of marginalized populations
  • Assess how the local community includes supports and barriers for families
  • Examine the relationship of power and privilege in schools
  • RESOURCES
    • https://www.edutopia.org/article/getting-started-culturally-responsive-teaching
    • https://www.theedadvocate.org/deciphering-the-sociopolitical-context-of-school-reform/
• TESOL 2.b. Demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.
• Define culture
• Compare models of culturally responsive teaching (Gay, Ladson-Billings, Hammond)
• Explain the significance of intersectionality in identity
• Explain survival and acceptance mechanisms employed by members of marginalized population including, but not limited to assimilation; acculturation; enculturation; covering by appearance, affiliation, advocacy, and/or association; passing; separation; integration, and others
• Critically evaluate materials, resources, and behaviors to identify potential underlying cultural values (biases)
• TESOL 2.c. Devise and implement methods to understand each ELL’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs
  • Demonstrate ability to implement asset-based culturally responsive methods
  • Demonstrate ability to identify individual and family funds of knowledge
  • Explain different types of supports and how to select and use them with multilingual learners
• TESOL 2.d. Devise and implement methods to learn about personal characteristics of the individual ELL (e.g., interests, motivations, strengths, needs) and their family (e.g., language use, literacy practices, circumstances) to develop effective instructional practices
  • Apply knowledge of cultural variables to collect information about personal characteristics of multilingual learners and their families
• TESOL 2.e. Identify and describe the impact of his/her identity, role, cultural understandings, and personal biases and conscious knowledge of U.S. culture on his/her interpretation of the educational strengths and needs of individual ELLs and ELLs in general
  • Examine the relationship of one’s cultural identities and their interpretation of behaviors, actions and events, particularly within the classroom
  • Examine one’s implicit biases about right and wrong in multiple areas
  • Examine how unearned privilege provides benefits based on race, class, gender, faith, and/or national origin
  • Evaluate the degree to which one has benefited from unearned privilege
• TESOL 5.c.1. Practice self-assessment and reflection, make adjustments for self-improvement and plan for continuous professional development in the field of English language learning and teaching
  • Share insights about how course activities are making a personal impact, personal awareness, and culturally responsive teaching
  • Locate and share resources to advance principles of culturally responsive teaching
• TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty
  • Conduct a family interview which reflects or a school community analysis.

Implementing projects in a professional development setting, or with adults does not fulfill this requirement.