Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. 

A minimum of 20 clock hours of on-site activities in PK-12 schools is included (this can be in your classroom if teaching English Learners). 3 credits.Enter section content here...

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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.

Registration may be terminated by ASPD for anyone unable to demonstrate full proficiency with academic English.

• Live class sessions, via Zoom, and "out of class" assignments between sessions
• ZOOM LINK sent via email on the day of the first class

ZOOM CLASS SESSION DATES

• FACE-TO-FACE SESSION DATES
  • Tuesday AND Thursday: May 27, 29. June 3, 5, 10, 12,  17,  19  
• TIME: 5:00pm - 9:00pm (with breaks)
• COURSE END DATE (all work to be completed and submitted): June 30, 2025, 11:59pm
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Participants need a quiet location that is generally free of external distractions such as background noises, children playing, televisions, etc.

To assure full engagement equivalent to that in a physical classroom, be able to ...

• Have your video on at all times
• Activate audio as needed to interact and respond, on demand (Q&A, discussions, etc.)
• Submit text based responses in the chat
• Share screens as needed
• Physically collaborate with others on shared documents created during class
• Participate in interactive activities as they may appear in the course.
• Submit assignments/activities as assigned from week to week
• Remain in communication with others in the Collaborative Learning Community, as needed, to create a support system

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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.

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

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• TESOL 2a: Demonstrate knowledge of how dynamic academic, personal, familial, cultural, and social contexts, including sociopolitical factors, impact the education of ELLs.
• TESOL 2b: Demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELLs.
• TESOL 2c: 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.
• TESOL 2d: 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.
• TESOL 2e: 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.

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This course requires the participant to implement projects and activities in a K-12 classroom.  Participants who do not have their own classroom will need to identify one or more K-12 teachers who will open their classroom to you.

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

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