About
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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TEXT (needed for first module): 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
Additional materials needed as course progresses:
ONLINE CLASSROOM CONTENT: Readings, videos, and activities in the OnlineClassroom.
FEATURE LENGTH MOVIE: The Farewell
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- 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:
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- 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
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
The use generative AI tools like ChatGPT is encouraged in this course within the terms below.
- 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.
- 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.
- Data Privacy: Do not input any sensitive, personal, or identifiable information about yourself, classmates, or third parties into AI tools.
- 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.
- 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.
- 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.
Implementing projects in a professional development setting, or with adults does not fulfill this requirement.
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