SCHOOL OF EDUCATION

EEDUC 6120- First and Second Language Acquisition and Literacy

Faculty: Dr. Sarah Jordan, Adjunct Professor, Division of Language and Literacy, School of Education, Lesley University.I do use the Lesley e-mail account, but you can reach me faster at home:Contact: sarah_jordan@comcast.net

Cell: 508.450.3731Home: 978.422.6855

Address: 3 Sky Farm LaneSterling, MA 01564

Course Description

This course addresses the theories and current research in first and second language acquisition. Participants will understand the theories and practices for developing literacy skills in English for culturally and linguistically diverse (CLD) students with different educational backgrounds and different English proficiency levels. A variety of programs - two-way bilingual program, sheltered English immersion, English as a second language and others are examined. Students will work with The Massachusetts English Language Proficiency Benchmarks and Outcomes and other appropriate frameworks and instructional materials.

I will be teaching this course in a hybrid fashion, to alleviate some of the intensity (stress) that can come from trying to do too much in just two weekends. Some of our readings will be done before and during the two scheduled weekends, and our discussions will occur online on the classes discussion board.

Course Outcomes

At the end of the course, participants will be able to:

1

1) Explain the major principles, similarities, and differences of first and second language acquisition and development

2) Demonstrate the impact of culture variability in teaching and on learning

3) Apply knowledge of phonology, morphology, syntax, semantics and pragmatics in planning for teaching CLD students.

4) Explain the major characteristics and effectiveness outcomes of the five most common program delivery models related to language of instruction (Immersion bilingual programs, two-way developmental programs, late-exit and early-exit bilingual programs and ESL instruction only).

5) Differentiate research-based practices for developing literacy for CLD students at different levels of language (native and English as a new language) proficiency and the significant theories that inform them.

6) Appropriately use the ELPBO for second language curriculum planning and evaluating students’ English Language learning.

7) Apply basic knowledge of lesson planning for teaching age-appropriate academic content material using a sheltered English approach.

Before the first weekend:Please go to the class discussion board and introduce yourself.

Please read Fillmore, L. W. and C. Snow. (2000) What teachers need to know about language. ERIC Clearing House of Language and Linguistics.http://faculty.tamu-commerce.edu/jthompson/Resources/FillmoreSnow2000.pdf

Then go to the discussion board at our class’s online site. Reflect on the roles that you play in your current position. Take time to read and reflect on at least three other responses.Required Texts:

Peregoy, S. and Boyle, O. (2008). 5th edition. Reading, writing, and learning in ESL. A resource book for k- 12 teachers. Boston, MA: Pearson Education, Inc.

MA DESE (2003). English Language Proficiency Benchmarks and Outcomes for English Language Learners. Available online at the Massachusetts DOE website at http://www.doe.mass.edu/ Select Program area (English Language Learners and then go to Curriculum and Instruction).

2

Collier, V. and W. Thomas. (2004). The astounding effectiveness of dual language bilingual programs. NABE Journal of Research and Practice. 2.1. Winter 2004, 1-20. http://www.dlenm.org/resources/publications/general/related_articles/TAEDLEA.pdf

Oral languagehttp://www.alliance.brown.edu/tdl/elemlit/orallanguage.shtmlOral Language Development across the Curriculum, K-12Prepared by: Zhang Hong and Nola Kortner AiexERIC Clearinghouse on Reading, English, and Communication Digest #107. Available athttp://www.ericdigests.org/1996-3/oral.htmMühren, A. (2003). Total physical response (TPR). An effective language learning method at beginner/intermediate levels. (e)Learning Designer & Adviser Alkmaar, Netherlands (Available as a PDF document online at: http://www.geocities.com/nkfust2003/listening/tpr/tpr_paper(Or type TPR and Muhren in google)Reed, B. & Railsback, J. (2003) Strategies and resources for mainstream teachers of English language learners (By Request series). Northwest Regional Educational Laboratory. Available at: http://www.nwrel.org/free/detail.asp?RID=14866Tharp, R. G. & R. Gallimore. The Instructional Conversation: Teaching and Learning in Social Activity. Research Report No. 2. Santa

Cruz, CA: University of California.http://people.ucsc.edu/~tharp/pages/ed/ed_articles.html

Thomas and Collier (2004). The astounding effectiveness of dual education for all. NABE

Journal of Research and Practice. http://www.dlenm.org/resources/publications/general/related_articles/TAEDLEA.pdf

3

Block Time Content Readings Friday 5:00 – 5:30

Review syllabus, course requirements, guidelines, grading

Intro powerpoint: Why this course

To be completed before class:

Fillmore & Snow, What teachers need to know about language.

1 What is language?

What do we know about first language acquisition and development?

What is the nature of the first language environment?

Watch a section about language from a PBS video on the evolution of the mind.

Lecture: Piaget, Vygotsky, Chomsky, Bruner

2 Establish a theory of language readiness

Video: Child talk by TLC

Sound development chart

Read “Genie,” from binder

Annenberg video: “Human Language, Signed and Spoken”

Discussion: similarities and difference of first and second language learning

Saturday 8-9

Office hours: I am here to if you want to talk about projects or other issues

Due: First learning log (can be e-mailed)

4

3 Saturday 9-12

How is learning a second language in the classroom different from acquiring a first language?

Research based program delivery models for culturally and linguistically diverse (CLD) students

Key factors affecting second language acquisitionOrganization, content, and performance levels in the Massachusetts English Language Proficiency Benchmarks and Outcomes. (ELPBO)

Implications of these factors on classroom

organization and instruction.

Activity: Second Language Learning

ELPBO

Reed, B. & Railsback, J.

Peregoy and Boyle, chap.1 and 2

McLaughlin

SIOP (Sheltered Immersion Observation Protocol)

Due: Class activity on second language learning

4 Saturday 12:45-4:30

Why is oral language development so important? Strategies for oral development in the content classroomActivity: In small groups, design lessons that will promote oral language development. (Oral language development strategy)

Peregoy and Boyle, chap. 4MuhrenOral Language Development across the Curriculum, K-12

Presentation of lessons

Third Learning Log: Reflect on the significance of talk in the classroom, and for language development. In your own experiences in schools, do any “oral moments” stand out?

Sunday 8-9

Office Hours

5

5 Sunday 9-12

How does culture affect language acquisition?

How do schools work and against community literacy practices?

The implications of cultural differences for classroom organization and instruction.Organization, content, and performance levels in the Massachusetts English Language Proficiency Benchmarks and Outcomes.

ELPBOMühren.

Peregoy and Boyle, chap. 3

Kohls, R.

Book talk: Heath, 1981 Rodriquez PaynePeregoy and Boyle. Chap. 1Trumbull, Rothstein-Fisch and Greenfield

Third Learning Log: Reflect on the cultural aspects of language learning.

6 Sunday Afternoon

Culture Project

Group Project on Literacy Strategies (Planning stages)

Interim: -Reading with comments on the discussion board-oral strategy-Culture project

7 Friday evening

Approaches and practices

for developing reading skills

in content and literacy classrooms.

Peregoy and Boyle, chapter 5 and 8ELPBO

Learning log 3 due

Presentations on oral strategies

Saturday 8-9

Office Hours

8 Saturday 9-12

Learning to read and reading to learn for ELL students in content

Peregoy and Boyle , chapter 5,8

6

and literacy classrooms.Phonemic awareness, phonics, vocabulary development and reading fluency and comprehension.

ELPBO Handouts, TBA

Learning log 4: What are some of the salient points about teaching reading to the ELL?

Presentations on oral strategies

9 Saturday Afternoon

Approaches and Practices for developing reading comprehension in content and literacy classrooms.

Work on the group project

Peregoy and Boyle, chapter 8ELPBO

Presentations on oral strategies

10 Sunday morning

Strategies for developing English vocabulary for English language learners in content and literacy classrooms.

Peregoy and Boyle, chapter 6Carlo et al.

During class: We will share our various project ideas.

Session 11 (Week 2- Sunday afternoon)

Approaches and practices for using writing in sheltered content and literacy classrooms.

Peregoy and Boyle, chapter 6 and 7.ELPBOHandouts TBALiteracy Strategy Presentation DueLearning Log 5 due

Final Assignment: Oral strategy teaching and lesson plan due three weeks after class is due. Due date is July 6.

Course requirements

I. Attendance and active participation in in-class assignments, readings, and activities that demonstrates reflective practices and the integration of course content with field-based experiences (10 points)

II. Learning Logs (25 points): You will have to write five (5) learning logs. The themes will be: first language acquisition, second language

7

acquisition and learning, oral development, reading instruction for CLD students and writing instruction for CLD students. The logs should have 500 words and follow the format below. Detailed rubric is included.

Identify and explain your own understanding of the concepts, processes, and insights generated by readings, group discussion(s), group activities or other experiences. Please describe your understanding and relate them to your background knowledge and experience.

QuestionsUse this section to ask clarifying questions or comments on information related to any aspect of the assigned reading and presentation for this specific module. If you do not have any questions, you must comment that you “I have no questions at this time.”All logs should be typed and printed on due date. Log questions will be incorporated in the next class teaching and reflection.

Learning Log RubricUnderstandin

gOpinion Support Format

Exceeding 5

An insightful understanding

of required topics is

effectively established

and sustained.

Opinion is perceptive

and appropriate

ly supported by specific

detail.

Support is precise and thoughtfully

selected

Writing and citation

according to APA format.

length appropriate

Reaching4

A plausible understanding

of required topics is

established and sustained.

Opinion is convention

al but supported.

Support is general but functional.

A few APA errors. Adequate Length

Approaching3

Some understanding

of topics is evidenced but

not always defensible of

sustained.

Opinion is superficial

without support.

Support is vague.

Errors in more than one APA category: citation,

spelling, and organization.Length is not

enough to express

8

understanding, opinion or

support.Not Yet

2An

understanding of topics is not

evidenced.

Opinion is inappropria

te or not present.

Support is inappropriat

e or not present

APA Format inappropriat

e or not present.Length is

inadequate.CommentGrading Criteria B= All 4 B+= 4 plus two 5 s A- all 5s and one 4 A=All 5sGrades below B are not acceptable. Learning logs will need to be redone.

III. Second Language Learning experience exercise: (5 points)

a. Jot down your experience as a second/third language learner in a small group. (think-pair–share).

b. Go to the English Language Proficiency Benchmarks and Outcomes pp. 96-101. Read the language descriptors and highlight what you can do your second language under the listening and speaking sections.

c. Be prepared to share with the larger group a and b.d. Write a one-page reflection (250 words) on a and b. Include an

explanation of your ELPBO level proficiency and what would take for you to become more proficient in your second language (paper rubric to be give in class).

IV. Oral Language Development strategy teaching (35 points). Each group will design one mini-lesson incorporating one or more oral strategy (ies) from Peregoy and Boyle and articles given in class in class. Teach this lesson. Write a reflection on how it worked; if, possible, tape record or videotape the strategy teaching so you can listen to your lesson and reflect on your teaching, including teacher talk and student talk. This mini-lesson has to be written as a Sheltered Instruction mini-lesson using the protocol in your binder as a guide. Be sure to use the ELPBO and the relevant curriculum frameworks. The planning for the strategy teaching analysis will be shared in small groups for participants’ information and feedback. Please send me the lesson plan and the analysis. The lesson plans will be posted in mylesley for all participants. This assignment is to be done over the interim weeks.

V. Group Project in Teaching Reading and Writing to ELL

9

Students (25 points)Each group will have a different literacy focus (reading, vocabulary or writing) . Once the focus is assigned to the group, work with your group so each group member chooses a different strategy to teach to CLD/ELL students at different levels of English Proficiency. Each group presentation will last 60 minutes, 15 minutes per strategy. Each strategy should be modeled to the class (choose a grade, a content area and two levels of English proficiency). See level description in the ELPBO. (Rubric in Figure 1)

Literacy Areas for Group Presentations Use Peregoy and Boyle: Approaches and practices for developing reading skills and

reading comprehension in English for English language learners at different levels of English proficiency. Consult P&B, Chapter 5 and 8, and handouts.

Strategies for developing English vocabulary for English language learners. Consult P&B Chapter 6 and class handouts.

Approaches and practices for using writing in sheltered content classrooms. Consult P & B, Chapters 5 and class handouts.

Figure 1- Rubric for Oral lesson and Reading, Vocabulary and Writing Strategy Teaching

NO EVIDENCE

NOT YET

APPROACHING

REACHING

EXCEEDING

1 2 3 4 5Planning for Instruction

Curriculum and Standards: Oral, Reading, vocabulary or writing strategy is focused on social or academic language related to a specific content area (language arts, math, social studies, science.) It provides significant and clear connections to State content area and ELPBO standards appropriately referenced. Objectives: (Objectives should define what students will know and be able to do.)Objectives are clearly articulated in terms of

1

student’s performance and are measurable and observable. Language, content, and strategy objectives are identified.Print and Tech Resource Materials: The materials used make the strategy clear and meaningful.Key vocabulary: Specific content and academic vocabulary identified with the reading or writing strategy outlined to support acquisition.

Procedures and Activities

Motivation: Opportunities are outlined to engage students and to link concepts to their background experiences (academic and cultural). The activities selected engage students and support bridging between what he/she already knows and what s/he is learning. Strategy Delivery PlanActivities are differentiated, appropriate and provide students with opportunities to work collaboratively, ask questions, and develop new language concepts and thinking strategies.

Practice/Application: Students are provided hands-on opportunities to ask questions and search for answers. They are also provided with meaningful learning alternatives, culturally responsive and engaging practice of content and new language concepts (all directly linked to objectives and their level of English proficiency).

SummaryConcluding Activities: Lesson closing and or follow-up activities are culturally responsive and relevant to the stated objective and provide students with opportunities to review key concepts and new vocabulary. Assessment: Assessment opportunities are clearly identified, are ongoing, and provide clear evidence for each student’s performance in achieving the lesson content standards.Extensions: Extension activities challenge student to further investigate and/or apply selected standards in new and different ways.

Notes:

1

GRADING CRITERIA DRAFT B= All 4 B+= 4 plus two 5 s A- all 5s and one 4 A=All 5s

Grades below B are not acceptable. Lesson will need to be redone.not acceptable. Lesson will need to be redone

V. Cultural Group Project. PowerPoint Presentation (Due on Saturday and Sunday of Weekend II) (In and out of class)

This is a group project about a specific cultural group in your area. We will set up the groups and culture groups as soon as I read your responses about the culture of your students. I will also include the most numerous culturally and linguistically diverse population of your districts when setting up the groups.

2. You will be assigned a culture to study.3. You will be placed in a group of four to five participants.4. You will present a Culture PowerPoint on the assigned dates. 5. The PowerPoint presentation will be evaluated by all participants

and self-evaluated also immediately after the presentation accord-ing to the rubric provided.

6. The presentation should include:7. A brief history and geography of the country chosen. Information about the language spoken by this population and pos-

sible difficulties this population might have in learning English be-cause of language differences.

Their cultural values and beliefs and a comparison of their values with the values of the American classroom.

General strategies that might work better in teaching the population studied to learn in your schools.

Resources available for teachers to find information on the culture presented

A copy of the presentation to be attached at mylesley for all partic-ipants.

Recommended Bibliography for further research and practice:

August, D. and Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners. Report on the National Literacy Panel on Language Minority Children and Youth. CAL and LEA.August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.Calderon, M., August, D., Slavin, R., Duran, D., Malden, N., & Cheung, A.

1

(2005). Bringing words to life in classrooms with English-language learners. In E. Hiebert & M. Kamil (Eds.),Teaching and learning vocabulary: Bringing research to practice (pp. 115–136). Mahwah, New Jersey: Lawrence Erlbaum.Carlo, M., August, D., & Snow, C. (2005). Sustained vocabulary-learning strategy instruction for English-language learners. In E. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 137–154). Mahwah, NJ: Erlbaum.Carlo, M., August, D., McLaughlin, B.,Snow, C., Dressler, C., Lippman, D., Lively, T. & White, C. (2004). Closing the gap: Addressing the vocabulary needs of English Language Learners in bilingual and mainstream classrooms. Reading Research Quarterly 39(2), 188-215.Crawford, J. (2004). Educating English learners. Language diversity in the

classroom. Los Angeles, CA: Bilingual Education Services, Inc.Cummins, J. (2003). Reading and the bilingual student: Fact and friction. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 2–33). Newark, DE: International Reading Association.Diaz- Rico, L. T. (2004). Teaching English learners. Strategies and methods. .

Boston Allyn and Bacon. Diaz- Rico, Lynne T. and Weed, Kathryn Z. (1995). The cross-cultural,

language and Freeman, D. and Freeman, Y. (2004) Essential Linguistics. What you need to know to teach. Portsmouth, N.H.:  Heinemann. Freeman, Y., Freeman, D. and Mercuri, S. (2002). Closing the achievement

gap. How toreach limited formal-schooling and long-term English learners.

Portsmouth, NH: Heinemann.Gerber, M., Jimenez, T., Leafstedt, J., Villaruz, J., Richards, C., & English, J. (2004).

English reading effects of small-group intensive intervention in Spanish for K–1 English learners. Learning Disabilities Research & Practice, 19, 239–251.Gersten, R., & Geva, E. (2003). Teaching reading to early language learners. Educational Leadership, 60(7), 44–49.Gibbons, P. (2002). Scaffolding language, scaffolding learning. Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English language learners. The Reading Teacher, 57, 720–730.Lenters, K. (2004). No half measures: Reading instruction for young second-language learners. The Reading Teacher, 58(4), 328–336.Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221–238.Pilgreen, J. (2006). Supporting English learners: Developing academic language in the content area classroom. In T. A. Young & N. L. Hadaway (Eds.) Supporting the literacy development of English learners: Increasing

1

success in all classrooms (pp. 41–60). Newark, DE: International Reading Association.

RAND Reading Study Group. (2002). Reading for understanding: Toward a RAND program in reading comprehension. Santa Monica, CA: RAND.Roit, M. L. (2006). Essential comprehension strategies for English learners. In T. A. Young & N. L. Hadaway (Eds.), Supporting the literacy development of English learners: Increasing success in all classrooms (pp. 80–95). Newark, DE: International Reading Association.Samway, K.D. (2006). When English Language Learners write. Connecting research to practice, k-8. Portsmouth, NH: Heinemann.

Search Engines

Google (In this site you choose advanced search and type ESL and K-12) and ERIC (access from going to library from www.lesley.edu for more scholarly articles).

Web Resources:

* Diverse Populations New England Equity Assistance Center http://www.alliance.brown.edu/programs/eac/divpop.shtm * Teaching Diverse Learners http://www.alliance.brown.edu/tdl/

Center for Applied Linguistics www.cal.orgThe Center for Applied Linguistics is a private, non-profit organization that disseminates research-based information about language as it relates to educational and societal issues. The site includes publications, databases, and links related to a variety of issues, including immigrant and refugee education, ESL teaching, and foreign language instruction.

* James Crawford http://ourworld.compuserve.com/homepages/JWCRAWFORD/ James Crawford is the author of Educating English Learners: Language Diversity in the Classroom and has also published extensively on language policy and bilingual education. His website highlights key issues in language minority education and offers a selection of his recent articles, provides updates on politics and legislation, and links with other sites of related interest

* Massachusetts Association of Speakers of Other Languages (MATSOL)

1

http://www.matsol.org/ MATSOL is a Massachusetts professional organization that supports educators working with English Language Learners. In addition, MATSOL advocates for the educational opportunities and achievement of English Language Learners.

* Massachusetts Department of Education - ELL Resources http://www.doe.mass.edu/ell/resources/The Massachusetts Department of Education website dedicated to ELL provides essential online resources. The website will also update these resources and add new topics on a regular basis. They welcome both feedback on these resources, and suggestions for additional resources and topics. Any suggestions may be sent to: cwhite@doe.mass.edu.

* National Association for Bilingual Education (NABE) http://www.nabe.org This website provides information about NABE, a professional organization for educators interested in dual or multicultural education.

* National Association for Multicultural Education http://www.nameorg.org/ NAME is an international organization that was founded to bring together individuals and groups interested in the role of cultural diversity in education from various levels of education, different academic disciplines and from diverse educational institutions and occupations. Today, NAME is an active, growing organization, with members from throughout the United States and several other countries. Educators from preschool through higher education and representatives. * National Clearinghouse for English Language Acquisition (NCELA) http://www.ncela.gwu.edu Funded by the U.S. Department of Education and the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for all LEP students (OELA), NCELA offers a large selection of publications online, all related to the education of linguistically and culturally diverse students.

* Teachers of English to Speakers of Other Languages (TESOL) http://www.tesol.org TESOL is an international organization that supports professionals who teach English to speakers of other languages. In addition to its online presence, TESOL publishes a scholarly journal, the TESOL Quarterly, a magazine, TESOL Journal, and a newsletter, TESOL Matters. TESOL has developed standards for teaching English and teacher preparation, and advocates for English language learning in a context that respects individual language rights. TESOL has a large membership around the

1

world, and holds a well-attended conference each year.

* Terralingua http://http:www.terralingua.org Terralingua is an international nonprofit organization concerned with the future of the world’s cultural and linguistic diversity. Its website is devoted to the issues of preserving linguistic diversity and exploring the linkages between biological and cultural diversity.

* The Center for Research on Education Diversity & Excellence http://www.crede.ucsc.eduCREDE is a federally funded agency whose research and development projects are focused on students who are linguistically and culturally diverse. Much of CREDEs current work revolves around its five standards for effective pedagogy. “These standards or principles describe best practice in any classroom, and include joint productive activity, language and literacy development across the curriculum, connecting curriculum to student’s lived experiences, teaching complex thinking and teaching through conversation”. Professionals who access CREDEs website will find useful research studies as well as publications and multimedia products.

Evaluation Criteria

Because an essential quality of effective teachers is the ability to communicate clearly and cogently in speech and writing, the expectation of this course is that students will present work which is representative of high professional standards. All written work is to be free from grammatical error, with clear, precise language and well-organized thoughts. Criteria for final grading are as follows:

A (94-100)  The student demonstrates all required competencies at an exemplary level at the times specified by the instructor. Details of assignments are highly developed. Knowledge, application and synthesis of readings, concepts, and strategies are demonstrated at an exemplary level. Products and performances are worthy of dissemination beyond the confines of the class. Class attendance and participation are at an exemplary level.

A- (90-93)The student demonstrates all required competencies at expected graduate level standards. Details of assignments are well developed. Knowledge, application and synthesis of readings, concepts, and strategies are demonstrated at a proficient level. Class attendance and participation are at an

1

acceptable level. B+ (88-89)The student demonstrates required competencies at a

satisfactory level. Most products and performances are submitted on time and demonstrate attention to detail, and application of ideas and concepts at a satisfactory level. Class attendance and participation are at an acceptable level.

B (84-87) The student demonstrates required competencies at a marginally adequate level. The student is sometimes late in submitting products or demonstrating competencies. Some understanding, application and synthesis of readings, concepts, and strategies are demonstrated. Class attendance and participation are at a minimally acceptable level.

B- (80-83) The student demonstrates competency at below standard graduate work. The student is often late in submitting products or demonstrating competencies. Understanding, application and synthesis of readings, concepts, and strategies are at a superficial level. Class attendance and participation are at a minimally acceptable level.

C (74-77)The student has not demonstrated the competencies. Course credit is not granted.

Policy Statements

MyLesley

Students are required to access MyLesley. Many of the handouts and resources will be posted in the course site. You will need to view the files and print the texts to use in class. The course grades will be posted in the Mylesley site. If you have technical difficulties, you should contact the 24-hour my.lesley help line at 1-888-mylesley.

Attendance Policy

In order to maintain the academic integrity of our programs and to meet course learning objectives for all class members, students are expected to attend all class meetings and to participate fully. In exceptional circumstances when students need to be absent from class, they should discuss with faculty, in advance, any portion of a class meeting they cannot attend. If a student is absent for more than six hours of class time, the academic consequences will be determined according to the policies of the academic unit in which the student is enrolled. Missing more than nine hours of

1

weekly class meetings will result in a grade of technical fail (TF) on the student’s transcript. The complete attendance policy may be found on the School of Education web page.

Academic Integrity Policy

Academic honesty and integrity are essential to the existence and growth of an academic community. Each member of the Lesley community is charged with honoring and upholding the University's policies and procedures governing academic integrity. Please become familiar with the academic integrity policy, which includes information about documenting sources, plagiarism, cheating, fabrication, multiple submissions of work, abuse of academic materials, complicity/unauthorized assistance, and lying/tampering/theft. The complete policy can be found on the Lesley University Web page: http://www. lesley .edu/policies/catalog/integrity .html

Portfolio Development

Students in Schools of Education throughout the Commonwealth are expected to engage in development of a portfolio to document their growth during the period of their professional preparation. In pursuit of this goal, SOE students in initial teaching licensure programs at Lesley University should plan to collect and reflect upon at least one item from each course for inclusion in their portfolio.Details about the portfolio process at Lesley are presented in the Portfolio Guidelines for Initial Licensure booklet that is available in the School of Education Office at 14 Wendell Street. In addition, the process is discussed in EEDUC 5146 Issues in American Schooling, the introductory course for several programs, at posted meetings each semester, and on videotape available on reserve at the Kresge Center. Questions regarding portfolios may be directed to Dr. Arlyn Roffman at aroffman@mail.lesley.edu.

Disability Statement

Lesley University is committed to ensuring the full participation of all students in its program. Accordingly, if a student has a documented disability, and as a result, needs a reasonable accommodation to attend, participate, or complete course requirements then s/he should inform the instructor at the beginning of the course. All information will be kept confidential. For further information about services for Lesley students with disabilities, go to http://www.lesley.edu/policies/catalog/disabilities.html

Official Format for Student Work

1

All School of Education students must use APA (American Psychological Association) format for student papers, citations and bibliographies. The complete policy may be found on the School of Education web page at http://www/lesley.edu/soe/soe-policies.htmlGo to Ludke’s library website or contact the Center for Academic Achievement (617-349-8459) if you need support with this format.

1