Cultural Issues Syllabus

Cultural Issues in TESOL
RESA ESOL Endorsement Program

Course Description:
This 5 PLU course explores the nature of culture and the role of cultural factors in the
teaching and learning of English as an additional language in U.S. schools.
This course is one of three courses that constitute the Georgia state add-on
endorsement for TESOL in public schools.
Objectives:
to explore the nature of culture and gain an understanding of how ones own and
others assumptions, attitudes and behaviors are shaped by culture
to gain insight into the connections among language, culture and education
to gain first-hand experience with crossing cultural boundaries
to become conversant with classroom materials and techniques dealing with culture
and cultural diversity
TESOL/NCATE Standards Addressed in this Course:
Standard II: Culture as it Affects English Language Learning
2.a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and
learning.
2.b. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination to
teaching and learning.
2.c. Understand and apply knowledge about cultural conflicts and home events that can have an impact
on ELLs learning.
2.d. Understand and apply knowledge about communication between home and school to enhance ESL
teaching and build partnerships with ESOL families.
2.e. Understand and apply concepts about the interrelationship between language and culture,
2.f. Use a range of resources, including the Internet, to learn about world cultures and specifically the
cultures of students in their classrooms and apply that learning to instruction.
2.g. Understand and apply concepts of cultural competency, particularly knowledge about how an
individuals cultural identity affects their learning and academic progress and how levels of cultural
identity will vary widely among students.
Course Readings: (Note: This is a reading-intensive course!)

Electronic/Online Course Readings
Noel, J. (2008). Developing multicultural educators. New York: Longman.
Zainuddin, H., Yahya, N., Morales-Jones, C., & Ariza, E. N. Fundamentals of
Teaching English to Speakers to Other Languages in K-12 Mainstream Classrooms
(2012)
Add supplementary books
Course Requirements and Activities (Note: it is expected that you complete all
requirements in order to receive credit. See Sign-Off Sheet.)
1. Class Participation and Attendance
Your participation is vital! Therefore, you must be on time and present at all classes,
and must be actively involved in discussions and activities. Plan to complete all
readings before class. Each days participation will be worth 0 to 4 points, depending
on the level at which you participate and the mastery of the concepts you demonstrate.
Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS
To receive credit for this course, in addition to completing other assignments, you
must earn at least 16 points participation points. Additionally, you may not miss more
than five (5) hours of class (including absences, tardiness, and leaving early).
Three sessions of this course are intended to be completed online rather than face-toface.
Expected time allotted: ten class sessions at 5 hours each = 50 hours
2. Response to Readings/Videos /Online due weekly
Each week, you will turn in a written response addressing the Standard(s) based on
the readings, videos, online assignments, and topics discussed during class. (This will
completed in class/out of class) based on either reading, online, or video prompts
provided by the instructor. The purpose is to give you the opportunity to reflect on and
to apply the information from the reading/videos to your own experiences and prior
knowledge. See rubrics. Late assignments will be docked by one point. You must earn
at least 15 points on responses to readings to receive credit for this course.
Expected time allotted: nine reading sets at 2 hours each = 18 hours
3. Internet Research/Cultural Broker Presentation due Class Session 7
This activity may be completed individually or in pairs. See attached description and
Rubric. You must receive at least 8 points on this assignment to receive credit for this
course.
Expected time allotted: 6 hours including additional activities for Session 4 online
4. Field Experiences due Class Sessions 9 & 10
For this course, the goal of the field experience is to develop awareness and
appreciation of cultural diversity in school, community and society. You will
demonstrate this via the following three activities and document them.
Develop awareness of issues of identity and culture through participation in an
experiential boundary crossing. [To be included in final Endorsement
portfolio]
You will select a cultural group or event(s) to work with, attend, and/or investigate,
individually or in a small group, outside of the in-school context. This might involve
volunteering at a community center for a particular ethnic/language group;
conducting home visits with families of a particular culture; attending a religious,
cultural, or community event for a cultural group other than your own; etc. You will
provide a written summary and analysis (min. 3 pages, typed and double-spaced)
providing your thoughtful reflections on what you did, what you learned, how it
relates to what we have discussed in class, and what conclusions of relevance to
TESOL you can draw (see grading rubric for more details). You will also present
informally on your project to the class. You must receive at least 12 points on this
assignment to receive credit for this course. Due by Class Session 10.
Expected time allotted: 3 hours with group, 1 hour for write-up = 4 hours
Develop awareness of issues of culture and multiculturalism in society and the

media.
At any point during the course, you will prepare, turn in, and present on a recent
article or report from the mainstream media (newspaper, news website, radio, etc.)
that details some aspect of culture related to our course topics. Some examples
might include ways in which service agencies or schools are responding to new
populations; issues of language and culture; cross-cultural misunderstandings; etc.
You will complete the written summary sheet/rubric and turn in a copy of the
article, and will link the concepts to at least one TESOL/NCATE Standard(s). In
class you will summarize and present briefly (~5 minutes) on the article plus
appropriate discussion with other class participants. You must receive at least 4
points on this assignment to receive credit for this course. Due by Class Session 10.
Expected time allotted: 1 hour
Analyze educational settings for cultural responsiveness to English language

learning students and families cultures. [To be included in final
Endorsement portfolio]
For this activity, you will complete a Cultural Responsiveness Analysis (see attached
Guidelines) of a local school, linking the theory of the issues in our class discussions
and readings to specific educational settings. This includes information you will
discover from a combination of observations, discussions, and interviews. You may
do this individually or in pairs. You must receive at least 10 points on this
assignment to receive credit for this course. Due by Class Session 9.
Expected time allotted: 5 hours including additional activities for Session 9 online
5. Session 10 In-Class Final Exam
Participants will be given 9 questions and will respond to 5 out of the 9 in class. See
attached description and rubric. You must receive at least 16 points to receive credit
for this course. This assignment will be complete during the last class. Instructor can
determine what format will be used for teachers, for example entries on a blog, wiki,
etc.
Standard
Topic
Session 1
Introduction & Course

Overview; Culture
and Cultures; Culture
and TESOL
2g
2a
2c
Session 2
Cultures in Contact;
Accommodation &
Assimilation
2a
2c
2g
2d
Noel, Ch. 1;
Zainuddin, Ch. 2,
3, & 5
Reading/Video
Response 1 due
In class: Media
article; Barnga
experience
Session 3
Cultural Differences;
Multicultural
Education
2a
2e
2d
2c
Noel, Ch. 2;
Zainuddin, Ch. 1,
6, 7, 8
Session 4
Online
Session
Windows into Culture;

Cultural Values;
Internet Research
into Cultures
2f
Noel, Ch. 3;
Zainuddin, Ch. 4
Reading /Video
Response 2 due
In class: Media
article; video
viewing
response read
Reading/Video
Response 3
Work on
Interment/Cultu
Reading
Assignments
& Activities
In class:
Cultural
definition;
cultural identity
pie graph; video
viewing
response
Date
ral Broker
Assignment due
session VI
Session
5
Immigrant Experience
and Classroom
Considerations
2e
2d
2c
Noel, Ch. 4;
Zainuddin,
Appendices A &
B
Reading/Video
Response 4 due
In class: Media
article
Session 6
Online
Session
Identity, Race &

Culture
2a
2b
2g
Noel, Ch. 5
Reading/Video
Response 5 due
Online activities
(see
assignment)
Session 7
Asian Cultures; Asians

in Georgia
2f
2a
2c
(Insert desired
readings)
Reading
Response 6 due
In class: Media
article; Internet
Cultural Broker
Assignment
due.
Session 8
Latino Cultures;
Latinos in Georgia
2f
2b
2c
(Insert desired
readings)
Session 9
Online
Session
Engaging Parents,
Students and
Families; local
Multicultural
Initiatives
2d
2a
(Insert desired
readings)
Reading/Video
Response 7 due
In class: Media
article
Reading/Video
Read and
discuss Hoffman
article and ASK
Instrument
Response 8 due
Cultural
Responsiveness
Analysis due
(email to
instructor)
Online
activities (See
assignment)
Session
10
School Climate &

Changing Teaching
2a
2b
2c
2d
(Insert desired
readings)
Reading/Video
Response 9 due
Boundary
Crossing due
Last day for
Media articles
In class: Final
presentations
Course
Evaluation Final
Exam Questions
(In class)
Session 4: Online Activities on Cultural Values, and Research into Culture

[This set of activities is intended to replace the face-to-face meeting for Session 4. It
includes the Internet Research into Culture project as well.]
For this weeks online session, we will be investigating activities relating to culture
and cultural values. The below activities are intended to take the place of five hours of
face-to-face class time. After exploring the websites and topics below, you will need to
post your reading responses to the rest of the class (the instructor will provide
additional guidance on how and when). Finally, you need to engage with at least one
other person from the class, reading and responding to their posts in place of this
weeks in-class discussion.
First Activity: Cultural Values
First, explore American Cultural Values;
www.lifeintheusa.com
Read the Visitors Quote document
Finally, take a look at the video clips from UGAs Southern Center for Communication,
Health and Poverty (2007), Building liaisons with Latino communities: A series of
focused video briefings for public health information officers and emergency/risk
communicators. At:
http://www.southerncenter.uga.edu/projectcores/public/webcast_files/publiccorewebca
sts.htm# Specifically, take a look at three modules: Cultural competency; Crosscultural communication; and Cultural values and communication.
Respond to the following questions:
1. From the quotes from foreign visitors handout, pick two of your favorites. For
each, what American cultural value is the visitor is commenting on? How does it
relate to your own experiences?
2. What did you learn from the video segments? What cultural values have you seen
in action (or in conflict) in your classroom or other experiences?
Second Activity: Internet Research into Culture
Internet Research/Cultural Broker
For this assignment, we are going to work to gain deeper knowledge about one
particular cultural group. For one of these groups, you will work (individually or with a
partner) to research the following topics. You should include internet sources for this
information, but may also seek information via talking to someone from the culture;
through print materials; etc. The questions provided are guidelines; you can include
additional elements in the topic area, and if you just cant find out the answer to a
particular guiding question, do your best and indicate what you can find. Note: Do not
simply copy and paste text from a source without proper attributionput into your
own words, or put in quotations!
You should organize your write-up in these six categories, and for each category,
please indicate your information source (e.g., list the URL for the website, or the title
of the book, or the name of the person). I would expect that 1-2 paragraphs per topic
area would be sufficient. You and your partner can divide responsibility for the six
topic areas, or can work collaboratively on each as desired. In addition to the

research, you will prepare a cultural awareness in-service for 30 minutes and present
to a group of staff in your school (a group could be a grade or content team,
department, etc.). Prepare a visual presentation, i.e., PowerPoint, Prezi, Glogster, etc.
on the researched cultures. Focus on the schooling in their native countries and how
this may impact their current classroom environment. Submit the presentation, sign-in
sheet of attendees, and design an evaluation sheet for participants to be turned in with
project. See attached rubric for this activity.
By session VII, share your findings to the class forum specified by the instructor, so
that others in the class can learn from it and discuss (see below).
(Determine your choice by Session 2)
Mexican/Central American (rural/working class)
Korean (middle class)
Somali (working class)
Vietnamese (urban middle class)
Colombian (professional class)
Mainland Chinese
Hmong/Laotian (rural)
Pakistani (middle class)
Topic 1: Languages, scripts, and naming practices
o What languages are used in home, school, religion, and government?
o Are there different dialects?
o What writing system(s) are used? Are scripts alphabetic, syllabic, or
character based?
o Do languages have tones? What else should we know about the
morphology or syntax?
o How are people named?
Topic 2: Gestures and body language
o How do you indicate "come here"?
o How do you indicate "me"?
o How close do people typically stand when conversing?
o When do you look people in the eye? When don't you?
o What gestures or body language might we be unfamiliar with? Which are
obscene or taboo?
Topic 3: Religious beliefs
o What religion(s) is/are prominent?
o Are there major variations within the religion(s)?
o What are some of the major beliefs?
o What are religious gathering places, and what are spiritual leaders called?
o What are major religious holidays? When are they celebrated? How are
they celebrated?
Topic 4: Marriage and family
o At what age do men and women typically marry?
o
o
o
o
o
What are typical courtship and marriage practices? Are marriages

arranged by families? Do they include financial arrangements?
Do married couples live alone or with family, and whose family?
What are women's and men's roles in a marriage?
When do grown children leave home (or do they?)?
What duties or obligations do people have to their families?
Topic 5: Social hierarchy and politeness

o In brief, what would Emily Post's guide to etiquette look like if it was
written in this culture?
o How do polite people greet one another?
o What sorts of questions are considered polite for small talk, and which are
considered rude or taboo?
o Are there differences in how one treats people from different age and
social groups?
o What is considered polite when eating?
o What does it mean to be timely in this culture?
o How does one disagree or refuse something politely?
Topic 6: Learning and schooling
o Which members of this group are typically educated? How much
education do most receive? Are there gender differences?
o Is education public, private, or both? Is there compulsory education?
o What is the status of teachers in this culture and how are they treated?
o How big are classes?
o How would ideal students conduct themselves in this culture? How would
they behave in class?
o What do parents expect from schools? What do schools expect from
parents?
As part of this class sessions in class discussion component, you should not
only post your own research findings, but also read the other groups postings,
and respond directly to at least one of them, copying the instructor in your
response. Your feedback should respond to the following questions:
1. What commonalities between the group you investigated, and the one youre
responding to, did you find? What differences struck you?
2. What experiences have you had with students or others from this cultural group
that relate to these topics?
3. What questions or comments do you have relating to this group?
Internet Research /Culture Rubric

Name(s): __________________________________________________________
Cultural Group Investigated: ___________________________________________
Instructor Feedback and Points:
Objective
s
Not Acceptable
Partly Acceptable
Fully Acceptable
Candidate 0-1 points

2 points
3 points
(s)
Candidate did not present Candidate presented Candidate presented
presented and/or did not turn in
to a group of faculty to a group of faculty
research documentation to support but did submit
as described above
project to presentation
either the sign-in
and turned in both
staff
sheets or feedback the sign-in sheet and
forms
feedback forms
Topic areas
are
addressed
in detail,
demonstrati
ng
awareness
of features
of culture
reviewed
0-2 points
For 2 topic areas or fewer,
content is summarized
accurately and gives the
reader a good sense of the
issue. OR: For 3 or more topic
areas, knowledge of the
characteristics of cultural
group is incorrect or not
clearly demonstrated.
3-4 points
For 3-4 topic areas,
reader a good sense of
the issue. Occasionally,
knowledge of the
characteristics of
cultural group is
incorrect or not clearly
demonstrated.
For each
topic area,
complete
source of
information
is provided
0 points
Adequate source provided for
2 topics or fewer; OR, URL
links provided are not correct
0.5 point
1 point
Adequate source
Adequate source provided
provided for 4 topics or for all topics. All web links
fewer. All web links
correct.
correct.
Project is
written and
edited
carefully
0 points
Errors of writing or editing
present which impede
comprehension of content.
0.5 point
1 point
Some editing or writing Few or no editing or
errors, but do not
writing errors.
impede comprehension.
8 points minimum expected
5 points
For 5-6 topic areas,
reader a good sense of the
issue. Clear and correct
knowledge of the
characteristics of cultural
group is demonstrated for
all/ almost all topics.
Score:
Earne
d
Points
Session 6: Online Activities on Race, Identity and Culture
[This set of activities is intended to replace the face-to-face meeting for Session 6.]
For this weeks online session, we will be investigating activities relating to race,
identity and culture. The below activities are intended to take the place of five hours of
face-to-face class time. After exploring the websites below, you will need to post your
reading responses to the rest of the class (the instructor will provide additional
guidance on how and when). Finally, you need to engage with at least one other person
from the class, reading and responding to their posts in place of this weeks in-class
discussion.
Topic and Activities: Race, Identity and Culture
First, take a look at the PBS Race Website: RACEThe Power of an Illusion
http://www.pbs.org/race
This website has some very interesting activities and information about the concept of
race, its history, and its implications. It also deals with and illustrates racism, as with a
comparison of how historical inequalities can translate into current inequity (e.g.
housing). While we encourage you to go through the entire website, be sure to
explore, at minimum:
http://www.pbs.org/race/001_WhatIsRace/001_00-home.htm What is Race?
http://www.pbs.org/race/005_MeMyRaceAndI/005_00-home.htm Me, My Race & I
http://www.pbs.org/race/002_SortingPeople/002_00-home.htm The Sorting People
exercise
http://www.pbs.org/race/006_WhereRaceLives/006_00-home.htm Where Race Lives
Next, read the article, A Long History of Affirmative ActionFor Whites
http://racism.org/index.php?option=com_content&view=article&id=1107:affirm221&catid=42&Itemid=171
Finally, lets take a look at some aspects of race that take themselves less seriously.
Talking about race and racism can be very difficult, and the intent with including them
is not to create offense but to stimulate discussion and thought on the issues
surrounding race. Take a look at the following two websites.
Black People Love Us http://blackpeopleloveus.com/
This website is a spoof illustrating the issue of white privilege and poking fun at
how some middle-class white attitudes are subtly (or not so subtly) discriminatory
and prejudiced.
Stuff White People Like http://stuffwhitepeoplelike.com/ and

http://stuffwhitepeoplelike.com/full-list-of-stuff-white-people-like/
This tongue-in-cheek blog, related to the book of the same name, helps explain
through over a hundred topics, just what white people like and why. Take a look
at (minimum: three) some of the posts/ stuff that white people like.
Once youve looked over each of these websites, respond to the following
questions:
1. What most interested, surprised, illuminated or irritated you from the websites
above? Why?
2. Various researchers have proposed assumptions and actions that dominant culture
members can take for granted. What elements of so-called white privilege do you
notice? Think of other privileged identity aspects (e.g., male, heterosexual, etc.)-what similar statements might be made from that standpoint?
3. When were you first aware of your racial identity? How was ethnicity, and your
ethnicity in particular, discussed by your friends and family when you were growing
up? How do the websites you looked at for this activity relate to your experiences in
this regard?
4. Some teachers say, I dont pay any attention to the race of kids in my class. I treat
them all the same. What is your reaction to this statement, based on our readings?
Be sure to read and respond to at least one other persons postings on this,
copying your instructor in your feedback.
Session 9: Online Activities on Engaging Students, Parents &

Families
[This set of activities is intended to replace the face-to-face meeting for Session 9, and
also incorporates the Cultural Responsiveness Analysis.]
First Activity: Local Multicultural Initiatives and Resources
Take a look at your school district and schools websites, investigate in your local
community, and/or speak with someone at the school or district level who can help you
find information on the following. Post your responses and compare with what others
found:
1. What are at least 3 services the school or district provides that are geared
towards ELLs and their families? Which one are you most interested in? Why?
2. What are some of the resource offices or key people who provide support for
schools and teachers in working with ELLs and their families? Which, if any,
were you already aware of?
3. What is at least one community-based resource (center, organization, group, )
that provides services, information, or support for a different ethnic or language
group in your community or school? (If at all possible, try to find this out for the
cultural group that you investigated for your Session 4 Research into Culture.)
What do they provide?
Second Activity: Cultural Responsiveness Analysis

Spend the rest of this weeks class time working on and posting the Cultural
Responsiveness Analysis (see next page for details and rubric), which is
part of the Field Experience portfolio as well. Your instructor will specify
the posting deadline for this activity.
Field Experience: Cultural Responsiveness Analysis Guidelines. SESSION 9

For a local school, investigate and answer the following questions fully. Describe what
you learned, identifying (though not by name) the source of your information. Then,
thoughtfully analyze your findings, using your accumulated knowledge from our
course readings and discussions, as well as your experiences in other schools. See the
rubric, below, for how this assignment will be evaluated. You may do this assignment
in pairs or individually. Your write-up should be double-spaced, typed, at least 3 pages.
Look carefully around the school and describe your observations in the following
areas.
Signage. To what extent do signs (informational and decorative) exist in other
languages, or with visual scaffolding, outside the school, inside the school, in the
office, elsewhere? Any indications of Hoffmans hallway multiculturalism?
Faculty and Staff. To what extent does the racial/ethnic makeup of the school
faculty parallel that of the students? The administration? The staff?
Parent Resources. What material or information exists for parents in public
areas at the school? Is there a family resource area? Do materials exist in other
languages? For materials that are present, do they target a specific kind of
parent, in your opinion?
Classrooms. Take a look at two to three classrooms around the school,
representing different grade levels and subjects, when no class is going on. To
what extent are there resources, visuals, and other materials that would be
helpful for English language learners? What culture(s) are represented
symbolically?
Instruction. Try to observe (at least briefly) a non-ESOL course. Can you tell who
the English language learners are? To what extent, by whom, and how are they
included in the class and its culture?
Textbooks. For at least two textbooks in subjects different than what you teach,
flip through and look at the illustrations in the book. To what extent do they
represent different cultures and viewpoints?
Climate. How do you think a visitor would feel in the school? Why?
What else do you observe that is noteworthy? How do your observations relate to
our readings and discussions and what youve learned during this course?
Talk with at least two students or parents from cultures different than your own who
are affiliated with the school. Try to find out: What do they think about the school?
Why?
Where do they feel most comfortable at the school? Who do they know? Who would
they go to at the school if they needed information about academics, about community
resources, about the services the school provides? What would they recommend to
make the school more welcoming for themselves, their families, and others?
Talk with faculty or staff at the school. Try to find out: How do they view students and
families from other cultures, especially English language learners? How is the
discussion framed? How well do they feel the school is doing in meeting the needs of
other cultures?
From this activity, what did you learn? How does it relate to our course readings and
discussions? What would you recommend, if anything, for this school? Why?
Field Experience: Cultural Responsiveness Analysis Rubric (SESSION 9)

Name: _______________________________________________
Earn
ed
Point
Objectives
Not Acceptable
Partly Acceptable
Fully Acceptable
s
Project write-up is
of sufficient length
and depth
0 points
Write-up is less than 2
pages in length,
double spaced, at no
larger than 12-point
font size.
Project write-up is
carefully written
and edited
0 points
0.5 point
1 point
Write-up has errors of Write-up has occasional Write-up is in standard
usage, grammar or
errors of usage, grammar written English and has no
spelling which impede or spelling, but these do errors of usage, grammar
comprehension.
not impede
or spelling.
comprehension.
0.5 point
Write-up is at least 2
pages in length, double
spaced, at no larger than
12-point font size.
1 point
Write-up is at least 3 pages
in length, double spaced, at
no larger than 12-point font
size.
Appropriate detail 0 points

of the observations Write-up does not
in the areas of
include these areas.
Signage and
Faculty/Staff
1 point
Write-up mentions both
these areas but details
are minimal.
2 points
Write-up gives a good feel
for these areas, and gives
the reader a sense of being
there.

in the areas of
Parent Resources
and Classrooms
1 point
are minimal.
2 points
there.

in the areas of
Instruction and
Textbooks
1 point
are minimal.
2 points
there.

on School Climate include this area.
1 point
Write-up mentions this
area but details are
minimal.
2 points
for this area, and gives the
reader a sense of being
there.
Experience and
0 point
outcomes related to Write-up relates the
TESOL-NCATE
experience and
Standard(s)
outcomes to one
TESOL-NCATE sub
Standard
1 points
Write-up relates the
experience and outcomes
relates two TESOLNCATE Standard sub
Standards but not fully.
2 points
Write-up specifically and
appropriately relates the
experience and outcomes
to at least three TESOLNCATE sub Standard(s)
from the course.
Score:
Cultural Issues Final Exam

Choose 5 out of 9 of the questions below. Use your weekly reflections, notes, and other course
materials to thoroughly answer your selected questions. Be sure to incorporate your
understanding of course topics, readings, and standards in your responses.
#1
What is your definition of culture? Give examples of surface and deep culture in a specific culture.
#2
List 6-8 ways in which language and culture are linked.
#3
Consider some of the cultures with which you are familiar and list various stereotypes of those
cultures. How
might those stereotypes help or hinder your understanding of someone from another culture?
#4
Discuss the stages of acculturation, and how it relates to you as a teacher.
#5
List 10 ways that you plan to create a positive classroom environment to accommodate various learning
styles and
cultural backgrounds of students.
#6
How can the immigrant students feelings of exhaustion and loneliness affect student work?
#7
How do cultures differ with regard to what is taught in schools?
#8
Discuss ways in which the ESOL teacher can get parents involved in their childrens education. How
would you
explain to someone who has recently arrived in this country what the American school system expects
of parents?
#9
Can the ESOL teacher contribute to the psychological well-being of her/his immigrant students by
being sensitive
to their cultural differences? How?
Final Exam Rubric

Objective
s
Not Acceptable
Partly Acceptable
Fully Acceptable
0-1 points
2-3 points
4 points
Participant answers question with Participant answers question
some detail, demonstrating
with sufficient detail,
detail or the response does content knowledge of the topic
demonstrating content
not relate to in-course
from 1 in-course reading and/or knowledge of the topic from at
readings and/or activities. activity.
least 2 in-course readings and/or
activities.
Question Participant answers

question with minimal
#
______
Question
#
______
0-1 points
Participant answers
detail or the response does
readings and/or activities.
2-3 points
4 points
content knowledge of the topic
activity.
activities.
0-1 points
2-3 points
4 points
activities.

#
______
0-1 points
2-3 points
4 points
Earne
d
Points
#
______

detail or the response does
readings and/or activities.

content knowledge of the topic
from 1 in-course reading and/or
activity.

knowledge of the topic from at
activities.
0-1 points
2-3 points
4 points
activities.

#
______
Score:
Guided Response/Class Discussion Rubric

This rubric is to be used by the instructor to track in-class participation and mastery of
constructs via small-group and whole-group discussions, etc.
If more than one major concept is discussed during a single class, the daily
participation grade should be averaged across topics and/or weighted based on the
importance of the topic(s).
Date: ___________________
Topics/Content Standards Discussed: ________________________________________
Objectives
Understanding
of concept,
theory, or idea
and its
applications
Not Acceptable Partly Acceptable Mostly Acceptable

0.5 point
Does not show any
recognition or
understanding of
the concept or idea
1 point
Demonstrates
awareness of key
terms, but does not
fully comprehend
concept, how to
apply it, or how it
relates to other
course constructs
(e.g., examples are
off-topic or
irrelevant)
1.5 points
Demonstrates full
comprehension of
terms and concepts,
and shows
understanding of at
least one way to apply
this knowledge to
classroom settings or
TESOL
Fully Acceptable
2 points
Demonstrates full
comprehension of
topic and its
application, and
explicitly analyzes,
evaluates or
synthesizes (e.g., via
links to background
knowledge or other
course concepts)
Reading/Video/Online Response Rubric

This rubric is to be used by the instructor for rating weekly written responses to
prompts on the weeks readings/video/online.
Date: ___________________
Readings Covered:
Topics/Content Standards Discussed: ________________________________________
Objective
Not Acceptable
Partly Acceptable
Fully Acceptable
Understanding
of concept,
theory, or idea
and its
applications
0.5 point
Does not answer all
questions; OR
several responses
are off-topic or
irrelevant or show
misunderstanding
of ideas or terms
1 point
Answers all or almost all
questions relevantly, but
minimally; demonstrates
awareness of key
concepts and terms
through correct usage
2 points
Demonstrates mastery of
terms and concepts, by
answering all questions
fully; connects topics to
prior knowledge, other
readings, and/or classroom
applications
Field Experience: Boundary Crossing Project

You will select a cultural group or event(s) to work with, attend, and/or investigate
outside of the in-school context. You may work individually or in pairs. The purpose of
this project to get you out of your comfort zone so that you have some idea of how
immigrants feel when they come to a new country.
Guidelines:
Choose an ethnic/language group that would like to learn more about. Some
ideas include: volunteering at a community center for a particular
ethnic/language group; conducting home visits with families of a particular
culture; attending a religious, cultural, or community event for a cultural group
other than your own, attending an authentic dining experience where you are
the minority, etc. If you need an idea, let me know.
You must spend and document three contact hours with this group. Your
documentation can be a time log, pictures, and/or other appropriate artifacts.
You will write a 3 page, double spaced summary and analysis providing your
thoughtful reflections on what you did, what you learned, how it relates to what
we have discussed in class, and what conclusions of relevance to TESOL you can
draw (see grading rubric for more details).
You will also present informally on your project to the class.
You must receive at least twelve (12) points on this assignment to receive credit for
this course.
Field Experience: Boundary Crossing Project

Name: _______________________________________________
Boundary Crossing Topic: ___________________________________________
Objectives
Not
Acceptable
Partly
Acceptable
Mostly Acceptable
Fully Acceptable
Project
0 points
demonstrates Project included fewer than three
appropriate hours of contact with the group
length of
or event, or was not documented.
time
1 point
Project included at least
two hours of contact
with the group or event,
documented with time
log and/or other
documentation (e.g.,
programs, photos,
signatures).
2 points
Project included at
least three hours of
contact with the group
or event, documented
with time log and/or
other documentation
(e.g., programs, photos,
signatures).
Project write- 0 points

up is of
Project write-up is less than 2
sufficient
pages in length.
length and
depth
1 point
Project write-up is at
least 2 pages, double
spaced.
2 points
Project write-up is at
least 3 pages, double
spaced.
Project write- 0 points

up is
Write-up includes errors of
carefully
spelling, punctuation or usage
written and which impede comprehension.
edited
1 point
Write-up contains some
errors of spelling,
punctuation or usage,
but these do not impede
comprehension.
2 points
Write-up uses standard
written English and
contains no errors of
spelling, punctuation or
usage.
Narrative of
experiences
and affective
reactions
0 points
1 point
Write-up
Write-up
includes neither includes either
the narrative of the narrative of
experiences,
experiences, or
nor the affective the affective
reactions.
reactions, but
not both.
2 points
Write-up includes a
narrative of experiences
and reactions, but these
are not fully detailed.
3 points
Write-up includes a
narrative of the
experiences and
participants affective
reactions, clearly
demonstrating how
participant crossed
cultural boundaries.
Analysis of
the learning
outcomes of
the
experience
0 points
There is no
evidence of the
learning
outcomes of the
experience for
the participant.
1 point
Write-up implies
learning
outcomes but
does not develop
them explicitly.
2 points
Write-up mentions the
learning outcomes but
does not directly link to
relevance for TESOL.
3 points
Write-up includes an
explicit analysis of the
learning outcomes of
the experience for the
participant, including
its relevance for
TESOL.
Experience
related to
theoretical
constructs
0 points
Write-up does
not relate the
experience to
any theoretical
constructs from
1 point
Write-up relates
the experience
and outcomes to
one theoretical
construct
2 points
Write-up relates the
experience and
outcomes to at least two
theoretical constructs
discussed in the course,
3 points
Write-up specifically
and appropriately
relates the experience
and outcomes to at
least two theoretical
Earn
ed
Point
s
the course.
discussed in the but not always

course.
appropriately.

Comments:
constructs discussed in
the course.
Score:
Field Experience: Culture in the News Media Summary

Name: _______________________________________________
Article Title: ___________________________________________
Source of Article: ___________________________________________
1. What is the central point of the article? What cultural group, subgroup, or issue
is addressed?
2. How does this article relate to themes, readings, or discussions from our class?
What contribution does it make to our understanding of the issue?
3. To what extent do you agree with the perspective of the author and/or the people
cited in the article? Why?
4. How would you use this article to help teach ELLs about (American) culture?
What TESOL/NCATE standard does this relate to?
Objectives
Not Acceptable
Partly Acceptable
Mostly Acceptable
0.5 point
Article relates to
culture explicitly, but
is more than 1 year
old.
Fully Acceptable
Article is
relevant to
the course
and
assignment
0 points
0 points
Article neither relates
to culture explicitly,
NOR is less than 1
year old.
Written
responses are
thorough and
appropriate
0 points
Write-up adequately
covers fewer than
two: the article's
point, how it relates
to the class themes/
teaching ESOL,
evaluation of the
perspectives, and
relation to standards.
0.5 point
1 point
Write-up adequately Write-up adequately
covers fewer than
covers three of four:
three: the article's
the article's point,
point, how it relates to how it relates to the
the class themes/
class themes/
teaching ESOL,
teaching ESOL,
evaluation of the
evaluation of the
perspectives, and
perspectives, and
relation to standards. relation to standards.
2 points
Write-up adequately
covers the article's
to the class themes/
teaching ESOL,
evaluation of the
perspectives, and
relation to
standards.
0.5 point
Oral presentation
adequately covers
fewer than two: the
article's point, how it
relates to the class
2 points
Oral presentation
adequately covers
the article's point,
how it relates to the
class themes, and
Oral
0 points
Presentation No oral presentation
to class (Date given.
presented:
__________)
1 point
Oral presentation
adequately covers
two: the article's
to the class themes,
1 points
Article relates to
culture explicitly,
AND is less than 1
year old.
Earne
d
Point
s
themes, and an
evaluation of the
perspectives.
and an evaluation of
the perspectives.
Comments:
includes an
evaluation of the
perspectives.
Score:
Cultural Issues in TESOL Completion Sheet

Participant Name: _____________________________________
Dates of Course: ___________________
Instructor: ___________________
The above-named participant has / has not completed the Cultural Issues in TESOL
course satisfactorily, as reflected in the Assignment Completion Summary below.
Instructor Signature: _____________________________
Completion Date: _______
Comments:
Assignment Completion Summary: (check box when completed; see rubrics for
details)
Attendance. (No more than 5 hours of missed class)

o Dates and Hours of class missed: _____________________________________
o Written makeup work assigned for missed class time: _____________________
Course Participation (16 points needed)

o Total Participation Points (possible range, 0-20): _____
Responses to Readings/Videos/Online (15 points needed)

o Total Responses to Readings/Videos Points (possible range, 0-18): _____
Internet Research /Cultural Broker (8 points needed)

o Total Project Points (possible range, 0-10): _____
Boundary-Crossing Write-Up (12 points needed)

Media Summary Sheet (4 points needed)

Cultural Responsiveness Analysis (10 points needed)

Final Exam (16 points needed)

o (possible range, 0-20): ____
For any area not satisfactorily completed, note feedback to participant and plans
(including deadlines) for remediation:

Cultural Issues Syllabus

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Cultural Issues in TESOL

RESA ESOL Endorsement Program

Course Readings: (Note: This is a reading-intensive course!)

Develop awareness of issues of culture and multiculturalism in society and the

Analyze educational settings for cultural responsiveness to English language

Introduction & Course

Windows into Culture;

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Identity, Race &

Asian Cultures; Asians

School Climate &

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Session 4: Online Activities on Cultural Values, and Research into Culture

Read the Visitors Quote document

Internet Research/Cultural Broker

topic areas, or can work collaboratively on each as desired. In addition to the

What are typical courtship and marriage practices? Are marriages

Topic 5: Social hierarchy and politeness

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Internet Research /Culture Rubric

Candidate 0-1 points

8 points minimum expected

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Session 6: Online Activities on Race, Identity and Culture

Stuff White People Like http://stuffwhitepeoplelike.com/ and

Session 9: Online Activities on Engaging Students, Parents &

Second Activity: Cultural Responsiveness Analysis

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Field Experience: Cultural Responsiveness Analysis Guidelines. SESSION 9

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Field Experience: Cultural Responsiveness Analysis Rubric (SESSION 9)

Appropriate detail 0 points

Appropriate detail 0 points

Appropriate detail 0 points

Appropriate detail 0 points

10 points minimum expected

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Cultural Issues Final Exam

List 6-8 ways in which language and culture are linked.

Discuss the stages of acculturation, and how it relates to you as a teacher.

How do cultures differ with regard to what is taught in schools?

Final Exam Rubric

Question Participant answers

Question Participant answers

Question Participant answers

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

question with minimal

some detail, demonstrating

with sufficient detail,

Question Participant answers

16 points minimum expected

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Guided Response/Class Discussion Rubric

Not Acceptable Partly Acceptable Mostly Acceptable

Reading/Video/Online Response Rubric

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Field Experience: Boundary Crossing Project

Rev. 03.04.14: PARTIALLY ONLINE SYLLABUS

Field Experience: Boundary Crossing Project

Project write- 0 points

Attendance. (No more than 5 hours of missed class)

Course Participation (16 points needed)