Pedagogical Techniques
Syllabi for the CLEAR courses utilize a range
of pedagogical techniques, including literacy autobiography, instructor
interviews, ethnographic research, materials development, practicum experience,
electronic portfolios, and WebCT. The following are brief descriptions
of these pedagogical approaches. For more information on the theoretical
basis for and implementation of techniques (see Resources).
Literacy Autobiography
Students write a literacy autobiography
about the significant factors and events that have contributed to their
development as readers and writers. In writing this autobiography, students
explore their attitudes and assumptions about literacies in both their
first language and second languages. They are also encouraged to discuss
their early first language learning experiences and language attitudes
with family members. The assignment includes analyzing the genre of memoir
through in-class and out-of-class readings, sharing language learning
experiences through discussions, and reading peers’ literacy autobiography
drafts to give feedback to each other. This autobiographic process enables
students to reflect on their language learning experiences and, in the
process, validates their cultural and linguistic resources.
Instructor Interviews
Students conduct interviews with
several course instructors and/or students regarding academic discourses
in their fields of study. This allows students to gain both research
skills and insider knowledge of the academic literacies expected in their
discipline. The project also enhances communication with the students’ instructors.
They are guided through the process of brainstorming potential interviewees
and interview questions. After interviewing, they share with classmates
their findings and analysis as well as their reflections on the process.
Ethnographic
Research
Students conduct a systematic study of the academic discourse
community that they are interested in or a member of in order to acquire
understanding of the social, literacy, and academic knowledge expectations
of that community. This ethnographic project involves first-hand experience
with observing and interviewing members of the community. Through this
project, students gain not only knowledge of the academic discourse community
of interest to them, but also acquire the research and reporting skills
required in many academic discourse communities, such as locating and
reviewing relevant literature; observing a discourse community; analyzing
observation and interview findings; and drafting, revising and publishing
a research paper following stylistic guidelines.
WebCT
The course WebCT discussion page supplements in-class
discussion and is intended to promote critical reflection. The discussion
topics range from ideas about readings, personal experiences related
to course content, student teaching experiences, and CLEAR courses in
general. Students are also required to post discussion questions regarding
readings and other related topics and also respond to questions that
are posted by the instructor and other classmates.
Materials Development
Students produce materials for
use in heritage language and/or ESL courses. For preparation, students
search for and critique available materials in terms of skill development
and relevance of content for the target student population. They also
observe and/or tutor target population students to examine what materials
will meet their particular needs and purposes. The class readings and
discussions on bilingual education curriculum issues and the needs of
language minority students also inform the language materials they develop.
Bilingual, heritage language, or ESL materials that students have produced
are published by Nationwide Learning, Inc.
Practicum
CLEAR students complete at least 15 hours of
classroom observation and student teaching in heritage language or ESL
classrooms. The practicum helps students put into use the knowledge they
have acquired throughout the program, and gain supervised practical teaching
experience in a classroom setting. Students are expected to write lesson
plans and videotape their teaching to share and analyze in the class.
Students also write a weekly reflective journal that includes descriptions
of the class observed, reflections on their observation/teaching experiences,
and how these relate/do not relate to their readings and discussion in
the course. Finally, students write a cumulative reflection paper on
the process and experience of doing the practicum.
Electronic Portfolio
Students create and develop an electronic
portfolio using PowerPoint to document their progress in the CLEAR program
as a student and as a pre-service teacher. The portfolio is also a tool
for expressing students’ academic, personal, and professional identities.
The portfolio includes their teaching philosophy, resume, academic work
in English and Heritage Language courses, teaching materials/lesson
plans, reflections on their learning and teaching experiences, videotapes
of student teaching, response papers, class notes, and other work.