Careers in Language Education and Academic Renewal (CLEAR) Program

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 CSLR Resources. (link to 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.