ED-301a Bilingual Language Arts Methods

Course Description: Prepares the education major to teach English and Micronesia Vernacular Language Arts in the schools of the Federated States of Micronesia. Practical teaching experiences are included

  • Prerequisite Course(s): Acceptance into the Education upper division program.

The student will be able to:
1. Demonstrate comprehension and application of the FSM elementary school curriculum standards.
2. Apply a variety of teaching approaches to meet learning needs of FSM elementary school students.
3. Assess and evaluate learning of the elementary student at both the formative and summative levels.
4. Organize and manage an elementary classroom environment for learning.
5. Demonstrate comprehension and application of learning theories and principles, human development, language development, technology, educational foundations, socio-cultural issues, and student with special needs.
6.  Demonstrate professionalism.
B.        Student Learning OUTCOMES (SLOs) – GENERAL:
The student will be able to:
1.  Summarize and explain the goals of bilingualism for Micronesia.
2.  Identify the concepts and teaching skills required for Language Arts in Micronesian elementary schools.
3. Integrate reading and composition teaching.
4. Identify the relationship of phonetics and reading in Vernacular and the English language.





































I = Introduction
D = Demonstrated
M = Mastered

C.        Student Learning Outcomes (SLOS) – Specific:

General SLO 1. Summarize and explain the goals of bilingualism for Micronesia.

Student Learning Outcome

    Assessment Strategies

    • Inquire and describe how children learn language and identify what this implies for Micronesia’s goal of bilingualism.

a) Paper that compares first to second language acquisition and aligns it with the FSM’s Policy for Bilingualism (assessed by rubric).

    • Summarize the goal of bilingualism in Micronesia


General SLO 2 (restated):  Identify the concepts and teaching skills required for Language Arts in Micronesian elementary schools.

Student Learning Outcome             

    Assessment Strategies

    • Explore various strategies to teach children listening skills, concluding with a practice teaching using the Kellogg Listening-Model.

a) Compare-contrast essay in which they discuss at least five strategies for teaching listening as presented in the text.

b) Prepare a sample listening lesson (including a detailed lesson plan), which will use the Kellogg Listening-Model.

    • Identify five strategies to teach early childhood readiness lessons to develop children’s psychomotor skills, directionality, plus symbol recognition and –making.

List learning activities to enhance the development of readiness and submit a lesson plan.

    • Identify handwriting criteria for manuscript and for cursive

a) Demonstrate a manuscript and cursive lesson following a scoring rubric.

b) Demonstrate a corrective handwriting lesson (rubric-scored).

    • Design ten spelling exercises for grades 1 through 4.

Teaching demonstrations of two exercises plus written description of 5 more spelling tasks, including rationale and assessment of applicability to Vernacular (graded by rubric, oral feedback).

General SLO 3 (restated): Integrate reading and composition teaching.

Student Learning Outcome             

     Suggested Assessment Strategy

3.1 Identify the readability level of books or compositions using the Frye Reading Graph

In-class exam that uses ten texts, all on different readability levels. Students identify the levels.

3.2 Demonstrate at least two strategies to teach composition skills to children in a lesson.

Prepare a composition of more than 300 words, improved through classmate exchange editing and instructor editing to present polished prose (rubric graded, emphasis on spelling, grammar, tense, punctuation and paragraphing).

3.3 Identify at least 4 kinds of poetry suitable for children’s activities (contrast couplets, Haikus, free form, rhymed).

Compose one of each kind of poetry as used in the class for children’s reading and comprehension (rubric will be provided, reflected criticism, possibly by peers as well).

General SLO 4 (restated): Identify the relationship of phonetics and reading in Vernacular and the English language.

Student Learning Outcome             

    Suggested Assessment Strategy

4.1 Identify ways to improve students’ pronunciation and reading skills, including ways to correct grade students’ pronunciation and ways to practice reading with his/her students.

Demonstrate a reading lesson that includes ways to improve and model pronunciation, complete with lesson plan and 2-page-paper summarizing the objectives (rubric-graded).

D.        Course Content

  • The symbolic nature of language
  • Theories of language acquisition (first and second) and bilingualism
  • The goals for bilingualism in the FSM, including discussion of the cognitive and political challenges (practicing/not losing native languages and becoming proficient in English at the same time)
  • All aspects of language and language acquisition, ranging from speaking, listening, reading to writing.
  • More detailed aspects of learning how to read and write, such as readiness, handwriting, correcting handwriting, spelling, punctuation, capitalization, composition.

Lecture, whole-class discussion, directed and individual research, group work.

F.         Required TEXT and Course Material
Segal, Harvey (1997). Preparing to Teach The Language Arts. COM-FSM Publisher. COM-FSM, Pohnpei, Box 159, FM 96941 (or most recent edition).
Various handouts.

1) Tiedt, Iris (1979). The Language Arts Handbook. Englewood Cliffs, NJ: Prentice Hall.
2) Tompkins, Gail E.; Hoskisson, Kenneth (1989). Language Arts: Content and Strategies New York, MacMillan.


I.          EVALUATION


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