Florida Gateway College

Elementary Education K - 6, Bachelor of Science

TSL 3080: Foundations of Teaching ESOL
Summer 2023 Syllabus

Instructor: Allyson Dees; M.A. Ed.

Date: May 8th-August 2nd, 2023 (A12)
Office Hours:
Thursday Virtual 8-9:15am
Link: https://teams.microsoft.com/l/meetup-
join/19%3ameeting_NjIwNDE4MmMtMjI3YS00Zjk1LTkyMmYtODQwYTI2YzNiZjY5%40t
hread.v2/0?context=%7b%22Tid%22%3a%22997282f8-6935-42d5-8c5a-
69e9a71596d3%22%2c%22Oid%22%3a%229fa92cea-1284-4173-b6cf-
88ece1949d2d%22%7d

I will always be available via email. Please be patient though, and don't wait until the last
minute for questions because it might be 12 hours or so before I can get back to you in some
cases.

E Mail Address: allyson.dees@fgc.edu

Phone Number: 386-754-4268
Location: Building 27 Room 10
Day & Time: Tuesday 4-8pm

REQUIRED TEXT BOOKS/READINGS

Adger, C., Snow, C., and Christian, D. (2018). What Teachers Need to Know about Language.
2nd Ed. Center for Applied Linguistics.

Additional articles for assignments are located in Canvas.

CLASSROOM RULES
1. Be impeccable with your work.
2. Don’t take anything personally.
3. Assume nothing.
4. Do your best.
5. Wish each other well.

COURSE DESCRIPTION
This course introduces theories, laws, and practices involved in the education of English
Language Learners (ELL). The goal is to prepare professional educators with essential
information and skills regarding second language acquisition and the proper assessment formats
that can guide a more holistic approach to language development in the classrooms.

*This course is a prerequisite for TSL 4081. You must pass this course with a C or higher.
COURSE LEARNING OUTCOMES
Upon the successful completion of this course, students will be able to:
1. Demonstrate knowledge of rhetorical and discourse structures as applied to second language
and literacy learning.
2. Demonstrate understanding of appropriate forms of English for different purposes.
3. Identify similarities and differences between English and other languages reflected in the
ELL/ESOL student population.
4. Apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate
ELL/ESOL’s learning of English
5. Recognize the importance of ELL/ESOL’s home languages and language varieties.
6. Analyze individual learner variables in the process of learning and understand the
similarities and differences between L1 and L2 literacy development.

STANDARDS
Professional Education Competencies
• Analyze student developmental characteristics in relation to first and second language
literacy acquisition stages to design instruction for students.
• Evaluate and differentiate standards-based curriculum, materials, resources, and
technology for ELL based on multicultural, multi-level learning environments.
Uniform Core Curricula (UCC)
• Strategies appropriate for the instruction of English language learners
• 2.6. Evaluate and interpret pictorial representations, charts, tables, and graphs of
authentic data from scientific investigations to make predictions, construct explanations,
and support conclusions.
• 2.7. Identify and analyze ways in which science is an interdisciplinary process and
interconnected to STEM disciplines (i.e., science, technology, engineering, mathematics).
• 2.8. Analyze the interactions of science and technology with society including cultural,
ethical, economic, political, and global factors.

ESOL Domain 1: Cross Cultural Communication

Designed to increase awareness and sensitivity to diverse cultures by highlighting similarities
and differences as they relate to language and communication. Participants will learn how to
adapt classroom instructional practices to meet the needs of students with varying cultural
backgrounds.
Standard 1 - Culture as a factor in ELL’s Learning
Teachers will know and apply understanding of theories related to the effect of culture in
language learning and school achievement for ELLs from diverse backgrounds. Teachers will
identify and understand the nature and role of culture, cultural groups, and individual cultural
identities.
• 1.1.a. The student will understand and apply knowledge about cultural values and beliefs
in the context of teaching and learning of ELLs, from diverse backgrounds and at varying
English proficiency levels
 • 1.1.b. The student will understand and apply knowledge of concepts of cultural
competence, particularly knowledge about how cultural identities affect learning and
academic progress for students from diverse backgrounds and at varying English
proficiency levels.
• 1.1.c. The student will use a range of resources in learning about the cultural experience
of ELLs and their families to guide curriculum development and instruction
• 1.1.d. The student will understand and apply knowledge about the effects of racism,
stereotyping, and discrimination in teaching and learning of ELLs from diverse
backgrounds and at varying English proficiency levels
• 1.1.e. The student will understand and apply knowledge about home/school connections
to build partnerships with ELLs families.
• 1.1.f. The student will understand and apply knowledge about concepts related to the
interrelationship between language and culture for students from diverse backgrounds
and at varying English proficiency levels.

ESOL: Domain 2: Language and Literacy (Applied Linguistics)

Standard 1: Language as a System Teachers will demonstrate understanding of language as a

system, including phonology, morphology, syntax, semantics, and pragmatics; support
ELL/ESOLs’ acquisition of English in order to learn and to read, write, and communicate orally
in English.
• 2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second
language and literacy learning.
• 2.1.d. Demonstrate proficiency in English and model for ELL the use of appropriate
forms of English for different purposes.
• 2.1.e. Identify similarities and differences between English and other languages reflected
in the ELL student population.
• Standard 2: Language Acquisition and Development Teachers will understand and apply
theories and research on second language acquisition and development to support ELL
learning.
• 2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological
variables to facilitate ELL learning of English.
• Standard 3: Second Language Literacy Development Teachers will demonstrate an
understanding of the components of literacy and will understand and apply theories of
second language literacy development to support ELL learning.
• 2.3.b. Demonstrate understanding of similarities and differences between L1 (home
language) and L2 (second language) literacy development.
• 2.3.e. Understand and apply knowledge of how principles of phonology, morphology,
syntax, semantics, and discourse affect L2 reading and writing development

ESOL Domain 3: Methods of Teaching ESOL

Designed to provide educators with the necessary skills to determine appropriate instructional
methods and strategies for teaching English language learners. Educators will use their
knowledge of current first and second language acquisition to plan and deliver appropriate,
effective instruction.

Standard 1: ESL/ESOL Research and History

Teachers will demonstrate knowledge of history, public policy, research and current practices in
the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for
ELLs.
• 3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context.
• 3.1.b. Demonstrate awareness of current research relevant to best practices in second
language and literacy instruction.
• 3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession,
including program models for ELL instruction.

COURSE POLICIES AND EXPECTATIONS

1. Students must receive a C or better to pass this course.
2. Students must submit all critical tasks in order to pass this course. Students should retain a
copy of any work submitted. No incomplete grades will be given without the consent of the
instructor in advance. Incomplete grades will be assigned at the instructor’s discretion.
3. In our class: a) everyone is allowed to feel they can work and learn in a safe and respectful
environment; b) everyone learns about, understands, appreciates, and respects varied races,
classes, genders, physical and mental disabilities, and sexualities; c) all individuals are to be
respected and treated with dignity and civility; and, d) everyone shares the responsibility for
making our class a positive and better place to work and learn.
4. Students are strongly encouraged to follow guidelines for using non-stigmatizing and people first
language when referring to individuals with disabilities.
5. Your attendance and participation will be used as indicators of your involvement and learning.
You are expected to participate in class activities. To participate, you must be present, prepared,
engaged in the activities, demonstrate professional behavior, and do your best to help create a
positive learning environment.
6. Readings assigned each class are to be completed BEFORE arriving in class for that day.
Assignments are due on the day/time specified in the course syllabus/schedule. A ten-percentage
(10%) point deduction will be taken for each week for late assignments. This begins at midnight
after the assignment is due and includes weekdays, weekends, and holidays.
7. Written/Oral Course Work, Assignments, Communication: Students are expected to apply basic
rules of grammar and spelling to written correspondence and work, and basic rules of grammar to
oral work. All written assignments must be typed or word-processed and must be double-spaced
with 1-inch margins and 12-point font (unless otherwise specified). Use APA style for
formatting, citations, and references. Papers not meeting these specifications will be returned to
the student for corrections before points are awarded for the assignment. The paper will be
subject to the late penalty addressed in this syllabus. Check the course Canvas site for web
resources about APA. Please see the Purdue OWL website
(https://owl.english.purdue.edu/owl/resource/560/01/) or the APA manual (7th Edition) for
information about formatting. If a student’s work in this class indicates that remediation is
needed in these skills, the student will be informed of remediation opportunities and advised to
take advantage of them. If you are in doubt about your writing ability or if you just want to
become a better writer, please avail yourself to the services of the Student Success Center (SSC).
It provides free and confidential tutoring assistance for all writing. Contact the SSC (See Student
Success Center statement below for contact information).
 8. General communication regarding this course will occur through the FGC e-mail and/or
announcements posted on the course Canvas site. It is the responsibility of students to stay
abreast of this communication. Please send e-mails to the instructor directly from your FGC e-
mail account and be sure to put the course code in the subject heading.
9. Use of electronic devices (laptops, cellphones, tablets, smart watches, etc.) during class for
purposes other than course content is not allowed. The first time this expectation is violated,
the instructor will provide a verbal warning. The second violation will result in 10 points
subtracted from the total possible points for this class. For each subsequent violation, 25
points will be subtracted from the total possible points for the course. When laptops,
cellphones, tablets, etc., are used for an in-class activity or as a reasonable accommodation, 25
points will be subtracted from the total possible points in this class if the electronic device is used
for any purpose other than the in-class activity. If you have a medical need that meets the
College policy regarding the American with Disabilities Act and warrants the use of an electronic
device, please notify the course instructor. If this is the situation, please provide the course
instructor with written documentation of such from the Office of Accessibility Services (OAS).
10. The opportunity to earn extra credit for points lost due to unexcused absences, tardiness, leaving
class early/taking unscheduled breaks, points lost for turning in assignments after the specific due
dates and times, and the inappropriate use of electronic devices will not be provided.
Remediation for points lost on course assignments for reasons other than turning in the
assignment late will be negotiated on a case-by-case basis and will be provided at the instructor’s
discretion.
11. All major assignments will be reviewed by FGC’s "plagiarism check" software. The College
policy on plagiarism will be strictly followed for all assignments. Sanctions will be levied for
plagiarism and may include course failure. Please see the Academic Honesty and Academic
Integrity statements below.

ATTENDANCE AND TARDINESS

This course includes lecture as well as a variety of discussion groups and small group activities
that will require your presence and active participation. Your attendance and participation in
class is expected. If you must miss a class, as a professional courtesy, please contact the
instructor prior to the start of that class. Participation points cannot be made up in the event of
an absence. If you are absent for more than two face-to-face class meetings without a doctor’s
note, your letter grade will be reduced by one full letter grade (e.g., A to B, B+ to C+). There
will be a one (1) point deduction for being tardy or leaving class before dismissal. If there is an
emergency and you must miss class, you are required to send a doctor’s note or another form of
official documentation to the instructor and the coordinator, Dr. Elizabeth Carroll at
elizabeth.carroll@fgc.edu. If a student is more than 15 minutes late to class, the tardy is counted
as an absence and all absence policies will apply.

Each class meeting covers material that is crucial to your success as an educator and a highly
effective teacher. Consistent with the FEAP #6 (Ethics: Adheres to the Code of Ethics and
Principles of Professional Conduct of the Education Profession in Florida), BS Elementary
Education scholars are expected to exhibit professional behavior. Being on time and prepared for
class is an important aspect of professionalism. Refer to Assignments and Professionalism.
INTERNET AND TECHNOLOGY POLICY
As a student at Florida Gateway College, you will be given access to wireless internet. Wireless
Internet privileges are to be used for academic purposes only while in the classroom setting.

Student e-mail accounts are created once you are admitted to the college.
● Click on MyFGC from the College’s homepage.
● Click on Enter Secure Area
● Log in using Student ID and PIN
● Click on Personal Information
● Click on View E-mail Addresses
● Copy email address containing @wolves.fgc.edu
● Sign out of MyFGC
● Go to https://www.outlook.com/fgc.edu.
● Enter entire email address copied from MyFGC. example: john.doe@wolves.fgc.edu
● Enter PIN (same PIN as above)

Follow the above steps to establish your student FGC email account. You should check
your college email frequently. Your professors, as wELL/ESOL as other areas of the
college will contact you during the term. This is the official means of communication from
the college.

FGC Student Canvas Account

● Go to the college’s homepage https://www.fgc.edu/
● Click on the My Courses Login link
● Enter Username (student ID) and Password (same as my FGC pin)
● Click on course you want to work with.

ASSIGNMENTS AND PROFESSIONALISM

Assignments and projects are due on the due date (See Tentative Schedule). A 10% penalty per
week will be assessed for assignments submitted after the due date.

Graded assignments will be returned. For your on-going records, grades will be posted in a
timely manner on Canvas and Via. From time to time, an instructor may offer an opportunity to
revise and re-submit an assignment. Every assignment is linked to the Florida Educator
Accomplished Practices (FEAPs) and the Elementary Education K-6 standards, and each
assignment provides the necessary requirements for meeting Florida’s core standards for
effective educators on what educators are expected to know and be able to do.

It is expected you will demonstrate professionalism throughout this course consistent with
FEAPs b.1.e. The effective educator consistently engages in targeted professional growth
opportunities and reflective practices. As a professional, it is your responsibility to evidence
behaviors and attitudes appropriate to the profession including punctuality, speech, preparation
and quality of work. Your role in this course is critical to your success and that of your
colleagues; therefore, participation and discussion in all class activities are necessary. Your
participation, ideas, comments, discussion points, and contributions are important and expected.
During this course, you are expected to communicate with faculty, colleagues, and schools in an
effective and professional manner at all times.

Grade Scale
A = 90-100
B+ = 87-89
B= 80-86
C+ = 77-79
C = 70-76
D+ = 67-69
D = 60-66
F= 59 or below

EXAMS
There are two exams for this course: a midterm and a final.

ACADEMIC INTEGRITY
You may not purposefully deceive any official of the College by cheating on any assignment,
examination, or paper. Cheating is the use of anyone else’s work, whether he/she is a student or
not, as your own. A student may be withdrawn from this course with the grade of F if found to
have cheated on any course assignments or tests.

Self-Plagiarism
Self-plagiarism is the act of presenting one’s previously used work as an original work. Self-
plagiarism is inconsistent with honesty and truthfulness. Reusing identical or almost identical
parts of previous work is considered self-plagiarism. Do not submit lesson plans, essays, or other
academic material previously submitted in other classes.

You are to behave honorably. Remember that you will only get out of any course what you are
willing to put into it. It is permissible for you to assist classmates in general discussions of
computing techniques. General advice and interaction are encouraged. However, each person
should develop his or her own projects, assignments, and tasks. In other words, you may not
“work together” on any graded assignments. Such collaboration is considered cheating. A
student may not copy anyone else’s work (or portions of it) and present it as his/her own. If you
are unsure, contact me with a question(s).
Cheating, plagiarism, bribery, misrepresentation, and fabrication are not permitted and will be
dealt with severely. Students should make themselves aware of the student code of conduct
found in the Student Handbook. Students caught plagiarizing will be given a warning and
documentation will be placed on file. Any subsequent misrepresentations of work will result in
removal from the program. All FGC students are held to a high standard of Ethics and require a
clear understanding of such policies.
Critical Dates
Class Begins May 8th
Drop/Add May 8th- May 10th
Memorial Day May 30th
Juneteenth June 19th
Independence Day July 4th
Withdrawal Deadline July 11th
Final Exam August 2nd

RUBRICS
Assignments will be graded using the rubrics provided in Canvas and SL&L. If you have a
question about any rubrics please contact me.

Learning Activities at A Glance:

Refer to the Canvas calendar for specific dates

SCHEDULE OF CLASS EVENTS

Please note that the following schedule includes highlights of classroom sessions and activities
for which you should prepare. Each class session will include additional learning activities. The
Due Date reflects the date the work needs to be completed by. Please give the instructor one full
week to grade assignments and post grades. NOTE: We will discuss due dates in detail on the
first night of class. Assignments: You will need to look at every video and link in Canvas for
each week, as this will give you important resources and information for all assignments.

Module Topics Assignments

1 Understanding ESOL Standards • Read Chapter 1
and • What Are Your Experiences?
Language Policy • Signature Page
2 • Interview
Global Awareness • Global Awareness Project
3 • Read Chapter 6
Role of Families • Community/Family Night
Presentation
4 Culturally Responsive Teaching • Read Chapter 8
• TSOL Philosophy Statement
5 • Read Chapter 5
Second Language Acquisition • Second Language Acquisition
& Literacy Development
6 • Read Chapter 2
• Cognates Presentation
7 Language Structure • Read Chapter 3
 • 5 Domains of Language
8 • Read Chapter 4
• Supporting ELL’s in the
Lesson Planning Classroom
9 • Read Chapter 7
• SIOP Lesson Plan
10 Supporting and Advocacy for • Read Chapter 9
ELL/ESOL Leaners • Social-Political Language
Research Paper
11 • Read Chapter 10
Reflecting on ELL History • ESL Research & History
Podcast

12 • Final Reflective Assignment

Finals Week • End of Semester Assessment

Assignments
Through the course of the semester, you will complete the following assignments. Please see the
rubrics in Canvas and SL&L for information on how each assignment will be graded. All course
readings (articles, textbooks, etc.) must be done prior to each class meeting.

This is a bachelor’s level course. ALL assignments must be cited using APA style if required and
stated in the rubric. Look at the rubric. Any assignments not cited as required will be given a
grade of zero. Critical tasks are noted with a star and will be submitted in SL&L. All other
assignments will be submitted in Canvas.

Interview Non-English Speaker & Self: 1.1.a; 1.1.b

You will interview someone whose first language is not English a video the interview. You will
then answer the same questions of yourself and reflect on the similarities and differences
between your interviewee’s responses by creating a comparison chart.

TSOL Philosophy Statement: 1.1.f, 2.1.a

Write a one-two page philosophy on teaching ELL/ESOL students. Your philosophy of

education statement is a description of your goals and beliefs as a teacher. Your philosophy of
education reflects your own approach to education and teaching ALL students. It will help you
focus on why you make decisions you make as you plan your lessons and implement those
lessons. Your philosophy will change as you mature and gain experience.
Community/Family Night: 1.1.e, 1.1.c, 3.2.h

Create a family night flyer and presentation sharing ways that ESL parents can be connected to
the classroom. The presentation must include four family friendly activities that can be done at
home to support the ELL student.

Global Awareness Project: 1.1.d

Global awareness is an understanding of the relatedness of local, global, international, and

intercultural systems, issues, and trends. You will research and present regarding language
minority experiences (specifically children) in terms of immigration, cultural adaption, language
learning, and education. Create a WebQuest using Google Sites on displacement. Include the
following areas:
• human rights, racism, or oppression of those displaced
• books, articles, or webpages about displacement
• real-world anecdotes/stories from immigrants, refugees, or the human experience
• community reaction to immigration and displacement
• educational rights and teacher’s responsibilities for immigrants and refugees

Cognates: 2.2.b, 2.2.d, 2.1.e

Create a 5-6 slides min. presentation (minimum; not including title and reference page) on the
similarities and differences between English and another language of choice (not Spanish).

Five Domains of Language: 2.1.b, 2.3.e

Research one of the five domains and create a mini lesson explicitly teaching the concept and a
follow up practice activity for the class to complete. This will be based on a specific grade level.

Sociocultural-Political Language Research Paper: 2.2.c, 2.1.d, 2.2.a

Students will research how sociocultural, sociopolitical, and psychological variables in a ELL’s
life work to facilitate learning English. Student will connect this to the use of appropriate forms
of English for different purposes, academic language verse social language.

Second Language Acquisition & Literacy Development: 2.3.a, 2.3.b, 2.3.c

Create a literacy activity that addresses ELA standards for a grade level of your choice. Each
activity will be directly connected to each stage of second language acquisition. Student will then
reflect on how first language literacy development influences second language acquisition.

SIOP Literacy Lesson: 2.1.c, 2.3.d

You will develop a SIOP content-area lesson plan. You must use backward design and you may
NOT use a previous SIOP lesson plan. Use the SIOP lesson plan format and handout and
incorporate at least one instructional method under each of the eight SIOP model features. Make
sure to include how you will use your knowledge of ELL/ESOL students from diverse
backgrounds and varying English proficiency levels to inform your teaching.

ESL/ESOL Research & History: 3.1.a, 3.1.b, 3.1.c

Student will create a podcast sharing the legal history of ELL programs in the United States
education system. Student will come up a minimum of four researched-based language
instruction strategies that support ELL learners in the classroom.

Mandatory Statements
The Library

The Wilson S. Rivers Library is located in Building 200 and also includes millions of ebooks and
articles at https://www.fgc.edu/academics/library/. The library has more than 70 computers with
50 pages daily of free B&W printing for students. There are also small and large study rooms
available for two hours at a time. Click the link above for more information. Librarians are available
to assist with research help, and there are helpful videos on library searching and citation help
here: https://www.fgc.edu/academics/library/research-help-and-guides/.

Phone- 386-754-4401
Email- library@fgc.edu
Ask-A-Librarian text and chat

Fall & Spring Semester Library Hours

Monday- Thursday 7:30 am – 7:30 pm
Friday- 9:00 am – 4:00 pm
Saturday- 1:30 pm – 5:30 pm
Sunday- CLOSED

Summer Semester Library Hours

Monday- Thursday 7:30 am – 6:30 pm
Friday- CLOSED
Saturday & Sunday- CLOSED

The Student Success Center (SSC)

The Student Success Center (SSC) is located in Building 008. The SSC offers a variety of resources
for students and faculty. Access to computers and limited printing is available. Copies of reference
books, textbooks, access to course specific software, and access to tutors for all levels of math and
writing are available in the SSC. Tutoring in other subjects is also offered. The SSC also provides
space for students to study in subject specific learning groups. The current tutor schedule and a
complete list of SSC resources to support students can be found at:
https://www.fgc.edu/academics/student-success/tutoring/

The SSC also offers 24-hour online tutor services through Tutor.com. This service is accessed
directly through students’ Canvas courses. For more information about Tutor.com, contact the
Student Success Center at 386-754-4554.
The SSC is open during the following hours:

• Monday – Thursday 8 am to 6 pm (All year)

• Friday 9 am to 4:30 pm (Fall/Spring)
• Saturday 10 am to 2 pm (Fall/Spring)
If you have any questions, you may contact the center by phone at 386-754-4554, 386-754-4382, or
386-754-4437, or by emailing Robert Dawson at robert.dawsonjr@fgc.edu

EAB Navigate

The SSC initiates student progress reports to the entire campus through EAB Navigate. EAB
Navigate is an early-alert tool designed to identify students who may susceptible to falling behind in
their course before they actually do.

Twice during the semester, we provide instructors with the opportunity to ALERT students of their
course progress. This is done through the FGC Wolves email account. Students may receive an email
stating their success may be at risk in a specific course. If you receive this email, DO NOT PANIC.
Please contact your instructor directly, your academic advisor, and the SSC. Your instructor’s
information is provided in the email.

Navigate Student is a mobile app designed to support students during their academic careers at
FGC. Navigate Student is the ultimate student resource that acts as a personal advisor and provides
students with the information they need, when they need it. Additionally, students may make an
appointment with an advisor, view campus events, be alerted on important to-do’s, view class
schedules, explore their major, and much more.

Please do not allow yourself to struggle. We are here to help you achieve success. The mission of the
SSC is to help encourage and promote your educational journey here at FGC and beyond.

Class Recording

A student shall not make a recording in class unless the recording is limited to the class lecture, and
1. the recording is made for the student’s personal educational use,
2. in connection with a complaint to the college, or
3. as evidence in or in preparation for a criminal or civil proceeding.
Students are not permitted to record in class, through any means over any medium, any academic
or other activity that is not a class lecture. A recording of any meeting or conversation between
students, or between students and faculty, is strictly prohibited unless all parties have consented to
such recording. A recording of a class lecture may not be published without the prior express
written consent of the recorded faculty member.
Resource Information

If you think you might benefit from the guidance of a professional counselor for any school, work,
or life issue, take advantage of the free, confidential resources of BayCare Behavioral Health. If
you would like to speak to a counselor over the phone, please call 800- 878-5470. It is a safe and
secure way to get short-term counseling (up to 3 sessions) on issues including: managing stress and
school, work or life issues, relationship issues, family concerns, anxiety, depression, grief, trauma,
loss, self-esteem, or substance abuse. Counseling sessions are completely confidential. If you are
in the need of additional resources please contact the Director of Student Life, Amy Dekle, at
amy.dekle@fgc.edu, or by visiting Building 007.
Florida Gateway College has partnered with BetterMynd,
(https://www.bettermynd.com/students) an online therapy platform for college students, to offer
our students access to free video-therapy sessions with their diverse network of licensed mental
health counselors.

Florida Gateway College students can now access free online therapy sessions on the BetterMynd
platform with the counselor of their choice. These 50-minute, live video-sessions are private,
confidential, and can take place from the convenience of your laptop, smartphone, or tablet.
Sessions are available during the day, at night, and on the weekends.

To register and get started with a counselor that’s a good fit for you, sign-up here.
(https://app.bettermynd.com/register)

If you have any questions about these services, you can email BetterMynd at
students@bettermynd.com

Academic Appeal; Grievances; General Complaint

If a student wishes to file an academic appeal, grievance, or general complaint, please visit the
college’s website. Under Students and the Complaints & Appeals section
(https://www.fgc.edu/students/complaints-and-appeals/), information regarding policy,
procedure, and forms related to these topics is provided.

College Course Withdrawal and Drop Process

A course may be dropped only during the published add/drop period. After add/drop, students
must withdrawal from their course. Please visit the College Catalog for more detailed information
about the drop and withdrawal process.

Students are responsible for withdrawing by the published deadline. Students must allow sufficient
time for the process to be completed. The fully approved withdrawal form is due to Enrollment
Services by 4:30 p.m. on the deadline posted on the Academic Calendar or it is considered late.

To withdraw from a course, the following steps must take place:

1. The student obtains the instructor's authorization and last date of attendance in person or
via email.
2. The student meets with an academic advisor, who will sign the form (Dr. Carroll; Building
27). Or, if an online student, emails the advisor a statement requesting a withdrawal from
the course. The email must include the instructor's email with the last date of attendance.
3. The advisor will complete a withdrawal form, attach the emails from the student and
instructor in lieu of signatures and forward the form to Financial Aid.
4. A Financial Aid representative will complete and sign the form and forward the form to
Enrollment Services to be processed.

Students are strongly encouraged to begin the withdrawal process the day before the withdrawal
deadline to allow sufficient time for the process to be completed by all offices involved (Instructor,
Advising Services, Financial Aid, Enrollment Services).

It is the student's responsibility to understand all financial and academic implications of the
withdrawal. Students are permitted a maximum of two (2) withdrawals per course. Upon the third
attempt, a student must receive a grade for the course. Absence from class or merely notifying the
professor does not constitute withdrawal. A student who stops attending class without
withdrawing will receive a grade from the instructor.

Academic Honesty

Cheating, plagiarism, bribery, misrepresentation, and fabrication are not permitted and will be
dealt with severely. Students should make themselves aware of the student code of conduct found
in the Student Handbook.

Equity and Diversity

Florida Gateway College does not discriminate in education or employment related decisions on the
basis of race, color, ethnicity, national origin, gender, religion, disability, age, marital status, genetic
information, sexual orientation, pregnancy, or any other legally protected status in accordance with
the law. The equity officer is Cassie Buckles, Executive Director of Human Resources, Building 001,
Room 116, 149 SE College Place, Lake City, FL 32025, and may be reached at
cassandra.buckles@fgc.edu or by phone at 386-754-4313.

Disability Statement

The Office of Accessibility Services (OAS) is a resource for both students with disabilities as well as
faculty. Students with disabilities in need of academic accommodations must first be registered
with the OAS to verify the disability, establish eligibility, and determine reasonable academic
accommodations.

After registering with the OAS, students must request their academic accommodation letters be
sent to them each semester to share with their instructors. Upon receipt of the letter, the instructor
will be available during office hours or via email to discuss the accommodations a student will need
during the course.

Students with disabilities who are not registered with the OAS or faculty who may have questions
or concerns regarding an accommodation, please contact the office at the following:

In person: Building 007, Room 109

Phone: 386-754-4393
Email: accessibility.services@fgc.edu

FERPA Statement

The Family Educational Rights and Privacy Act (FERPA) provides certain privacy rights to students
related to educational records. This information can be found in the College Catalog, at the Office of
Enrollment Services in Building 015 or on the Florida Gateway College website.

SACSCOC Statement

Florida Gateway College is accredited by the Southern Association of Colleges and Schools
Commission on Colleges (SACSCOC) to award baccalaureate and associate degrees. Degree-
granting institutions also may offer credentials such as certificates and diplomas at approved
degree levels. Questions about the accreditation of Florida Gateway College may be directed in
writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866
Southern Lane, Decatur, GA 30033-4097, by calling 404-679-4500, or by using information
available on SACSCOC’s website (www.sacscoc.org).

Honorlock Statement

Florida Gateway College has partnered with Honorlock, an online testing proctoring service. If off-
campus remote proctoring is required during any course, Honorlock will be the online proctoring
service that allows you to take your exam. You DO NOT need to create an account, download
software or schedule an appointment in advance. Honorlock is available 24/7 and all that is needed
is a computer, a working webcam, and a stable Internet connection.

To get started, you will need to download the Honorlock Chrome Extension using Google Chrome.
You can download the extension on the Honorlock website
(https://app.honorlock.com/install/extension). When you are ready to test, log into the LMS, go to
your course, and click on your exam. Clicking Launch Proctoring will begin the Honorlock
authentication process, where you will take a picture of yourself, show your ID, and complete a scan
of your room. Honorlock will be recording your exam session by webcam as well as recording your
screen. Honorlock also has an integrity algorithm that can detect search-engine use, so please do
not attempt to search for answers, even if it's on a secondary device.

Honorlock support is available 24/7/365. If you encounter any issues, you may contact Honorlock
by live chat, by phone at 844-243-2500, and/or by email at support@honorlock.com.

If you encounter a Canvas issue, please contact Canvas via the Canvas Help menu or by clicking the
Canvas Support link within your course(s).

COVID-19 Preventative Statement

Individuals who are symptomatic or who have tested positive should not come to campus and
should notify Keep The Pack Safe at keepthepacksafe@fgc.edu
 Florida Gateway College
Elementary Education K - 6, Bachelor of Science
Foundations of Teaching ESOL
TSL 3080 001
Three Credit Hours
Syllabus
Summer 2023

Instructor: Allyson Dees; M.A. Ed.

E Mail Address: allyson.dees@fgc.edu
Phone Number: 386-754-4268
Location: Building 27 Room 10
Day & Time: Tuesday 4-8pm

I,_________________________________________, understand and agree to the terms in this

syllabus. I am fully aware of the attendance. Further, I am aware that this is a tentative schedule
that may change as we progress through the semester to accommodate unforeseen circumstances
beyond the instructor’s control. The reading required in this course must be completed in
advance in order for me to participate in discussions and activities. I understand that I should be
prepared for class in advance by covering the appropriate activities. I understand that I should be
prepared for class in advance by covering appropriate chapter(s), articles, and assignments in
order to participate and prepare myself for the classroom setting.

________________________________ __________________
Student Signature Date

*This will be kept on file.