Course Code: EDUC601 Course ID: 3960 Credit Hours: 3 Level: Graduate
This course focuses on evaluating, developing, and applying instructional strategies for supporting English Language Learners (ELLs) in content area learning. Participants will reflect upon using evidence-based assessment and instructional practices to enhance learning in diverse classroom environments. Beliefs, best practices, challenges, current research, and applications to one’s own teaching practice will be explored with an emphasis on ELL lesson planning, assessment, and technology integration.
|Registration Dates||Course Dates||Start Month||Session||Weeks|
|04/24/2023 - 09/29/2023||10/02/2023 - 11/26/2023||October||Fall 2023 Session B||8 Week session|
|07/31/2023 - 12/29/2023||01/01/2024 - 02/25/2024||January||Winter 2024 Session B||8 Week session|
After successfully completing this course, you will be able to:
- Identify and be conversant in the knowledge that ESL/EFL teachers must possess in order to promote language acquisition in classroom settings (Standard 1.b)
- Engage in informed forums about the use and role of the National TESOL Standards. (Standard 3.a)
- Demonstrate an understanding of how the National TESOL Standards effect practice and daily classroom instruction. (Standards 3.a and 3.b)
- Identify and know theoretical constructs necessary for choosing teaching strategies. (Standard 3.b)
- Use sophisticated understanding of the theory that underpins the creation of effective listening, reading, writing, speaking, and cultural activities to inform forum concerning ESL instruction and curriculum design. (Standards 1.b, 2.a, 3.a, 3.b, and 3.c)
- Develop curriculum-based assessments for use in instructional planning and assessments in the ESL classroom. (Standards 4.a, 4.b, and 4.c)
- Engage in informed forum on uses and limitations of technology in the second language classroom. (Standards 3.a, 3.b, and 3.c)
- Develop differentiated assignments and activities based on an understanding of how learner characteristics effect learning outcomes. (Standards 1.b, 4.a, and 4.b)
- Identify processes and procedures for professional development and continued pedagogical growth. (Standards 5.a, 5.b, and 5.c)
Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.
Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.
Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.
Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.
Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.
Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.
Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.
Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.
|Week 1: Introductions||3.13%|
|Week 1: Discussion||3.13%|
|Week 2: Discussion||3.13%|
|Week 3: Discussion||3.13%|
|Week 4: Discussion||3.13%|
|Week 5: Discussion||3.13%|
|Week 6: Discussion||3.13%|
|Week 7: Discussion||3.13%|
|Week 3 Lesson Plan Activity||11.00%|
|Week 4 Teaching Strategy Analysis||11.00%|
|Week 5 Grammar Brochure||11.00%|
|Week 7 Assessment Activity||11.00%|
|Final Project - Unit Plan||20.00%|
Not current for future courses.