eld535 | Graduate

Teaching Reading And Writing To English Learners

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This course examines literacy issues related to the acquisition of English and the use of home language by English Learners (EL) in all second language programs.  It also presents processes and strategies to enhance the biliteracy skills of English Learners.

This graduate-level course is 6 weeks This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

topic title goes here

    Assessment of Reading and Writing

    • Identify a variety of assessment tools.
    • Examine the use of multiple measures of assessment.
    • Describe theoretical approaches to literacy assessment.

    Program Models for Biliteracy Development

    • Define biliteracy and describe the differences between bilingual programs and biliteracy.
    • Identify characteristics and indicators of effective biliteracy development programs.
    • Examine a variety of educational programs that enhance biliteracy skills.
    • Discuss the effect of recent legislation and citizen initiatives on bilingual education programs.

    Language Acquisition

    • Describe testing requirements for English learners and how students are placed in a level of competence.
    • Analyze various theories of language acquisition.
    • Describe processes and factors of learning a second language in the school setting.

    Oral Language Development

    • Examine instructional strategies that strengthen oral language development.
    • Analyze the influence of oral language proficiency in content areas.
    • Identify classroom assessments of second language oral development.
    • Identify characteristics of oral language production for beginning and intermediate English learners.

    Reading and Writing across the Curriculum

    • Examine research on integration of reading and writing.
    • Integrate content area strategies for reading and writing.
    • Analyze how thematic units enhance reading and writing skills.

    The Reading Process for English Learners

    • Examine research regarding second language reading and biliteracy.
    • Identify characteristics and instructional strategies of beginning and intermediate readers.
    • Describe instructional reading strategies for English learners.

    Writing as a Process

    • Identify the steps of process writing.
    • Evaluate the use of peer collaboration and editing in writing.
    • Identify characteristics of beginning and intermediate writers.
    • Identify strategies to enhance writing skills.
    • Describe the benefits of process writing for English learners.

    Classroom Practices for Biliteracy

    • Describe the benefits of scaffolding for biliteracy development.
    • Analyze the characteristics of Sheltered Instruction (SI) or Specially Designed Academic Instruction in English (SDAIE) that promote biliteracy development.
    • Examine the pre-, during-, and post-reading strategies that promote biliteracy development.

    Emergent Biliteracy

    • Identify factors that influence early literacy development.
    • Examine theoretical perspectives and research on emergent literacy.
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