Instruction And Assessment Of English Language Learners – mte553 (3 credits)
This course focuses on education for the English Language Learner (ELL). It emphasizes knowledge of and sensitivity to the history and to the culture of other languages and ethnic groups, as well as to multiethnic curriculum and instruction. It provides strategies for effective instruction, including standards-based lesson planning and implementation models, and assessment of linguistically diverse K–12 students. In addition, the course addresses ways in which a learner-centered approach to teaching can provide English language learners with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and acquire English.
Demonstrate the ability to integrate cultural diversity into the classroom by preparing students to maintain identification with and pride in their native culture—including language, customs, and traditions—and by enabling them to successfully interact in cross-cultural settings.
Evaluate the effect of culture-related factors used in determining educational strategies and interventions.
Demonstrate a basic awareness of how different cultures affect schools and districts.
Second Language Acquisition
Examine current theory and research in second language acquisition.
Data Analysis and Application
Analyze and apply disaggregated data to differentiate instruction.
Track student status and progress on the ELL proficiency standards using the Stanford. English Language Proficiency results.
Interpret and use snapshots of longitudinal data.
Formal and Informal Assessment
Integrate diagnostic, formative, and summative assessments for English language learners.
Create and offer multiple assessments.
Use assessment results for placement and accommodation of special education and gifted students.
Use standardized testing and language proficiency as methods for monitoring student progress.
ELL Proficiency Standards for Listening and Speaking, Reading, and Writing
Examine the format and the alignment of ELL proficiency standards to state language arts academic standards for listening and speaking, reading, and writing.
Use ELL proficiency standards to plan, deliver, and evaluate instruction.
Demonstrate the integration of ELL proficiency standards into content areas.
Parent, Home, and School Scaffolding
Cultivate home and school partnerships.
Identify the sociocultural influences on English language learners, such as language shift, identity issues, and the role of culture in learning.
Discuss the effect of bilingualism and home language use.
Examine parental and community sources for aiding English acquisition.
Historical, Philosophical, and Legal Overview of ELL Education
Demonstrate an awareness of the state laws governing ELL requirements.
Examine the historical, philosophical, legal, social, and political issues regarding educational programs for non-English speakers and limited English proficient (LEP) students.
Demonstrate an awareness of ELL terms.
Identify language acquisition theoretical principles.
Outline the role of culture in learning.
Introduce basic interpersonal communication skills and cognitive/academic language proficiency.
Learning Experiences: Structured English Immersion Strategies
Identify and use multiple strategies to improve student achievement.
Integrate comprehensible input; ongoing, specific, and immediate feedback; grouping structures and techniques; building background and vocabulary development; and student engagement.
Extend SEI methods for beginning ELD: TPR Storytelling®, contextual clues, and narrative approach.
Describe the silent period: ways of responding and developmental processes.
Grasp meaning of pre- and early-production strategies of students.
Integrate current materials in ELD instruction, such as lesson and text modifications.
Extend SEI content methods, such as preview and review, content area reading and writing strategies, and experiential methods.
Analyze and apply vocabulary development approaches in the content areas.
Plan lessons based on prior knowledge.
Select, adapt, and sequence current curricular materials.
Sheltered Instruction Observation Protocol
Evaluate a lesson using the SIOP® instrument.
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Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.