Instruction And Assessment Of English Language Learners –
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.
Historical, Philosophical, and Legal Overview of ELL Education
Examine the historical, philosophical, legal, social, and political issues regarding educational programs for non-English speakers and limited English proficient (LEP) students.
Introduce basic interpersonal communication skills and cognitive/academic language proficiency.
Outline the role of culture in learning.
Identify language acquisition theoretical principles.
Demonstrate an awareness of the state laws governing ELL requirements.
Demonstrate an awareness of ELL terms.
Effect of Culture on Language Use and Acquisition
Evaluate the effect of culture-related factors used in determining educational strategies and interventions.
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.
Demonstrate a basic awareness of how different cultures affect schools and districts.
ELL Proficiency Standards for Listening and Speaking, Reading, and Writing
Demonstrate the integration of ELL proficiency standards into content areas.
Use ELL proficiency standards to plan, deliver, and evaluate instruction.
Examine the format and the alignment of ELL proficiency standards to state language arts academic standards for listening and speaking, reading, and writing.
Sheltered Instruction Observation Protocol
Evaluate a lesson using the SIOP® instrument.
Parent, Home, and School Scaffolding
Cultivate home and school partnerships.
Examine parental and community sources for aiding English acquisition.
Discuss the effect of bilingualism and home language use.
Identify the sociocultural influences on English language learners, such as language shift, identity issues, and the role of culture in learning.
Learning Experiences: Structured English Immersion Strategies
Select, adapt, and sequence current curricular materials.
Plan lessons based on prior knowledge.
Analyze and apply vocabulary development approaches in the content areas.
Extend SEI content methods, such as preview and review, content area reading and writing strategies, and experiential methods.
Integrate current materials in ELD instruction, such as lesson and text modifications.
Grasp meaning of pre- and early-production strategies of students.
Describe the silent period: ways of responding and developmental processes.
Extend SEI methods for beginning ELD: TPR Storytelling®, contextual clues, and narrative approach.
Integrate comprehensible input; ongoing, specific, and immediate feedback; grouping structures and techniques; building background and vocabulary development; and student engagement.
Identify and use multiple strategies to improve student achievement.
Formal and Informal Assessment
Use standardized testing and language proficiency as methods for monitoring student progress.
Use assessment results for placement and accommodation of special education and gifted students.
Create and offer multiple assessments.
Integrate diagnostic, formative, and summative assessments for English language learners.
Data Analysis and Application
Track student status and progress on the ELL proficiency standards using the Stanford. English Language Proficiency results.
Interpret and use snapshots of longitudinal data.
Analyze and apply disaggregated data to differentiate instruction.
Second Language Acquisition
Examine current theory and research in second language acquisition.
The University of Phoenix reserves the right to modify courses.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Advisor.
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.