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Language and Language Development




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Please Note: Attendance and participation are mandatory in all University courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

University of Phoenix reserves the right to modify courses. While widely available, not all programs are available to residents of all states. Please check with a University Enrollment Representative.

Course level: Continuing Teacher Education

This course examines language structure, second language acquisition theories, the nature of cognitive and affective language development, and sociocultural and political factors affecting language development. An analysis of the theories, models, processes, and stages of language acquisition will also be covered.  In order for the University of Phoenix to issue Crosscultural, Language, and Academic Development (CLAD) Institutional Recommendation a candidate must meet the following requirements: All coursework for certification must have been completed within the last five (5) years. Candidates must earn a grade of C or better on all coursework for certification. A candidate must complete a minimum of one CTEL course with the university. This course is designed specifically for holders of a valid California Teaching Credential (or equivalent, see below) seeking a California English Learner Authorization and Cross-cultural, Language and Academic Development (CLAD) Certificate


This course requires the student to have a valid California Teaching Credential, Single Subject, Multiple Subject, Life, Preliminary, Speech-Language Pathology or Clinical or Rehabilitative Sciences Credential with Special Class Authorization, School Nurse Services Credential with a Special Teaching Authorization in Health, Visiting Faculty Permit, Children's Center Permit (excluding emergency) or Child Development Permit (excluding Assistant and Associate Permits) that authorizes the holder to provide instruction to pupils.

You will be required to upload proof of this requirement during the checkout process.

PLEASE NOTE: The following are not appropriate prerequisite credentials or permits: Emergency Permits, Provisional Internship Permits, Short-Term Staff Permits, District Intern Credentials, University Intern Credentials, Exchange Credentials Sojourn, Certified Employee Credentials, or Services credentials without a special class authorization.

What you'll learn

Course skills and outcomes


  • Describe aspects of English phonology that could interfere with communication for different language groups.
  • Develop approaches to support students’ transfer from their first language to English that include an understanding of English phonemes.
  • Identify speech sound patterns and strategies that help students avoid primary language interference.
  • Identify student phonological skills that assist with fluent reading and writing.
  • Develop strategies to determine English learners’ hindrances and needs associated with phonology.
  • Analyze English Language Development (ELD) programs with a focus on phonology.


  • Analyze English morphemes.
  • Describe morphology and develop strategies to help English learners with language development.
  • Identify student morphological skills that assist with fluent reading and writing.
  • Develop strategies to determine English learners’ hindrances and needs associated with morphology.
  • Analyze English Language Development (ELD) programs with a focus on morphology.


  • Distinguish pragmatic features of both oral and written language that will guide the speaker’s choice for communicating style.
  • Understand important pragmatic features of different communication settings in English.
  • Analyze elements that affect a learner’s choice of pragmatic features.
  • Develop strategies to determine English learners’ hindrances and needs associated with pragmatics.

Discourse Aspects of Language

  • Analyze how sentences relate to one another to convey meaning, and analyze oral and written discourse for cohesion and coherence.
  • Describe similarities and differences between language structures used in the spoken and written English language, including describing text structures of different genres for their language function.
  • Develop strategies to promote English learners’ communicative competence using formal and informal discourse and verbal and nonverbal sociolinguistic competences.
  • Evaluate English Language Development (ELD) programs related to formal and informal discourse and sociolinguistic competences.

Theories, Processes, and Stages of Language Acquisition for the English Learner

  • Review the major theories of second language acquisition.
  • Demonstrate an understanding of the role of English language development in alternative language services.
  • Apply the nature and process of language acquisition to classroom instructional methods and materials.
  • Compare and contrast the differences in language acquisition.
  • Analyze the significance of understanding the contemporary theories of language acquisition.
  • Explain the cognitive processes of language rules including memorization, categorization, generalization, and metacognition.

Theories, Processes, and Stages of Second Language Acquisition

  • Identify the characteristics of each stage in language acquisition and the proficiency levels of English language acquisition.
  • Examine instructional strategies that strengthen oral language development.
  • Identify factors that influence early literacy development.
  • Examine theoretical perspectives and research on emergent literacy.
  • Synthesize research on current theories and models of language acquisition.
  • Explore how language can be acquired where speaking and writing are facilitated by listening and reading.
  • Understand the cognitive and social strategies used in developing an additional language.

Cognitive, Linguistic, Physical, and Affective Factors Affecting Language Development

  • Analyze cognitive, linguistic, and physical factors affecting second language acquisition.
  • Analyze the integrated nature of cognitive and affective language development, including social, regional, and functional factors.
  • Analyze affective factors that influence the acquisition of second languages.
  • Examine pedagogical processes of affective factors for the instruction of English learners.
  • Analyze how students’ home culture and language affect their affective factors for learning a second language.
  • Understand how teacher expectations affect a learner’s second language acquisition.

Sociocultural Factors in the Classroom

  • Analyze the sociocultural and political factors affecting development of additional languages.
  • Compare and contrast each of the political and sociocultural factors that can affect learning an additional language.
  • Explore the pedagogical implications of sociocultural and political factors for the instruction of English learners.
  • Explain the various ways to create a culturally inclusive classroom.
  • Explore sociocultural factors in the classroom, including stereotypes, attitudes, acculturation, and classroom culture.


Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission ( for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

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