Week 1

• Examine historical, philosophical, legal, social, and political issues regarding educational programs for non-English speakers, limited English proficient students, and speakers of non-dominant varieties of English.
• Define English language learner terms.
• Examine state laws governing English language learner requirements.
• Identify language acquisition theoretical principles.
• Describe basic interpersonal communication skills and cognitive academic language proficiency.
• Examine the format and the alignment of English language learner proficiency standards to state language arts (listening and speaking, reading, and writing) academic standards.
• Integrate English language learner proficiency standards into planning, delivering, and evaluating instruction.
• Demonstrate the integration of English language learner proficiency standards into content areas.

Week 2

• Demonstrate the ability to integrate cultural diversity into lesson plans.
• Evaluate the effect of culture-related factors used in determining educational strategies and interventions.
• Examine the role of culture in student learning and learning environments.
• Research options for students who do not have access to technology in their homes and classrooms.

Week 3

• Interpret snapshots of longitudinal data.
• Examine how districts and teachers track student status and progress on the English language learner proficiency standards.
• Integrate diagnostic, formative, and summative assessments for English language learners.
• Identify assessment methods used to evaluate students' learning.
• Adapt assessments according to learner analysis of language and academic needs.
• Interpret assessment results for placement and accommodation for special education and gifted students.
• Apply standardized testing and language proficiency to methods for monitoring student progress.

Week 4

• Identify multiple instructional strategies to improve student achievement.
• Apply instructional theory and research to the elements of specially designed academic instruction for English (SDAIE).
• Integrate specially designed academic instruction for English (SDAIE) strategies and instructional guidelines into lesson development.
• Describe developmental and instructional processes in language development.
• Integrate pre- and early-production strategies into learning opportunities.
• Plan instruction based on specially designed academic instruction for English (SDAIE) instructional strategies and appropriate adaptations.
• Review language and vocabulary development approaches in the content areas.
• Analyze the philosophy, design, goals, and characteristics of school-based organizational structures designed to meet the needs of English language learners.

Week 5

• Identify the sociocultural and sociopolitical influences on English language learners—language shift, identity issues, and role of culture in learning.
• Summarize the characteristics of cross-cultural, intercultural, and intracultural interactions.
• Examine the effect of bilingualism and home language use.
• Examine parental and community sources for aiding English acquisition.
• Explain the benefits of home and school partnerships.
• Discuss major laws and principles that address student and parent rights pertaining to student placements.

Week 6

• Evaluate a lesson using the Sheltered Instruction Observation Protocol® instrument.
• Demonstrate alignment of English language learner instruction with state K–12 academic content standards.