ell500 | Graduate

Instructional Methods For English Language Learners

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This course focuses on instruction for English Language Learners (ELLs).  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.

This graduate-level course is 6 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

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

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    Parent, Home, School Scaffolding

    • Examine parental and community sources for aiding English acquisition.

    • Discuss major laws and principles that address student and parent rights pertaining to student placements.

    • Explain the benefits of home and school partnerships.

    • 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.

    Historical, Philosophical, and Legal Overview of English Language Learner Education

    • Examine state laws governing English language learner requirements.

    • Examine historical, philosophical, legal, social, and political issues regarding educational programs for non-English speakers and limited English proficient students.

    • Define English language learner terms.

    • Identify language acquisition theoretical principles.

    • Explain the role of culture in learning.

    • Describe Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency.

    Sheltered Instruction Observation Protocol (SIOP)

    • Evaluate a lesson using the Sheltered Instruction Observation Protocol instrument.

    • Demonstrate alignment of English language learner instruction with state K–12 academic content standards.

    ELL Proficiency Standards for Listening and Speaking, Reading, and Writing

    • 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.

    Effect of Culture on Language Use and Acquisition

    • 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 effect different cultures have on schools and districts.

    Second Language Acquisition

    • Examine current theory and research in second language acquisition.

    Data Analysis and Application

    • Analyze disaggregated data to differentiate instruction.

    • Interpret snapshots of longitudinal data.

    • Examine how districts and teachers track student status and progress on the English language learner proficiency standards.

    Formal and Informal Assessment

    • Integrate diagnostic, formative, and summative assessments for English language learners.

    • Create multiple assessments.

    • 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.

    Learning Experiences: SDAIE Strategies

    • Identify multiple instructional strategies to improve student achievement.

    • Apply instructional theory and research to the elements of Specially Designed Academic Instruction for English.

    • Integrate Specially Designed Academic Instruction for English 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 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.

    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

    Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details.

    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 Representative.

    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.