esl300 | undergraduate

Teaching English Language Learners

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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.

This undergraduate-level course is 5 This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 5

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    Parent/Home/School Scaffolding

    • Identify the socio-cultural influences on ELLs (language shift, identity issues, role of culture in learning).
    • Discuss the impact of bilingualism and home language use.
    • Examine parental and community sources for aiding English acquisition.
    • Cultivate home and school partnerships.

    Sheltered Instruction Observation Protocol (SIOP)

    • Evaluate a lesson using the SIOP instrument.

    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.
    • Demonstrate an awareness of ELL terms.
    • Demonstrate an awareness of the state laws governing ELL requirements.
    • Identify language acquisition theoretical principles.
    • Outline the role of culture in learning.
    • Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).

    Learning Experiences: Structured English Immersion (SEI) Strategies

    • Describe the Silent Period (ways of responding, and developmental processes).
    • Identify and use multiple strategies to improve student achievement.
    • Integrate comprehensible input; on-going, specific, and immediate feedback; grouping structures and techniques; building background and vocabulary development; and student engagement.
    • Extend SEI content methods (preview/review, content area reading and writing strategies, experiential methods).
    • Grasp meaning of pre- and early production strategies of students.
    • Integrate current materials in ELD instruction (lesson and text modifications).
    • Extend Special Education Initiative (SEI) content methods (preview and review, content area reading and writing strategies, 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.

    Data Analysis and Application

    • Interpret and use snapshots of longitudinal data.
    • 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.

    ELL Proficiency Standards for Listening and Speaking, Reading and Writing

    • Examine the format and the alignment of ELL Proficiency Standards to state Language Arts (lstening and speaking, reading, and writing) Academic Standards.
    • Use ELL Proficiency Standards to plan, deliver, and evaluate instruction.
    • Demonstrate the integration of ELL Proficiency Standards into content areas.

    Impact of Culture on Language Use and Acquisition

    • 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 interact successfully in cross-cultural settings.
    • Evaluate the impact of culture-related factors used in determining educational strategies and interventions.
    • Demonstrate a basic awareness of how different cultures impact schools and districts.

    Second Language Acquisition

    • Examine current theory and research in second language acquisition.

    Formal and Informal Assessment

    • Integrate diagnostic, formative, and summative assessments for ELLs.
    • Create and offer multiple assessments.
    • Use assessment results for placement and accommodation for special education and gifted students.
    • Use standardized testing and language proficiency as methods for monitoring student progress.
    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.

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    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.