sei502 | Graduate
Advanced SEI Methods
This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative.
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Theoretical Principles of Language Acquisition Sociocultural Influences: Parent/Home/School
- List language acquisition theoretical principles.
- Analyze Chomsky’s Innatist Theory.
- Grasp meaning of pre- and early-production strategies of students.
- Describe the Silent Period in language acquisition based on developmental processing.
- Describe sociocultural aspects in defining a language system (Halliday, Wilkins, etc.).
- Assess significant components of effective school/community/home partnerships.
- Evaluate the effectiveness of a school/community/home partnership.
- Introduce Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
- Identify effective grouping techniques.
- Identify effective cooperative learning strategies.
- Apply strategies for maintaining student engagement to lesson planning.
- Determine means for extending SEI methods for ELD instruction.
- Apply beginning SEI methods based on developmental considerations.
- Plan lessons based on prior knowledge.
- Explain ways to model and demonstrate a concept, skill, or strategy.
- Summarize strategies to provide comprehensible input.
- Select, adapt, and sequence current curricular materials to support ELD instruction.
- Discuss the importance of repeated practice and use.
- Develop a plan to deliver ongoing, specific and immediate feedback.
- Describe strategies to build vocabulary.
Assessment and Analysis of Data Application of Assessment Data Analysis
- Evaluate appropriate uses of formal and informal assessments to monitor student achievement and to guide instruction.
- Identify the content and the use of the Arizona English Language Learner Assessment (AZELLA).
- Create alternative methods of assessment.
- Implement an alternative assessment.
- Interpret summarized results of an AZELLA and/or an alternative assessment.
- Design lessons to address academic deficiencies.
- Utilize assessment results for placement and accommodations for special education and gifted students.
- Plan instruction based on standardized testing and language proficiency assessment.
Sheltered Instruction Observation Protocol (SIOP®) Model and Planning, Implementing, and Evaluating ELL Standards-Based Instruction in the Content Areas Arts
- Analyze key components and characteristics of the SIOP® Model (adapted from Planning, Implementing, and Evaluation ELL Standards-Based Instruction in the Content Areas Arts).
- Apply the SIOP® Model in lesson planning.
- Evaluate instructional planning and implementation.
English Language Learner (ELL) Proficiency Standards
- Define basic Structured English Immersion (SEI) terminology.
- Explain format of the ELL Proficiency Standards.
- Compare alignment of the ELL Proficiency Standards to the Arizona Language Arts Academic Standards.
- Explain the relevance of state-mandated achievement for ELLs.
- Use ELL Proficiency Standards to plan, deliver, and evaluate instruction.
ELL Law R7-2-306 Issues Related to ELL Instruction
- Identify and list legal, historical, and educational reasons for SEI instruction.
- Explain key components of the current ELL law.
- Describe mandates of the ELL law and their implications for small and large districts.
- Determine appropriate multicultural issues that impact education.
- Outline the role of culture in learning.
- Examine educational responses to multicultural issues.
- Analyze sociocultural influences and issues related to ELL instruction.
- Evaluate district and school-related issues that influence ELL instruction.
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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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.