Syllabus

Course Description

The prevalence of English as second language users in America's schools has led to the need for teachers who have a sound knowledge base of research proven theories, techniques, methods, and assessment for teaching literacy to such populations. This course is designed to help inservice teachers develop the skills and practices necessary to be facilitators of language and academic development of K-12 learners whose native tongue is other than English.

 

Objectives

• Analyze the major premises surrounding ESL and the more recent terminology, ESOL, literacy instruction
• Select appropriate emphasis and techniques based on "best practice" supported by the research for effective methods and practices in ESL, ESOL literacy instruction
• Demonstrate researched supported methods of instructing for language and reading fluency with ESOL students
• Contrast and compare the various methods supported by research findings for organizing and differentiating instruction for ESOL learners.
• Appraise the "conditions of learning" in ESOL literacy programs
• Select a variety of literature appropriate for learners with multicultural backgrounds
• Create variety of methods for using literature to raise awareness and acceptance of multicultural groups within our society and schools
• Examine the major issues with the concepts of quantitative and qualitative assessment of literacy achievement of ESOL learners
• Incorporate the "best practices" of literacy instruction and achievement for ESOL programs
• Demonstrate multiple ways that technology aid in the development of literacy in ESOL programs

Curriculum Design

Linguistically Diverse Students and Literacy is a forty five-hour, 3 graduate credit course taught online. Modules 11-13 are hands on modules during which students will demonstrate their level of competency with course content by analyzing instructional models, creating appropriate lesson plans, and analyzing instructional materials.

 

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

 

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

 

Course Materials

The required textbook for this course is: Rothenberg, C. & Fisher, D. (2007) Teaching English language learners: A differentiated approach. Pearson Education, Upper Saddle River, NJ. Recommended Reading List provided each term. Course content includes many online readings, website reviews, research reading assignments and forum postings.

 

Course Outline

Introduction: Introduction & Overview

Objective: In this beginning exercise, students and the instructor will introduce themselves in the forum. The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.

Module One: A Differentiated Approach: Core Principles of Learning

Objectives:

• Analyze the statistics on the need for ESOL programs in America's schools
• Examine the English language development proficiency descriptors
• Contrast and compare program models for teaching ESOL learners
• Examine the effect of teacher expectation and attitude on achievement of ESOL students

 

Module Two: Language Acquisition: Dimensions of Proficiency

Objectives:

• Review communicative competency theories and components
• Determine best methods of applying the four principles of language acquisition to instructional practices
• Identify additional factors that influence language learning

 

Module Three: Purposeful Planning: Equal Access for All

Objectives:

• Compare and contrast state standards for English language learners and non-English language learners
• Adjust a lesson plan to meet the needs of English language learners

 

Module Four: Phonics and other Word Identification Strategies

Objectives:

• Examine how to use assessment results to plan instruction that is differentiated
• Develop an assessment tool

 

Module Five:Oral Language: The Foundation of Literacy

Objective:

• Evaluate Web resources for ESOL, ELL and ESL students.

 

Module Six: Review of Oral Language Development with ESOL Students

Objective:

• Create lesson plans to meet the needs of diverse language users.

 

Module Seven: Academic Language: Building Language Proficiency

Objectives:

• Assess content resources to use in reading skill lessons
• Analyze strategies for teaching vocabulary to English language learners

 

Module Eight: Academic Language: Reading and Writing

Objectives:

• Compare and contrast teaching writing to native language speakers and English Language Learners
• Create a lesson plan for teaching writing to English Language Learners.

 

Module Nine: Grade Level Content: Integrating Language and Learning

Objective:

• Create a graphic organizer to use with students

 

Module Ten: Grade Level Content: Math, Science, Social Studies and Literature

Objectives:

• Examine the problems associated with teaching and learning these at or near grade level for ESOL students
• Compare and contrast the approaches that are recommended by research as viable alternatives or modifications for teaching each content area to ESOL students

Module Eleven: Differentiated Instruction: High Expectations for All

Objective:

• Evaluate classroom instruction based on the TESA Interaction model

 

Module Twelve: Communicating with ESOL, ESL, and ELL Parents

Objective:

• Identify resources for parents to involve them in their child's schooling and education
• Develop an appropriate plan for home school communication with ESOL, ESL and ELL parents
• Complete the Post Test

 

Contents:

Class participants will read the class website and the related Internet links provided to find information on the various approaches for involving parents in the ESOL literacy program as well as plans for effective school home communication. A review of the web resources and class website is required.

Course Requirements:

Requirements	Points
Forum Discussions	10
Module Assignments	70
Reflections	70
Lesson Plans	40
Total	190

Grades
190-177 - A
176-163 - B
162-148 - C

 

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

 

Bibliography

Computers and English for Speakers of Other Languages. (2007) Integrating technology in ESOL programs. http://tech.worlded.org/docs/cesol/links.htm.

Cummins, J. (2003) Reading and the bilingual student: Fact and friction. In Garcia, G. (Ed.), English learners: Reaching the level of English literacy (pp 227-258). Newark, DE: International Reading Association.

Dutro, S. & Moran, C. (2003) Rethinking English language instruction: An architectural approach. In Garcia, G. (Ed.), English learners: Reaching the highest level of English literacy (pp.227-258). Newark, DE: International Reading Association.

Kohn, A. (2004) What does it mean to be well educated? And more essays on standards, grading, and other follies. Boston: Beacon Press.

National Center for Educational Statistics. (2003) The nation's report card: Writing highlights 2000. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003529

Rock, M. L. (2004) Graphic organizers: Tools to build behavioral literacy and foster emotional competency. Intervention in School and Clinic, 40(1), 10-37.

Tompkins, G. E. & Blanchfield, C. (2004) Teaching vocabulary: 50 creative strategies, grades K-12. Upper Saddle River, NJ: Merrill Prentice Hall.

Walqui, A. (2003) Conceptual framework: Scaffolding instruction for English learners. San Francisco: WestEd.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.