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English for Speakers of Other Languages

The goal of this course is to take a comprehensive look at research, policy, and evidence-based effective practices in U.S. schools for students who are from culturally and linguistically diverse backgrounds. Educators must provide appropriate, meaningful, and effective instruction for students who have historically been under-served. This course will integrate theories of bilingualism, second language acquisition, cultural transmission, content integration, assessment of language minority students, bilingual special education, policy and practice, and community relations.

Carlow University ED 678 • Madonna University EDU 5830.28 • Mercy University EDUT 524

The required text for this course is Making Content Comprehensible For English Learners by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short. 978-0-13-404523-8

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

1/9/24 - 4/9/24
3/12/24 -6/11/24
5/14/24 - 8/13/24
7/9/24 - 10/8/24
9/10/24 - 12/10/24
11/12/24 - 2/11/25

Course Schedule

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Module 1: Introduction

Member introductions
Individual and group expectations
Course sessions, resources and requirements
Bilingual Education and ESOL
Types of Language Minority Students
Student and Family Background
What Happens at School
Program Models
Reflection Questions
Assignments

Module 2: Policy and Programs

Contents:

Politics of Bilingual Education
Historical Background
Historical Overview of the Legislation
Court Decisions and the Office for Civil Rights
No Child Left Behind (NCLB) and how it helps ELLs
State Policies
Reflection Questions
Assignments

Module 3: Instruction

Contents:

The Traditional Classroom
The 21st Century Classroom
Passive Learning
Active Learning
Cooperative Learning
Accelerated Learning
Students’ Prior Knowledge
Critical Pedagogy
Reflection Questions
Assignments

Module 4: Language

Contents:

Language Acquisition
Interdependence of First and Second Languages
Second Language Acquisition
Instructional Approaches to Teaching a Second Language
Teaching Language Arts in a Bilingual Classroom
Language and Multicultural Literature across the Curriculum
Reflection Questions
Assignments

Module 5: Culture

Contents:

Perspectives on Culture
Processes in the Development of Cultural Identities
Multicultural Education
Prejudice and Discrimination
The Role of Culture in Language Minority Achievement
Ethnographic Approaches to Cultural Understanding
Reflection Questions
Assignments

Module 6: Mathematics and Science

Contents:

Achievement of Language Minority Students in Mathematics and Science
Current Standards and Math and Science Reform
Opportunity to Learn Standards
Language in Math and Science Classrooms
Cultural Issues in Math and Science
Reflection Questions
Assignments

Module 7: Social Studies

Contents:

A Framework for Social Studies
Classroom Settings for Bilingual and ESL Social Studies
Methods for Social Studies Instruction
Critical Thinking and Study Skills Development
Paying Attention to Social Studies Language Issues
Theme Based Integrated Social Studies Units
Reflection Questions
Assignments

Module 8: Assessment

Contents:

Context for Assessment
Types of Assessments
School-Based Assessment
Classroom-Based Assessment
Linking Assessment to Instruction
Reflection Questions
Assignments

Module 9: Bilingual Special Education

Contents:

Foundations
Current Educational Policies
ELLs in Special Education
Understanding Special Education Processes
Referrals of ELLs for Special Education
Reflection Questions
Assignments

Module 10: School and Community

Contents:

Historical Context of Language Minority Communities
Developing a Portrait of a Community
Developing Partnerships
Reflection Questions
Assignments

Objectives

Identify the major models of bilingual education and ESOL programs.
Identify the criteria considered in selecting and developing a program model.
Identify major research findings of bilingual and ESOL programs.
Identify appropriate instructional technology and its use in ESOL lessons.
Identify the classroom implications of computer-assisted language learning and (CALL) computer-mediated communication (CMC) in instructing English Language Learners (ELLs).
Identify the instructional implications of using synchronous and asynchronous software to promote ELLs language acquisition.
Identify major research findings since 1995 on the use of CALL and CMC with ELLs.
Identify criteria for evaluating commercially available software and internet resources for ESOL.
Identify regulations of the most recent reauthorization of the Elementary and Secondary Education Act (ESEA) as they apply to ELLs.

Identify major U.S. Supreme Court decisions that have affected the education of ELLs.
Identify major court decisions, legislations, and legal agreements that have affected the education of ELLs.
Apply the major components of the LULAC, et al. v. State Board of Education, et al. Consent Decree to specific situations.
Identify appropriate curricular adaptations according to level of language proficiency.
Determine appropriate instruction of content curricula for varying levels of language proficiency.
Identify methods of scaffolding text and content for ELLs.
Identify supplemental resources that address cultural, ethnic, and linguistic differences.
Identify major professional organizations, publications, and resources that support ELLs learning.
Identify supplemental resources that increase comprehension of text and context for ELLs.

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

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 our partnering colleges and universities and is subject to academic disciplinary action.