Home  |  Register Now  |  Course Schedules  |  Course Outlines  |  University Partners

English for Speakers of Other Languages Online


Course Outline


Course Description

The goal of this course is to take a comprehensive look at research, policy, and evidence grounded effective practices in U.S. schools for students who are from culturally and linguistically diverse backgrounds.  The federal government continues to predict that students with close connections to their bilingual/bicultural origins will be very large in number in the near future and will become the majority in many states over the next two decades.  We, as educators, need to provide appropriate, meaningful, and effective instruction for these students who have historically been underserved. 

This course will serve a variety of purposes.  The modules 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.  Bilingualism and the accompanying intercultural awareness is a source of great human richness and enlightenment among nations operating in the international arena (Cummins, 2005).  All the students we serve are learning formally and informally how to deal with the multiple worlds they live in; it is through the quality of education that we provide that will represent the bridge to success for students and enable them to benefit fully from the multiple languages and cultures they are experiencing. 

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. 

Curriculum Design & Time Requirements

There are a series of major ESOL concepts systematically presented by the instructor using the Socratic or Instructional Conversation method. Each concept acts a building block to form a basic understanding that teachers can weave into their own classroom strategies and best practices to assist teachers in instructing ELLs. This is a sixty-hour, three credit graduate level course completed over a thirteen-week period.  Modules One through Eleven will be completed one per week. The Final Project will be completed over a two-week period.

Hardware & Computer Skill 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 with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Microsoft Internet Explorer, Safari, Mozilla Firefox etc.

Course Materials

The required textbook for this course is Teaching English Language Learners K-12: A Quick Start Guide for the New Teacher by Jerry Jesness. A textbook and student guide will be provided for all students. Case studies, rubrics and lesson plans are included.

Session Outline

Module 1: Introduction
  1. Member introductions
  2. Individual and group expectations
  3. Course sessions, resources and requirements
  4. Bilingual Education and ESOL
  5. Types of Language Minority Students
  6. Student and Family Background
  7. What Happens at School
  8. Program Models
  9. Reflection Questions
  10. Assignments

Module 2: Policy and Programs
Contents:
  1. Politics of Bilingual Education
  2. Historical Background
  3. Historical Overview of the Legislation
  4. Court Decisions and the Office for Civil Rights
  5. No Child Left Behind (NCLB) and how it helps ELLs
  6. State Policies
  7. Reflection Questions
  8. Assignments

Module 3: Teaching
Contents:
  1. The Traditional Classroom
  2. The 21st Century Classroom
  3. Passive Learning
  4. Active Learning
  5. Cooperative Learning
  6. Accelerated Learning
  7. Students’ Prior Knowledge
  8. Critical Pedagogy
  9. Reflection Questions
  10. Assignments

Module 4: Technology
Contents:
  1. Telecommunications
  2. Video
  3. Computers
  4. Principles for Technology Use
  5. Guiding Principles for Choosing Technology
  6. Music
  7. Reflection Questions
  8. Assignments

Module 5: Language
Contents:
  1. Language Acquisition
  2. Interdependence of First and Second Languages
  3. Second Language Acquisition
  4. Instructional Approaches to Teaching a Second Language
  5. Teaching Language Arts in a Bilingual Classroom
  6. Language and Multicultural Literature across the Curriculum
  7. Reflection Questions
  8. Assignments

Module 6: Culture
Contents:
  1. Perspectives on Culture
  2. Processes in the Development of Cultural Identities
  3. Multicultural Education
  4. Prejudice and Discrimination
  5. The Role of Culture in Language Minority Achievement
  6. Ethnographic Approaches to Cultural Understanding
  7. Reflection Questions
  8. Assignments

Module 7: Mathematics and Science
    Contents:
    1. Achievement of Language Minority Students in Mathematics and Science
    2. Current Standards and Math and Science Reform
    3. Opportunity to Learn Standards
    4. Language in Math and Science Classrooms
    5. Cultural Issues in Math and Science
    6. Reflection Questions
    7. Assignments

    Module 8: Social Studies
    Contents:
    1. A Framework for Social Studies
    2. Classroom Settings for Bilingual and ESL Social Studies
    3. Methods for Social Studies Instruction
    4. Critical Thinking and Study Skills Development
    5. Paying Attention to Social Studies Language Issues
    6. Theme Based Integrated Social Studies Units
    7. Reflection Questions
    8. Assignments

    Module 9: Assessment
    Contents:
    1. Context for Assessment
    2. Types of Assessments
    3. School-Based Assessment
    4. Classroom-Based Assessment
    5. Linking Assessment to Instruction
    6. Reflection Questions
    7. Assignments

    Module 10: Bilingual Special Education
    Contents:
    1. Foundations
    2. Current Educational Policies
    3. ELLs in Special Education
    4. Understanding Special Education Processes
    5. Referrals of ELLs for Special Education
    6. Reflection Questions
    7. Assignments

    Module 11: School and Community
    Contents:
    1. Historical Context of Language Minority Communities
    2. Developing a Portrait of a Community
    3. Developing Partnerships
    4. Reflection Questions
    5. Assignments

    Module 12: Final Project

    Grading

        Assignment Points   Grading Scale  
      Forum Participation   21      106 – 101 A
      Assignments/Reflections   55      100 – 90 B
      Final Project   30       89 – 82 C
      Total Points  106    

    Student Requirements

    1. Participation: Actively participate in all Forum activities.
    2. Assignments: Complete all readings and reflection assignments.
    3. Final Project:Students will be required to complete a final project at the end of the course.

    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.

    Register

    To register to take TEI's English for Speakers of Other Languages Online course, go to the Course Registration page.