Linguistically Diverse Students & Literacy Online

Course Outline

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

Identify and state 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
Identify and state the "conditions of learning" in ESOL literacy programs
Identify and discuss a variety of literature appropriate for learners with multicultural backgrounds
Identify and discuss a variety of ways to use literature to raise awareness and acceptance of multicultural groups within our society and schools
Identify and state the major issues with the concepts of quantitative and qualitative assessment of literacy achievement of ESOL learners
Identify the "best practices" of literacy instruction and achievement for ESOL programs
List multiple ways that technology aid in the development of literacy in ESOL programs

Curriculum Design & Time Requirements

Students will demonstrate their level of competency with course content by analyzing instructional models, creating appropriate lesson plans, and analyzing instructional materials. Modules will be completed one per week. This is an online sixty-hour, three credit graduate level course that is completed over a thirteen-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: 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.

Session Outline

Introduction & Overview
Objective: In this beginning exercise, the instructor will confirm the accuracy of e-mail addresses for all students. The instructor will then send a welcome message to the class. The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.
Contents:

Introduction to the online class environment
Meet the classmates
Meet the instructor
Become familiar with the online course content
Review the course outline
Review the course syllabus and relevant information
Review Chapter Overviews
Review Project structures

Module 1: A Differentiated Approach: Core Principles of Learning
Objectives:

Defining the ESOL students and their multicultural counterparts
Introducing the statistics on the need for ESOL programs in America's schools
Examining 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
Introduce the terms, ESL, ESOL, ELL and define their likenesses and differences
Define Zone of Proximal Development as it applies to ESOL learners and instructional programs

Contents:

Introduction the ESOL and culturally diverse learner

Who are they
What do they know that will help them learn English
Under what conditions will they best be able to learn

Statistics on the prevalence of ESOL and culturally diverse learners in American schools

From melting pot to salad bowl
Rapid growth in last decade
Success rates

English language development proficiencies

Listening and speaking
Reading: Phonemic Awareness, decoding etc.
Reading vocabulary
Structural features of informational materials
Writing, penmanship and organization for idea presentations
Conventions of writing
Teacher Expectation and attitudes
Lower expectation
Higher expectation
Acceptance
Funds of knowledge
Practices and resources
Recognition of knowledge
Program Models for teaching ESOL learners
Using native tongue/Bilingual programs
Using native tongue as support to the instructional program
English as a Second language programs
Content based/Sheltered Instructional methods
Research based recommendations for ESOL programs
Effective practices
Use of zone of proximal development theories
Use of conditions of learning strategies
Sheltered instruction

Module 2: Language Acquisition: Dimensions of Proficiency
Objectives:

Define the dimensions of language proficiency
Identify the key principles of language acquisition
Introduce 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

Contents:

Define language proficiency

BICS and CALP
Communicative competency

Four principles of language learning and their application

Comprehensible input
Contextual instruction
Low anxiety environment
Meaningful engagement

Additional factors that influence language learning

Proficiency in the primary language
Age of student
Personality
Motivation

Module 3: Purposeful Planning: Equal Access for All
Objectives:

Introduce differentiated instruction concept and practices
Contrast and compare traditional instruction with differentiated instruction
Examine standards for effective teaching
Identify ways to plan for all students
Define a workable Instructional framework for teaching English (ESOL, ELL) learners

Contents:

Planning instruction that matters

Traditional planning
Universal design planning

Standards of effective teaching

Producing together, teacher and students
Developing language and literacy across the curriculum
Making connections between outside world and school learning
Challenge thinking in complex ideas and topics
Using conversations and dialogue to engage students in learning

Planning for all students

Inclusive classroom participation
Maximum text readability
Amendable accommodations
Equitable use
Flexibility in use
Simple and intuitive use
Perceptible information
Tolerance for errors
Low physical effort
Appropriate size and space

Designing effective daily lessons

Common features of lesson plans

Objectives and standards
Purpose
Anticipatory set
Instruction
Guided practice
Independent practice
Assessment and closure
Reflection/Reward

Framework for teaching English language learners (ELL)

Key questions to ask about the lesson
Using Frontloading of language
Integrating language and content
Principles of instruction

State clear purposes
Access prior knowledge
Connect to prior learning
Provide models/demonstrations
Contextualize new information
Develop vocabulary
Provide for student to student interactions
Provide opportunities for authentic practice
Teach learning strategies: metacognition
Use multiple assessment methods
Provide primary language support as appropriate

Module 4: Phonics and other Word Identification Strategies
Objectives:

Identify the reasons we assess students
Introduce methods for assessing oral language
Examine how to use assessment results to plan instruction that is differentiated
Examine how to use assessment to "inform" teaching

Contents:

State why assessment is necessary in ESOL, ELL literacy programs
Identify methods of assessing language development of their ESOL, ELL students

Student Oral Language Observation Matrix, (SOLOM)
Interactive Writing Charts
Running Records
KWL Charts and Response Logs
Teacher Created Tests
Writing samples

Design a written plan of implementing assessment for ESOL, ELL programs

Setting goals and purposes
Collecting the data
Interpreting the data
Using data for daily or program planning

Design a written plan of effective "intervention" for ESOL and ELL students

Module 5: Oral Language: The Foundation of Literacy
Objectives:

Introduce ways to provide for oral language activities for ESOL learners
Examine the concept of social interaction and language learning
Examine methods of scaffolding questions to facilitate critical thinking for students at all levels of proficiency in English
Identify ways to design lessons where student engage in peer interaction, questioning and helping
Review oral language development and learning as a tool for designing effective classroom instruction for ESOL and ELL learners

Contents:

Accessing prior knowledge, language and culture

Using oral language to evaluate prior knowledge
Setting the background

Research findings on oral language in the classroom

Improving ability to communicate
Continuous meaningful practice
Taking the teacher out of the "talking mode"

Organizing for Interaction

Language and content
Grouping students for interactive projects and discussion groups
Effective meaningful group work

Provide explicit instruction on working in groups
Build in necessity for talking
Select cognitive tasks that require critical thinking
Involve all students
Provide sufficient time to complete the task

Developing language with group work

Listening

Explicit teaching in listening skills
Modeling listening skills
Guide practice in listening
Independent practice
Reflection

Q & A for developing language

Teacher expectations
Teacher's questioning levels

Low level cognitive questions
High level cognitive questions
Open ended/critical evaluative questions
Wait time

Students Questioning

Using QARs
Reciprocal Questioning

Students Helping Students

Reciprocal Teaching
Personal Aides/Coaches

Module 6: Review of Oral Language Development with ESOL Students
Objectives:

Identify the needs of multicultural students with diverse language in American classes
Define the challenges and rewards of multicultural literature to teach reading and oral language proficiency
Identify ways to plan lessons for Interaction of ESOL students
Continue to develop skills in modifying or adapting lesson plans to meet the needs of diverse language users

Contents:

Special plight of English language learners

Phonological awareness
Fluency gaps
Comprehension gaps
Achievement gaps

Viva la differance!

Accepting and celebrating diversity
Dual language identity text
Primary instructional language

NCLB and multicultural diverse literacy learners

Positive implications
Negative implications
Problematic issues

Related to teaching
Related to equity

Transforming literacy curriculum and pedagogy

Context
Methodology
Providing for authentic voices in the classroom

Module 7: Academic Language: Building Language Proficiency
Objectives:

Define academic language and its importance to literacy achievement
Identify the components of an effective reading program
Examine the role of word knowledge in performance of ESOL learners
Identify effective methods for teaching word knowledge/vocabulary

Contents:

Defining Academic language

Language domains
Accuracy
Linguistic functions
Cognitive demands
Range of knowledge

Language registers and implications for ESOL

Mode: Means of communication
Field: Subject matter being discussed
Tenor: Relationship between listener/reader and speaker/writer
Research findings on language registers

Reading academic language

Five essential components of reading
Components of quality reading
Strategies for teaching reading to ELL, English language learners
Research findings on reading academic language

Developing reading vocabulary

High frequency or sight words
Root words
Affixes
Cohesive devices/signal words
Referents
Lexical chains
Conjunctions
Content words
Academic vocabulary

Word learning strategies

Word walls
Barrier games
List-group-label
Vocabulary journals
Read Alouds
Semantic feature analysis
Vocabulary cards/word banks
Word sorts
Wide reading

Module 8: Academic Language: Reading and Writing
Objectives:

Identify effective instructional strategies for developing writing skills for students with varying degrees of English proficiency.
Define the term "assessment-driven" instruction
Contrast and compare peaceful coexistence of test developers, policymakers and teachers
Explore and reach conclusions about if and how assessment "informs" literacy education

Contents:

Text structures and functions

Narrative
Expository

Writing for academic purposes

Strategies to teach ELL and ESOL
Language Experience Approach
Interactive writing
Writing models
Generative sentences
Word pyramids
Power writing
Found poems
RAFT, role, audience, format, topic
Writing to learn
Independent writing assignments

Teaching Grammar in ESOL programs

Sentence structure
Subject-verb agreement
Verb tense
Verb phrases
Plurals
Auxiliaries

Correcting ESOL learners' language mistakes

Two schools of thought, yes and no
Factors to consider in correcting errors

Comprehensibility
Pedagogical forms

Types of errors

Transfer
Overgeneralizations
Avoidance
Idiomatic
Idiosyncratic

Module 9: Grade Level Content: Integrating Language and Learning
Objectives:

Identify learning strategies that support learning content while developing English proficiency
Identify methods of "frontloading" language to prepare students to discuss or write about a new concept
Identify teaching methods or practices that will help build independent learners
Learn how to differentiate teaching and learning for ESOL and ELL students
Identify the essential standards for ESOL and ELL students to achieve

Contents:

Accessing prior knowledge

Scaffolding
Reintroduce prior information
Questioning

Making content comprehensible

Modeling
Bridging
Contextualization
Schema-building
Metacognition
Test re-presentation

Developing independent learning

Graphic organizers
Require critical thinking
Organize information visually
Categorize Information
Text structure and graphics use

Planning
Instruction
Practice
Reinforce

Integrating language and content

Frontloading
Integrating

Developing Independence

CALLA
Metacognitive strategies
Cognitive strategies
Social/affective strategies

Type of learning

Declarative
Procedural
Conditional

Sequence of instruction

Explicit teaching
Modeling
Guided practice
Independent practice
Reflection/reward

Module 10: 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
Identify the approaches that are recommended by research as viable alternatives or modifications for teaching each content area to ESOL students

Contents:

Mathematics
Social Studies
Literature
Spiral the Curriculum the need for redundancy

Module 11: Differentiated Instruction: High Expectations for All
Objectives:

Identify the effect that teacher expectation has on student learning
Define differentiated instruction in terms of ESOL, ESL, and ELL learners
Identify the ways to use the concepts of multiple intelligences to differentiate instruction
Identify and explore teaching strategies best suited to differentiated instruction

Contents:

Learning styles

Auditory
Visual
Kinesthetic

Teacher Expectation and Student learning

Good's research (1987)
TESA studies
Teacher student interactions that facilitate learning

Equitable distribution of response opportunities
Affirmation or correction
Proximity
Individual helping
Praise for learning performance
Courtesy
Latency
Reasons for Praise
Personal interest statements
Rephrasing, digging deeper
Touching
Higher level questioning
Acceptance
Stopping misbehaviors

Defining differentiated instruction

Sources, processes, products
Multiple intelligences
Research findings
Grouping
Planning and scaffolding
Varied assessments

Module 12: Communicating with ESOL, ESL, and ELL Parents
Objectives:

Review Lau Guidelines, Federal and State mandates for ESOL Education
Research web resources for writing, spelling, and grammar instruction with ESOL students
Research web resources for translation services and "best practices" in communicating with parents of ESOL students
Identify excellent resources for parents to involve them in their child's schooling and education
Provide time for participants to develop an appropriate plan for home school communication with ESOL, ESL and ELL parents

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.

Grading

Assignment	Points	Grading Scale
Forum Discussions	10	190-177	A
Module Assignments	70	176-163	B
Reflections	70	162-148	C
Lesson Plans	40
Total Points	190

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 Linguistically Diverse Students and Literacy Online, go to the Course Registration page.