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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.

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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



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


  • 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


  • 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


  • 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


  • 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


  • 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


  • 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


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

Module 9: Bilingual Special Education


  • 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


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