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Teaching English to ESOL Learners

This course provides an overview of the methodologies, theories, and applications suggested to teach English to young second-language learners in grades K-12. A primary goal of this course requires that participants learn various applications that they can emulate and assimilate into their classrooms. Additionally, teachers will enhance their cultural insights by understanding differences and sociological factors that contribute to a successful teaching and learning experience, something that is vital to helping non-native students thrive in the classroom setting. 


Carlow University ED 676 • Madonna University EDU 5830.48 • Mercy University EDUT 554

The required text for this course is Unlocking English Learners′ Potential: Strategies for Making Content Accessible, First Edition, by Diane Staehr Fenner and Sydney Cail Snyder.



Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will 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

Summer 2024

  • Aug 19-23
  • Ediris Squitieri

Module One: Characteristics of a Young Language Learner


  • Introduction Email
  • What defines a young language learner
  • What defines an ESOL teacher
  • Defining ESOL
  • Child social, intellectual and physical development

Module 2: Theories and Applications


  • Chomsky’s Theory
  • Kroshen’s learning acquisition process
  • Pinker’s Study
  • Historical processes
  • Principles and theories of second language acquisition
  • Major contributors to second language teaching
  • Identify instructional approaches with theories

Module 3: Language Acquisition


  • Cortes Contextual Interaction Model
  • Learning another language
  • Principles of language learning
  • Teacher and student attitudes
  • Intercultural orientation
  • Trends and issues related to learning a second language

Module 4: Linguistics


  • The English language
  • Sociolinguistic principles related to the development of the English language
  • Teaching intonation and accent training
  • An overview of Morphology and phonology principles
  • Defining semantics, pragmatics, syntax and discourse

Module 5: Cultural Awareness


  • Understanding cultural differences
  • Promoting cultural sensitivity
  • Social differences and principles
  • Defining cultural boundaries
  • Effective parental and student communication

Module 6: Types of Learning Processes


  • CLT Approach
  • PPP Approach
  • The Silent Way Approach
  • The Grammar Translation Approach
  • The Natural Approach
  • Total Physical Response (TPR)

Module 7: Methodologies


  • Overview of ELT approaches and methods within the classroom
  • Using play, drama, stories and games
  • Integrating the students’ native language within activities
  • Instructional strategies and techniques

Module 8: Speaking, Listening and Reading Skills


  • Basic curriculum design
  • Teaching speaking, listening and reading skills
  • Implementing speaking, listening and reading exercises

Module 9: Grammar and Writing Skills


  • Teaching grammar skills: Sentence structure
  • Teaching writing skills
  • Implementing these skills within the classroom

Module 10: Additional Resources/Final Exam


  • Overview of resources and suggested websites
  • Final exam (lesson plan) including the four major components: listening, speaking, reading and writing
  • Knowledge of language principles: Identify basic concepts of phonology, morphemic analysis and English semantics as they relate to language acquisition
  • Understand the grammatical structure of an English sentence
  • Identify concepts and influences associated with social and regional varieties of American English
  • Compare the sociolinguistic language functions of social and regional varieties of American English
  • Identify sociolinguistic principles that have influenced the development of the English language
  • Identify historical processes that have influenced the development of the English language
  • Increase knowledge of instructional methods and strategies
  • Identify instructional, meta-cognitive, cognitive and socio-affective strategies that promote second language acquisition
  • Identify features of the natural approach, total physical response and communicative approaches for various proficiency levels
  • Identify major researchers and their contributions to the field of second language teaching and learning
  • Match instructional approaches with language learning theories
  • Identify appropriate instructional interventions to address fossilization
  • Identify appropriate methods and strategies to teach language arts and basic language skills to ELLs
  • Identify methods and strategies of differentiating instruction for ELLs in general education classes
  • Identify methods of incorporating students’ first language and cultures into the existing curriculum
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.