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EDEU503-230925-231126 - Methods of Teaching ESL

For someone else
For someone else
Enrollment for this course is currently closed.


This course will help teachers develop an understanding of the best practices, methods, and selection and use of print and digital materials and resources to support English Learners in developing listening, speaking, reading and writing skills in English. Emphasis is placed on developing interpersonal communication skills and academic language of beginning and intermediate ESL students. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (can be completed in your own classroom if teaching English Learners). 3 credits.

REQUIREMENT:   This course requires implementation of projects in a PK-12 classroom.  Those who are not currently working in a classroom will need to find a classroom in which activities may be conducted.  Working with adults will not substitute for PK-12.

Registration Restriction

Open to ALL EDUCATORS ANYWHERE holding a minimum of a BA/BS degree

Class format: Blended delivery USING ZOOM (face to face sessions , plus online work)


  • FACE-TO-FACE SESSIONS (using Zoom Videoconferencing - mark your calendar with dates, now)

    • The Zoom link is provided on the course DASHBOARD (Login to the course > Start Menu item > Dashboard option)

    • WHEN: This class includes SEVEN (7) class sessions

      • Week of Sept 26, Oct 3, 10, 17, 24, 31, Nov 7, 2023 (Tuesday OR Thursday, as assigned)

      • 4:45pm-8:45pm (with breaks)
  • COURSE END DATE (all work to be completed and submitted):  Nov 27, 2022

Course Texts (purchase and downloads required for 1st class session)

TEXT 1 (REQUIRED - purchase):  EL Excellence Every Day: The Flip-to Guide for Differentiating Academic Literacy 1st Edition
by Tonya W. Singer (ISBN-13: 978-1506377872)

TEXT 2 (RECOMMENDED - purchase):  The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels

Requirements for Participation

  • Participants need a quiet location that is generally free of external distractions such as background noises, children playing, televisions, etc.

  • AUDIO AND VIDEO participation is required at all times during the session

  • Full engagement equivalent to that in a physical classroom.  Be able to ...

    • Interact and respond, on demand (Q&A, discussions, etc.)

    • Submit text based responses in the chat

    • Share screens as needed

    • Physically collaborate with others on shared documents created during class

    • Participate in interactive activities as they may appear in the course.

  • Submit assignments/activities as assigned from week to week

  • Submit final work before the course end date .

  • Remain in communication with others in the Professional Learning Community, as needed, to create a support system

Technology Requirements

  1. Quiet space free of distractions from people and most noise to the greatest degree possible
  2. Internet Connectivity
    1. An internet connection – broadband wired or wireless
  3. Audio/Video
    1. Speakers and a microphone – built-in or USB plug-in or wireless Bluetooth
    2. A webcam or HD webcam - built-in or USB plug-in
      1. Video participation with full face visibility for the full class session is required
  4. Operating System
    1. Mac OS X with MacOS 10.7 or later
    2. Windows 10
    3. Windows 8 or 8.1
    4. Windows 7

 Credit from University of Massachusetts Global School of Extended Education

An additional registration as a student at University of Massachusetts Global School of Extended Education is required by the end of the 4th week of the course to receive credit which applies toward IL ESL, IL Bilingual, and Louisiana ESL endorsements.

Directions are provided in the ASPD OnlineClassroom AFTER the course begins.



Plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.

3a:  Plan for culturally and linguistically relevant, supportive environments that promote ELLs’ learning; design scaffolded instruction of language and literacies to support standards and curricular objectives for ELLs’ in the content areas.

3b:  Instruct ELLs using evidence-based, student-centered, developmentally appropriate interactive approaches.

3c: Adjust instructional decisions after critical reflection on individual ELLs’ learning outcomes in both language and content.

3d: Plan strategies to collaborate with other educators, school personnel, and families in order to support their ELLs’ learning of language and literacies in the content areas.

3e: Use and adapt relevant materials and resources, including digital resources, to plan lessons for ELLs, support communication with other educators, school personnel, and ELLs and to foster student learning of language and literacies in the content areas.

Here is the course outline:

EDEU503 -Getting Started

This module contains links to downloadable course resources, and other introductory information.

EDEU503-2022 MOD2 - Fostering Language Development

How do translanguaging and language objectives support language development in the classroom? How do my current practices facilitate or limit student language development?

EDEU503 -2022 Mod 3 Student Engagement

Engaging multilingual English Learners

EDEU503-220926 MOD 4 - Tech Tools for Engagement

Explore technology tools for increasing engagement of ELs

EDEU503-2022 MOD 6 Supports

EDEU503-2022 Project

Demonstrate ability to plan instruction to meet the needs of students at different levels of English language development by including language objectives, engagement activities, and supports.

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