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EDEU501-240311-240518 Mth/Tch ESL in Biling Pgm

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Develop an understanding of materials, methods, and approaches for implementing and managing standards-based ESL and content instruction for students served within bilingual programs. Topics will include language objectives, instructional methods, grouping strategies, selection and use of digital and print materials and resources, selection and use of linguistic supports, and assessment practices for promoting content and language learning for students at different levels of English language development within bilingual programs. A minimum of 20 clock hours of on-site activities in PK-12 schools is included (this can be in your 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 ALL educators, anywhere, with an earned 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)

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

    • WHEN: This class meets for EIGHT (8) class sessions

      • TUES OR THURS: Wk of Mar 13, 20, 27, Apr 3, 10, 17, 24, May 1 (one week break TBA)

      • 4:45pm-8:45pm (with breaks)
  • COURSE END DATE: All work due no later than Sunday, May 21, 2023

Videoconference Notes

  • Audio and video participation is required for the full time each class is in session using Zoom
  • Locate a quiet space, free of distractions (to the greatest degree possible)
  • Have a headset (mic/ear buds) as a backup in the event you experience feedback

Texts (needed for FIRST class)

    Additional Resources which may be used in the course

    1. Dutro, Susan (2002). An Architectural Metaphor for Language
    2. WIDA CAN-DO Descriptors Key Uses Edition
      1. PRE-K Teachers Select Early Years Edition)
      2. Scroll down the page to find the Can Do Descriptors Key Uses Edition for your grade level(s)
    3. WIDA Essential Actions Handbook
    4. Academic Language Function Toolkit
    5. Danielson-ELL Crosswalk (New Jersey State Department of Education)
    6. GoTo Strategies - Scaffolding Options for ESL Teachers
      1. Access at:
    7. CEEDAR Evidenced Based Practices for Supporting ELs
      1. Access at: /files/319239/Evidence-Based-Practices-ceedar.pdf
    8. WIDA Essential Actions Handbook
      1. Access at 
      2. Select DOWNLOAD
    9. Danielson-ELL Crosswalk
      1. Access at:

    Course Credit Registration

    An additional registration as a student at University of Massachusetts Global (UMass Global) is required by the end of the 4th week of the course to obtain credit

    Directions are provided after the course begins.

    Failure to register at UMass Global within this period will require one to re-register and re-take the entire course at a later date.


    Course Standards Alignment and Outcomes

    This course is aligned to Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

    TESOL 1.b. Demonstrate knowledge of second language acquisition theory and developmental process of language to set expectations for and facilitate language learning

      • Explain stages of L2 development
      • Evaluate expressive language of students using WIDA Model Rubrics for Speaking and Writing
      • Evaluate listening skills of students applying WIDA Performance Definitions ("Figure C" and "Figure D", and other resources
      • Use classroom level and formal language assessment data to set academic and language use expectations for ELLs
      • Demonstrate understanding of key instructional strategies for teaching English Learners, including but not limited to...
        • 1) creating a supportive environment is also about cultivating an appreciation of diversity,
        • 2) teaching language skills across the curriculum,
        • 3) emphasizing productive language,
        • 4) adjusting one’s speaking slowly and adjusting wait time to make content as comprehensible as possible based on listening development,
        • 5) differentiating and using multiple modalities to provide directions and instruction,
        • 6) incorporate languages of the students, and
        • 7) use interactive technologies to foster productive language and improve comprehensibility

    TESOL 1.d. Apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote ELLs’ academic achievement across content areas

      • Develop language objectives which reflect and understanding of language function, learning domains, content-specific language and discourse structures, and vocabulary to promote academic achievement of English Learners at varied levels of English language development, particularly Levels 1, 2, and 3
      • Provide research-based rationale for identifying words, phrases, language forms, and discourse patterns that need to be specially taught and/or supported to increase content comprehensibility

    TESOL 2.c. Devise and implement methods to understand each ELL’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs

      • Apply knowledge of culturally sensitive practices to collect information to learn about personal characteristics of the individual ELL and their family
      • Explain the unique and varied needs of the various types of English Learners (such as newcomers, immigrants, migrants, refugees, unaccompanied as outline in the US Department of Education Newcomers Toolkit)

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

      • Evaluate student language presented in oral and written assignments and activities to determine the degree to which specific individuals are progressing toward the subsequent level of English language development
      • Demonstrate ability to make real-time adjustments in instruction based on observations of student language use and academic performance

    TESOL 3.e. 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

      • Select materials and resources that are culturally meaningful to English learners
      • Adapt materials and resources to students’ varied levels of English language development to increase comprehensibility to promote learning and participating in meaningful, grade-level content learning
      • Create web-based interactive learning resources that promote development of language forms appropriate for the language function demands within the discourse structures of the lesson

    TESOL 5.c.1. Practice self-assessment and reflection, make adjustments for self-improvement and plan for continuous professional development in the field of English language learning and teaching

      • Collect classroom instructional data using TeachFX and assess the degree to which the classroom language promotes development of language forms and discourse patterns consistent with the functional language demands of the lesson
      • Maintain regular reflections about experiences related to planning and modifying content and materials to promote development of language forms appropriate for the content, and discourse structures and language functions needed by English Learners at different levels of English language development to learn and show learning of grade-level content through a journal, blog, vlog, or podcast
      • Utilize resources from national and local professional organizations, social media groups, local community organizations, and other sources available to support parents of English learners, students, administrators and teachers, and professional growth in practice for teachers of English Learners

    TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty

      • Share and discuss planning and instructional practices related to teaching language development within content lessons with guidance and support of a licensed colleague, supervisor, or coach to receive feedback about the degree to which the classroom, content, and practices are culturally responsive and represent best practices for teaching ELLs as describes in TESOL Standards 1.b. and 2.c.

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