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.Enter section content here...

Enter section content here...Open to all educators, anywhere.

A minimum of a BA/BS degree is required.

Ability to listen, speak, read, and write in English with full fluency, on demand is required.  A formal or informal assessment may be requested by ASPD if English language proficiency is in question.

Registration may be terminated by ASPD for anyone unable to demonstrate full proficiency with academic English.

SCHEDULE

• Live class sessions, via Zoom, and "out of class" assignments between sessions
• ZOOM LINK sent via email on the day of the first class
• FACE-TO-FACE SESSION DATES: Wk of Mar 10, 17, 20, 24, Apr 1, 8, 15, 22, 29, and May 5 (Tuesday OR Thursday, as assigned)
• ANTICIPATED break Wednesday, Apr 16 through Wednesday, Apr 23, 2025 inclusive, TBD based on survey of all participants after the course begins
• TIME:  5:00pm - 9:00pmpm (with breaks)
• COURSE END DATE (all work to be completed and submitted):  May 17, 2025, 11:59pm
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TEXT 1 (REQUIRED - purchase):  Unlocking English Learners' Potential: Strategies for Making Content Accessible  (2nd Edition) by Diane Staehr Fenner and Sydney Snyder ($39.95)

TEXT 2 (REQUIRED - free download) US Department of Education Education Practice Guide Teaching Academic Content and Literacy to English Learners in Elementary and High School

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

To assure full engagement equivalent to that in a physical classroom, be able to ...

• Have your video on at all times
• Activate audio as needed 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
• Remain in communication with others in the Collaborative Learning Community, as needed, to create a support system

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The use generative AI tools like ChatGPT is encouraged in this course within the terms below.

1. Permitted Uses: Students may use AI tools (e.g., ChatGPT, Claude, Gemini) for brainstorming, drafting, grammar checking, and refining ideas. AI-generated content must be reviewed and edited for accuracy and originality by the student.
2. Prohibited Uses: Submitting AI-generated content as original work without significant modification is prohibited. AI tools must not be used to complete assignments, exams, or projects unless explicitly allowed by the instructor.
3. Data Privacy: Do not input any sensitive, personal, or identifiable information about yourself, classmates, or third parties into AI tools.
4. Academic Integrity: All work must be the student's own. Any use of AI assistance must be disclosed in the assignment submission, specifying how the AI was used.
5. Accountability: Students are responsible for the content they submit, including any information or ideas derived from AI tools. Misuse of AI , including failure to disclose, will be considered an academic integrity violation and may result in disciplinary action, including, but not limited to, removal from the course without refund, and/or a grade of “F” from University of Massachusetts Global.

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Enter section content here...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.

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• 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 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 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
  • Reflect on 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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This course requires the participant to implement projects and activities in a K-12 classroom.  Participants who do not have their own classroom will need to identify one or more K-12 teachers who will open their classroom to you.

Implementing projects in a professional development setting, or with adults does not fulfill this requirement.

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