Analyze the role language plays in society. Deepen your awareness about sounds, words, sentence structure, oral and written communication, key aspects of nonverbal communication, the history of the English language, and the evolution of language. Explore elements of linguistics relevant to second language learning and teaching English Language Learners. Similarities and difference between the structures of English and other languages with emphasis on (but not limited to) languages found in the classrooms, schools, and communities of the participants as well as those of major groups in the US will be explored.  Effective September 1, 2019, this course includes a minimum of 20 clock hours of on-site activities in PK-12 schools (can be completed in your own 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.

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: Week of Sept 23, 30, Oct 7, 14, 21, 28, Nov. 4, 2024 (Tuesday OR Thursday, as assigned)
• TIME:  5:00pm - 9:00pmpm (with breaks)
• COURSE END DATE (all work to be completed and submitted):  Nov 30, 2024, 11:59pm
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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) https://www.amazon.com/Building-Literacy-English-Language-Learners/dp/1462531598

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

https://www.amazon.com/Teachers-Survival-Guide-Ready-Use/dp/1118095677

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 you 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 Professional 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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STANDARD 3: PLANNING AND IMPLEMENTING INSTRUCTION

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.

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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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