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EDEU504-200330-W Linguistics for ESL Teachers

For someone else
For someone else

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Registration Restriction

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


  • Face-to-Face Session Dates (using Zoom Videoconferencing - mark your calendar with dates)


    • M/W - March 30, April 1, 6, 8, 13, 15 

    • 9am - 1pm
    • Participants need a location which is quiet, and free of external distractions such as background noises, children playing, televisions, etc.

    • AUDIO AND VIDEO participation is required at all times during the session (e.g., the participant should be able to interact and respond, on demand, as in a classroom)

  • Remainder of assignments/activities completed online by April 25, 2020

  • Access to the online component of the course is provided after the first class session.  All online work is self-paced/instructor supported.


  • Must have for the first session
  • Print or Kindle Version

Yule Study of Language eBook

  1. The Study of Language 6th edition (Amazon link)
  2. FREE DOWNLOAD:  Phonemes of the English Language

 Course Description

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.  Classroom activities in a PK-12 classroom are required.

Credit from Brandman University School of Extended Education

Credit from Brandman University School of Extended Education applies toward IL ESL, IL Bilingual, and Louisiana ESL endorsements.

An additional credit fee is paid directly to Brandman after the course begins, but BEFORE the end the the 4th week of the course.  (Directions are provided after the course begins)

IL Section 27.425 Rules - Standards for ESL Teachers

IL27.425-(b)1A1: demonstrates an understanding of social and academic language to support English Learners (ELs) in their acquisition of English language and literacy across the content areas

IL27.425-(b)1A2: demonstrates understanding of language as a system, including phonology, morphology, semantics, syntax, discourse, and pragmatics

IL27.425-(b)1B: understands and applies theories and research in first and second language acquisition to support their ELs' English language and literacy development across content areas

IL27.425-(b)1C: is reflective and responsive regarding both his or her own beliefs and common assumptions about how policies and power shape and mutually interact with language use, attitudes, and societal norms, and ultimately affect education for ELs

IL27.425.(b)5.B. participates in professional growth opportunities, collaborates and builds partnerships with other professionals and community organizations, and advocates for ELs

TESOL Standards (become effective 2024)


Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.

1a:  Demonstrate knowledge of English language structures in different discourse contexts to promote acquisition of reading, writing, speaking, and listening skills across content areas. Candidates serve as language models for ELLs

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

1c:  Demonstrate knowledge of language processes (e.g., interlanguage and language progressions) to facilitate and monitor ELLs’ language learning in English

1d:  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


Here is the course outline:

Module A: Course Information

Text, syllabus, and other course "stuff"

Module B: Welcome and Introduction (About 1 hr)

This section helps assure your success when working in the course. You will be introduced to details about the OnlineClasroom, the ASPD/Brandman relationship, credit, tax information, and other administrative issues.

Module C: Install and Test Grammarly

Grammarly is a free editing tool. It allows writers to instantly analyze words, phrases, syntax, and overall style. Use of this tool is one way to increase awareness about English language structure.

Module 1: History of the English Language (6-9 hours)

Develop awareness about the events that combined over time to influence the words, phrases, sentence structures, and overall American English discourse of today and become familiar with how this influences English language learning.

Module 2: How language evolves

This module will be focused on answering the question: How does the English language continue to evolve and change and what impact does this have on the teaching of English to ELLs?

Module 3: First and Second Language Acquisition (5-8 hours)

In this module, we will focus on exploring the similarities and differences between events associated with first (home/primary) language acquisition and those associated with learning new languages.

Module 4: Project Submissions

Submit major projects for the course in this module

Module 5: Assessment of Terms and Principles

Module 6: Course Reflection

Module 7: Course Feedback

The feedback you provide about your experiences in this course provide us with valuable information we will use as part of our continuous improvement process to improve course content, the online learning management system, instructor effectiveness, and ASPD.

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