Explore how historical, political, sociocultural, and educational events, federal and local laws, and local policies combine to drive the services and supports for English Learners in schools. Theories of first and second language acquisition and bilingualism, ESL and Bilingual program delivery models, and current research related to developing, implementing, and evaluating ESL and Bilingual programs and services for English Learners, and their families are included. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (may be completed in your own classroom if teaching ELs). 3 credits.
Registration Restriction: Open to any educator in ANY district/system who holds a minimum of a BA/BS degree.
The following are required to meet the professionalism goal of this course ...
1) Active participation in and contributions to professional networks is required
2) Proof of membership in the state NABE affiliate.
- The IL NABE affiliate is the IL Association of Multilingual Multicultural Education (www.iamme.org).
- To search for other local NABE affiliates, visit www.nabe.org/affiliates.
Fully online, self-paced, instructor supported
Up to 75 days allowed for completion
Enrollment begins with 48 hours after registration is processed
- Analyze, explain, and apply knowledge about the history, research, and current policies and practices in the field of EL education, nationally and within one’s own state
- Analyze and explain the historical, political, sociocultural, and educational concepts and issues that affect education of linguistically and culturally diverse students in schools
- Compare and contrast stages of L1 and L2 language development and the impact on BICS and CALPS
- Compare and contrast additive and subtractive theories of bilingual education, including principles, characteristics, and terminology
- Explain the effects of additive and subtractive theories of bilingual education on students, families, and communities
- Explain how each theory of bilingual education influences program development and implementation
- Analyze programs serving English Learners within one’s school to determine the degree to determine their theoretical foundations
- Demonstrate ability to advocate for English Learners and/or families
- Analyze and explain local, state, and federal policies/laws regarding entitlement and appropriate school services for English Language Learners
- Demonstrate ability to distinguish between issues related to L2 development and disabilities
- Explain issues and practices related to assure fair and equitable assessment of ELs with perceived learning disabilities
- Demonstrate understanding of professionalism such as ethics, the role of the EL teacher as advocate for students and families, and resources for continued professional growth
- Utilize resources from national and local professional organizations, social media groups, local community organizations, and other sources available to support professional growth opportunities to issues emerging in practice for teachers of English Learners
- 5a: Demonstrate knowledge of effective collaboration strategies in order to plan ways to serve as a resource for ELL instruction, support educators and school staff, and advocate for ELLs.
- 5b: Apply knowledge of school, district, and governmental policies and legislation that impact ELLs’ educational rights in order to advocate for ELLs.
- 5c: 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.
A final grade will be based on the quality of the final completion project submitted. Grades are issued through University of Massachusetts Global.
Only those who complete all workshop requirements (attendance, participation, and projects) at a “satisfactory” level will be eligible to apply for credit.
Here is the course outline:
Welcome and Introduction (1-2 hrs)
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.
EDEU500-MOD1 Legal foundations for educating ELLs
How do laws, decisions of the courts, and actions of the Executive Branch of government drive programs and practices in the education of LEP students in districts, schools, and classrooms in the United States?
EDEU500-MOD2 Theories of Second Language Learning (6-7 hours)
This module is the equivalent of TWO modules. What are the theories about how a new language is learned and what are the practices associated with implementing programs related to each theory?
EDEU500-MOD2 Theories of Second Language Learning (6-7 hours)
In this module, you will study the theories about how a new language is learned. Practices associated with implementing programs related to each theory will also be introduced.
EDEU500-MOD3 BICS and CALP
Why can students be fully engaged in conversation with friends on the playground and in the lunchroom but claim they don't know what you're talking about in the classroom?
EDEU500-MOD4 Differences between L1 and L2 Acquisition
What are the similarities and differences between first and second language acquisition? How does this information affect classroom practices with L2 learners?
EDEU500-MOD5 Final Project Preparation
In this module, you will take the time to prepare interview questions to be used when conducting interviews as part of your final project.
EDEU500-MOD6 Code Switching
What is code switching is, who does it, why, and when?
EDEU500-MOD7 Theories about teaching Migrant Students
What issues impact the education of migrant students and how can schools effectively meet their needs?
EDEU500-MOD8 Theories about the Education of Refugee Students
What unique needs of refugee children?
EDEU500-MOD 10: Final Project
Complete and submit the final project here.
EDEU500-MOD9 Professionalism and Advocacy
What is your personal philosophy about educating English Learners? What are the professional responsibilities associated with teaching and supporting English Learners? What professional organizations exist? What advocacy responsibilities does a teacher of English Learners have?
Tell us about your experience in this course.