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EDEU500-EK2 - Theory/Foundations of ESL Programs

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Learn how historical, political, sociocultural, and educational events, policies, laws, and issues drive and affect education of linguistically and culturally diverse students in ESL programs in schools. Learn what services and programs are to be provided to ELL students in ESL programs based on local, state, and federal policies and laws. Explore program delivery models and various theories of Second Language Acquisition (SLA), bilingualism, and sociocultural variables.

Registration Restriction: Open to any educator in ANY district/system who holds a minimum of a BA/BS degree.


Fully online, self-paced, instructor supported

Up to 75 days allowed for completion

Enrollment begins with 48 hours after registration is processed


  1. Analyze and explain the historical, political, sociocultural, and educational concepts and issues that affect education of linguistically and culturally diverse students in schools.
  2. Analyze and explain local, state, and federal policies/laws regarding entitlement and appropriate school services for English Language Learners.
  3. Compare and contrast theories of ESL and Bilingual education and explain how they influence program development and implementation.
  4. Identify principles, characteristics, and terminology of current first and second language theories
  5. Match instructional approaches and language learning theories
  6. Compare language acquisition among different age groups (elementary, secondary, adult)
  7. Differentiate between language proficiencies (basic interpersonal communicative skills (BICS) vs. cognitive academic language proficiency (CALP)
  8. Identify principles related to contrastive and error analysis
  9. Identify language acquisition characteristics of LEP special needs students (e.g., gifted, LD, EMH, and hearing impaired).

IL Section 27.425 Rules Standards for ESL Teachers

  • IL27.425-5A1: demonstrates knowledge of history, research, and current policies and practices in the field of EL education and applies this knowledge to meeting the needs of Els
  • IL27.425-5A2: demonstrates knowledge of both additive and subtractive theories of bilingual education and understands the effects of these practices on students, families, and communities
  • IL27.425-5B1: participates in professional growth opportunities, collaborates and builds partnerships with other professionals and community organizations, and advocates for
  • IL27.425-5C1: demonstrates understanding of the benefits of multilingualism and incorporates ELs' cultural and linguistic assets into their practice in order to help ELs be socially and academically successful
  • IL27.425-5C2: demonstrates understanding of how to work collaboratively with families of ELs and communities to improve the learning environment, provide support, and advocate for ELs and their families
  • IL27.425-5D: demonstrates an understanding of the relationship between language and power

Graduate credit

A final grade will be based on the quality of the final completion project submitted. Grades are issued through Brandman University. 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.

EDEU9388-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?

EDEU9388-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.


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?

EDEU9388-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?

EDEU9388-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.

EDEU9388-MOD6 Code Switching

What is code switching is, who does it, why, and when?

EDEU-MOD7 Theories about teaching Migrant Students

What issues impact the education of migrant students and how can schools effectively meet their needs?

EDEU9388-MOD8 Theories about the Education of Refugee Students

What unique needs of refugee children?

EDEU9388-MOD 10: Final Project

Complete and submit the final project here.

EDEU9388-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?

Course Evaluation

Tell us about your experience in this course.

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