Explore how historical, political, sociocultural, and educational events, policies, laws, and issues drive and affect education of linguistically and culturally diverse students in programs serving English Learners in schools. Become familiar with services and programs are to be provided to ELL students in ESL and Bilingual 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.
The following are required to meet the professionalism goal of this course ...
1) Proof of membership in the local affiliate of the National Association of Bilingual Education (NABE) AND
2) Active contributions to professional Facebook ESL/Bilingual Teacher Groups are required.
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.
Registration Restriction: Open to all teachers anywhere with a minimum of a BA/BS degree
FACE TO FACE:
ZOOM Video conference
Thursdays: 4:15-8:15pm (with breaks)
Oct 22, 29, Nov 5, 12, 19, Dec 3, 11
COVID-19 accommodation: An additional panel discussion with staff from community agencies may be required to replace site visits to three community agencies serving immigrants and refugees.
COURSE END DATE (all work to be completed and submitted): Dec 31, 2020
- Quiet space free of distractions from people and most noise to the greatest degree possible
- Internet Connectivity
- An internet connection – broadband wired or wireless
- Speakers and a microphone – built-in or USB plug-in or wireless Bluetooth
- A webcam or HD webcam - built-in or USB plug-in
- Video participation with full face visibility for the full class session is required
- Operating System
- Mac OS X with MacOS 10.7 or later
- Windows 10
- Windows 8 or 8.1
- Windows 7
- 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
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
- IL27.425-5B1: 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
TESOL Standards (Effective 2024)
- 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 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:
Attendance and exit slips
In Class Activities
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.
EDEU500-01BL 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 English language learners in districts, schools, and classrooms in the United States?
EDEU500-02BL - Professionalism and Advocacy
What is your personal philosophy about educating English Learners? What are the professional responsibilities associated with supporting and advocating for English Learners? How can I become part of the community of EL educators through participation in social media groups and professional organizations?
EDEU500-03BL - 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?
EDEU500-04BL - BICS and CALP
How 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?
EDEU500-05BL - Relationship of L1 and L2
What are the similarities and differences between first and second language acquisition? How does L1 support L2 development? How does this information affect classroom practices for teaching L2 learners?
EDEU500 - 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.
EDEU500-06BL - Code Switching, Translanguaging, Interlanguage
How do language learners navigate between multiple languages to process content and express themselves? How do teachers manage and support this in the classroom?
EDEU500-07BL - Unique needs of Migrant Students
What issues impact the education of migrant students and how can schools effectively meet their needs?
EDEU500-08BL - Education of Refugee Students
What unique needs of refugee children?
EDEU500 - Final Project
Complete and submit the final project here.
Tell us about your experience in this course.