AN ACTIVE ANNUAL SUBSCRIPTION to Grammarly.com is required for those enrolled in ASPD/Brandman courses to strengthen understanding of academic English.
Develop an understanding of materials, methods, and approaches for implementing and managing standards-based ESL and content instruction for students served within bilingual programs. Topics will include language objectives, instructional methods, grouping strategies, selection and use of digital and print materials and resources, selection and use of linguistic supports, and assessment practices for promoting content and language learning for students at different levels of English language development within bilingual programs. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (this can be in your classroom if teaching English Learners). 3 credits.
Registration restriction: Open ALL educators, anywhere, with an earned BA/BS degree
Class format: Blended delivery USING ZOOM (face to face sessions , plus online work)
Face to Face sessions: WEDNESDAYS - SEE TIMES below
May 26, June 2, 9, 16 (4:15-8:15pm)
June 23, July 7, 16 (will move to 10:00am - 2:00pm if no participant is teaching Summer School)
Link will be emailed 15-30 minutes before the first class session to those who are registered
- Audio and video participation is required for the full time each class is in session using Zoom
- Locate a quiet space, free of distractions (to the greatest degree possible)
- Have a headset (mic/ear buds) as a backup in the event you experience feedback
Text (needed for FIRST class)
The Translanguaging Classroom: Leveraging Student Bilingualism for Learning (Ofelia García, Susana Ibarra Johnson, Kate Seltzer)
Free Downloadable Resources (download and review before first class)
- Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12
- WIDA CAN-DO Descriptors Key Uses Edition
- PRE-K Teachers Select Early Years Edition)
- Scroll down the page to find the Can Do Descriptors Key Uses Edition for your grade level(s)
- WIDA Essential Actions Handbook
- Academic Language Function Toolkit
- Danielson-ELL Crosswalk (New Jersey State Department of Education)
Course Credit Registration
An additional registration as a student at Brandman University is required by the end of the 4th week of the course to obtain credit
Directions are provided after the course begins.
Failure to register at Brandman within this period will require one to re-register and re-take the entire course at a later date.
Brandman University Course Catalog Description
Develop an understanding of materials, methods, and approaches for implementing and managing standards-based ESL and content instruction for students served within bilingual programs. Topics will include language objectives, instructional methods, grouping strategies, selection and use of digital and print materials and resources, selection and use of linguistic supports, and assessment practices for promoting content and language learning for students at different levels of English language development within bilingual programs. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (can be completed in your own classroom if teaching English Learners). 3 credits.
3a.1 Plan for culturally and linguistically relevant, supportive environments that promote ELLs’ learning
3a.2 Design scaffolded instruction of language and literacies to support standards and curricular objectives for ELLs’ in the content areas
3b.1 Instruct ELLs using evidence-based, student-centered, developmentally appropriate interactive approaches
3c.1 Adjust instructional decisions after critical reflection on individual ELLs’ learning outcomes in both language and content
3d.1 Plan strategies to collaborate with other educators, school personnel, and families to support their ELLs’ learning of language and literacies in the content areas
3e.1 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.
This course is aligned to Standard 3 (Planning and Implementing Instruction) of the Initial TESOL Pre-K–12 Teacher Preparation Programs (2018) available at https://www.tesol.org/docs/default-source/books/2018-tesol-teacher-prep-standards-final.pdf
Plan supportive environments for ELLs, and design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches that promote learning of content, language, and literacies in the content areas
3b INSTRUCTIONAL PRACTICE
Make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction
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
3d RESOURCE SELECTION
Use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs
Here is the course outline:
EDEU501 Course Information
Proof of Grammarly.com Subscription
EDEU501 -Getting Started
This module contains links to downloadable course resources, and other introductory information.
EDEU501 - 01 Considerations for Teaching Content and Language
What do we need to consider to create cognitively demanding equitable instruction for multilingual learners?
EDEU501-02 Developing Language Objectives
Explore the principles and practices for developing language objectives with content objectives while planning instruction
EDEU503-03 Planning to Teach Language and Content Together
This module will focus on the question: How do we plan lessons to assure students develop the language needed to learn content and to show their learning?
Model Performance Indicators and Language Objectives
Explore Model Performance Indicators and how to use them to differentiate instruction for multilingual learners; explore the relationship of Language Performance Indicators and Language Objectives
Supporting Vocabulary Development
Deepen awareness of the principles and practices for fostering rich vocabulary development in multilingual English language learners. Explore differences from vocabulary instruction for native speakers.
Tools for Fostering Academic Language: SIOP and Thinking Maps
Explore materials and resources for fostering lessons which foster content and language learning for multilingual learners across the spectrum of English language development.
EDEU501 - Final Project
This project provides an opportunity to demonstrate ability to develop a content unit which includes content and language objectives, and provides language objectives and supports for students along the continuum of English language development. Completion time will be impacted by the depth and breadth of engagement with course content throughout the course.
The COurse Feedback is found in the same module where all other work has been submitted.