This course will help teachers develop an understanding of the best practices, methods, and selection and use of print and digital materials and resources to support English Learners in developing listening, speaking, reading and writing skills in English. Emphasis is placed on developing interpersonal communication skills and academic language of beginning and intermediate ESL students. 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.
REQUIREMENT: This course requires implementation of projects in a PK-12 classroom. Those who are not currently working in a classroom will need to find a classroom in which activities may be conducted. Working with adults will not substitute for PK-12.
Former course number: EDEU 9391
Registration Restriction: Open to all teachers anywhere with a minimum of a BA/BS degree
FACE TO FACE:
ZOOM Video conference
Monday: 10:00am - 2:00pm (with breaks)
July 12, 19, 26, Aug 3, 10, 17, 24
COURSE END DATE (all work to be completed and submitted): Sept 15, 2021
- 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
Course Texts (purchase and downloads required for 1st class session)
TEXT 1: EL Excellence Every Day: The Flip-to Guide for Differentiating Academic Literacy (Kindle Edition) by Singer Tonya Ward
PRINT VERSION HIGHLY RECOMMENDED
Text may also be purchased directly from the publisher: https://us.corwin.com/en-us/nam/el-excellence-every-day/book254776#description
TEXT 2: The ESL / ELL Teacher's Survival Guide: Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels
(FREE DOWNLOADS - required for 1st class session)
TEXT 1: Project EXCELL Go-To Strategies (PDF format)
TEXT 2: Troy Schools Strategies for Working with English Learners (PDF format)
TEXT 3: Handbook for Teachers of English Language Learners - Monroe Schools (PDF Format)
TEXT 4: Massachusetts Next Generation ESL Project (PDF Format)
TEXT 5: Bathroom Briefs (PDF Format)
Course Description (EDEU 503)
Develop an understanding about materials, methods, and approaches for implementing and managing standards-based ESL and content instruction, and using resources effectively in ESL instruction.
Credit from Brandman University School of Extended Education
An additional registration as a student at Brandman University School of Extended Education is required by the end of the 4th week of the course to receive credit which applies toward IL ESL, IL Bilingual, and Louisiana ESL endorsements.
Directions are provided in the ASPD OnlineClassroom AFTER the course begins.
IL Section 27.425 Rules - Standards for Competent ESL Teachers
IL27.425-3B: Implementing and Managing Standards-based ESL and Content
IL27.425-3B1: implements a variety of second language teaching strategies and approaches (guided by national and state ESL language learning standards) for developing and
IL27.425.3B2: integrating academic English language in the listening, speaking, reading, and writing domains
IL 27.425-3C: Using Resources Effectively in ESL Instruction
IL 27.425-3C1: Understands and provides access to the core curriculum, including through the use of the student's primary language
IL27.425.3C2: Evaluates, selects, and adapts a wide range of materials, resources, and technologies that meet the content and language needs of ELs
IL27.425.3C3: Uses materials, methods, and approaches that are culturally responsive, linguistically and academically rigorous, and developmentally appropriate, including the use of primary language resources"
TESOL STANDARDS (effective 2024)
STANDARD 3: PLANNING AND IMPLEMENTING INSTRUCTION
Plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction. Candidates 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. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.
3a: Plan for culturally and linguistically relevant, supportive environments that promote ELLs’ learning; design scaffolded instruction of language and literacies to support standards and curricular objectives for ELLs’ in the content areas.
3b: Instruct ELLs using evidence-based, student-centered, developmentally appropriate interactive approaches.
3c: Adjust instructional decisions after critical reflection on individual ELLs’ learning outcomes in both language and content.
3d: Plan strategies to collaborate with other educators, school personnel, and families in order to support their ELLs’ learning of language and literacies in the content areas.
3e: 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.
Here is the course outline:
EDEU503 Course Info and In-Class Work
Syllabus, and place to submit in-class work
EDEU503 -Getting Started
This module contains links to downloadable course resources, and other introductory information.
This section outlines the content and general outcomes of the face-to-face sessions. Each session is 3 hours in duration.
Submit projects and work
Personal Video Introduction
In this module, you will create a short video of 30-60 seconds to introduce yourself. In addition to introducing yourself to other colleagues taking the course, it provides an opportunity to use the OnlineClassroom video tool without stress.
EDEU503-1 Creating a Welcoming Environment
What are best practices for creating a welcoming school and classroom community for multilingual learners? How is this different from preparing for native English speakers?
EDEU503-2 Second Language Acquisition
How do people acquire a new language? What is the difference between BICS and CALP? What needs to be considered when adapting instruction, practice, and assessment to assure students at all levels of English Language Development experience success with cognitively demanding content?
EDEU503-3 Intro to Teaching English to Multilingual English Learners
What are the foundational concepts and ideas related to teaching English to multilingual learners? Why is the myth that "this is just good teaching" inaccurate?
EDEU503-4 Learning about Your Students
Conduct an interview with a parent to learn about home county culture, immigration experience, and other socio-cultural factors that make the student who (s)he is so you can better support him/her.
EDEU503-5 Fostering Literacy in ELs across the Curriculum
Study and apply routines for engaging ELs to accomplish high-priority literacy goals for close reading across the curriculum before reading, during reading and rereading, and after reading.
EDEU503-6 Professional Toolbox and Newcomer Toolkit
In this activity, participants prepare a Google Site with resources related to addressing needs of ELs, including newcomers.
EDEU503-7 Professionalism/Networking Documentation
Participation in Professional ESL Educator groups on Facebook is documented in this module
EDEU503 Final Project
Create a multimedia five day unit. Provide evidence of supporting ELs. Write a review to analyze the unit and the accommodations for ELs.
Provide feedback about your experience in the course.