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LA ESL Add-On

EDCU 9080-211012-ZOOM Curriculum Design for the Multicultural Classroom


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AN ACTIVE ANNUAL SUBSCRIPTION to Grammarly.com is required for those enrolled in ASPD/UMass Global courses to strengthen understanding of academic English.


Description


Explore theories, practices, and principles related to structuring and organizing curriculum and instruction intended to aid English language learners at all levels of English language development in meeting college and career readiness standards while simultaneously developing academic and instructional language. Best practices for developing and implementing assessments that provide valid and reliable data about the degree to which students are learning content, meeting college and career readiness standards, and developing academic language will also be included. Strategies for adjusting instruction and assessment based on language development will also be studied. (Applies toward LA ESL Endorsement.) 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)

When

Face to Face sessions:  TUESDAYS - SEE TIMES below

Oct 12, 19, 26, Nov 2, 9, 16, (23), 30 (4:30-8:30pm) 

Where:

ZOOM Videoconference

Link will be emailed 15-30 minutes before the first class session to those who are registered

Videoconference Notes

  • 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)

ISBN-13: 978-1934000199

Amazon Link (may be purchased from any vendor)

Free Downloadable Resources (download and review before first class)

  1. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
  2. WIDA English Language Development Standards Framework, 2020 Edition: Kindergarten-Grade 12
  3. WIDA CAN-DO Descriptors Key Uses Edition
    1. PRE-K Teachers Select Early Years Edition)
    2. Scroll down the page to find the Can Do Descriptors Key Uses Edition for your grade level(s)
  4. WIDA Essential Actions Handbook
  5. Academic Language Function Toolkit
  6. Danielson-ELL Crosswalk (New Jersey State Department of Education)

Course Credit Registration

An additional registration as a student at University of Massachusetts Global (UMass Global) 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 UMass Global within this period will require one to re-register and re-take the entire course at a later date.


UMass Global Course Catalog Description

Explore theories, practices, and principles related to structuring and organizing curriculum and instruction intended to aid English language learners at all levels of English language development in meeting college and career readiness standards while simultaneously developing academic and instructional language.  Best practices for developing and implementing assessments that provide valid and reliable data about the degree to which students are learning content, meeting college and career readiness standards, and developing academic language will also be included.  Strategies for adjusting instruction and assessment based on language development will also be studied.  (Applies toward LA ESL Endorsement.)

Course Outcomes

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.


STANDARDS

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

3a PLANNING/IMPLEMENTATION

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

3c COLLABORATION/COMMUNICATION

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

Syllabus, Texts

EDEU501-2101112 Projects/Assignments

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.

Course Feedback

The COurse Feedback is found in the same module where all other work has been submitted.

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