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EDEU501-220110-ZOOM Mth/Tch ESL in Biling Pgm


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Enrollment for this course is currently closed.

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


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. 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)

When

Face to Face sessions:  DAY TBA

Classes begin the Week of January 10, 2022 

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)

TBA

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

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 course is only offered through the School of Extended Education. 3 credits.

Course Standards Alignment and Outcomes

This course is aligned to Standards for Initial TESOL Pre-K–12 Teacher Preparation Programs ©2019

TESOL 1.b. Demonstrate knowledge of second language acquisition theory and developmental process of language to set expectations for and facilitate language learning

    • Explain stages of L2 development
    • Evaluate expressive language of students using WIDA Model Rubrics for Speaking and Writing
    • Evaluate listening skills of students applying WIDA Performance Definitions ("Figure C" and "Figure D", and other resources
    • Use classroom level and formal language assessment data to set academic and language use expectations for ELLs
    • Demonstrate understanding of key instructional strategies for teaching English Learners, including but not limited to...
      • 1) creating a supportive environment is also about cultivating an appreciation of diversity,
      • 2) teaching language skills across the curriculum,
      • 3) emphasizing productive language,
      • 4) adjusting one’s speaking slowly and adjusting wait time to make content as comprehensible as possible based on listening development,
      • 5) differentiating and using multiple modalities to provide directions and instruction,
      • 6) incorporate languages of the students, and
      • 7) use interactive technologies to foster productive language and improve comprehensibility

TESOL 1.d. Apply knowledge of English academic language functions, learning domains, content-specific language and discourse structures, and vocabulary to promote ELLs’ academic achievement across content areas

    • Develop language objectives which reflect and understanding of language function, learning domains, content-specific language and discourse structures, and vocabulary to promote academic achievement of English Learners at varied levels of English language development, particularly Levels 1, 2, and 3
    • Provide research-based rationale for identifying words, phrases, language forms, and discourse patterns that need to be specially taught and/or supported to increase content comprehensibility

TESOL 2.c. Devise and implement methods to understand each ELL’s academic characteristics, including background knowledge, educational history, and current performance data, to develop effective, individualized instructional and assessment practices for their ELLs

    • Apply knowledge of culturally sensitive practices to collect information to learn about personal characteristics of the individual ELL and their family
    • Explain the unique and varied needs of the various types of English Learners (such as newcomers, immigrants, migrants, refugees, unaccompanied as outline in the US Department of Education Newcomers Toolkit)

TESOL 3.c. Adjust instructional decisions after critical reflection on individual ELLs’ learning outcomes in both language and content

    • Evaluate student language presented in oral and written assignments and activities to determine the degree to which specific individuals are progressing toward the subsequent level of English language development
    • Demonstrate ability to make real-time adjustments in instruction based on observations of student language use and academic performance

TESOL 3.e. 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

    • Select materials and resources that are culturally meaningful to English learners
    • Adapt materials and resources to students’ varied levels of English language development to increase comprehensibility to promote learning and participating in meaningful, grade-level content learning
    • Create web-based interactive learning resources that promote development of language forms appropriate for the language function demands within the discourse structures of the lesson

TESOL 5.c.1. 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

    • Collect classroom instructional data using TeachFX and assess the degree to which the classroom language promotes development of language forms and discourse patterns consistent with the functional language demands of the lesson
    • Maintain regular reflections about experiences related to planning and modifying content and materials to promote development of language forms appropriate for the content, and discourse structures and language functions needed by English Learners at different levels of English language development to learn and show learning of grade-level content through a journal, blog, vlog, or podcast
    • Utilize resources from national and local professional organizations, social media groups, local community organizations, and other sources available to support parents of English learners, students, administrators and teachers, and professional growth in practice for teachers of English Learners

TESOL 5.d. Engage in supervised teaching to apply and develop their professional practice using self-reflection and feedback from their cooperating teachers and supervising faculty

    • Share and discuss planning and instructional practices related to teaching language development within content lessons with guidance and support of a licensed colleague, supervisor, or coach to receive feedback about the degree to which the classroom, content, and practices are culturally responsive and represent best practices for teaching ELLs as describes in TESOL Standards 1.b. and 2.c.

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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