Description
Explore how historical, political, sociocultural, and educational events, federal and local laws, and local policies combine to drive the services and supports for English Learners in schools. Theories of first and second language acquisition and bilingualism, ESL and Bilingual program delivery models, and current research related to developing, implementing, and evaluating ESL and Bilingual programs and services for English Learners, and their families are included. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (may be completed in your own classroom if teaching ELs). 3 credits.
Explore how historical, political, sociocultural, and educational events, federal and local laws, and local policies combine to drive the services and supports for English Learners in schools. Theories of first and second language acquisition and bilingualism, ESL and Bilingual program delivery models, and current research related to developing, implementing, and evaluating ESL and Bilingual programs and services for English Learners, and their families are included. Effective Dec 1, 2019, a minimum of 20 clock hours of on-site activities in PK-12 schools is included (may be completed in your own classroom if teaching ELs).
ID: 907636 · Style: See description · Duration: 75 days after enrolling - Time zone: Central Time (US & Canada)
Course code: EDEU500-000000 · Section code: Asynchronous · Credits: 3
This course is open to any educator in ANY district/system who holds a minimum of a BA/BS degree and is fluent in academic English.
- Active participation in and contributions to professional networks is required
- Proof of membership in the state NABE affiliate
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.
- Fully online, self-paced, instructor supported
- Up to 75 days allowed for completion
- Enrollment begins within 48 hours after registration is processed
- 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
This course is designed to address the
TESOL Standards for Initial PreK-12 Teacher Preparation as listed below.
- 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 all activities and the final completion project submitted. Grades are issued through University of Massachusetts Global. Registration is required for an additional fee.
Only those who complete all workshop requirements (attendance, participation, and projects) at a “satisfactory” level will be eligible to apply for credit.
The use generative AI tools like ChatGPT is encouraged in this course within the terms below.
- Permitted Uses: Students may use AI tools (e.g., ChatGPT, Claude, Gemini) for brainstorming, drafting, grammar checking, and refining ideas. AI-generated content must be reviewed and edited for accuracy and originality by the student.
- Prohibited Uses: Submitting AI-generated content as original work without significant modification is prohibited. AI tools must not be used to complete assignments, exams, or projects unless explicitly allowed by the instructor.
- Data Privacy: Do not input any sensitive, personal, or identifiable information about yourself, classmates, or third parties into AI tools.
- Academic Integrity: All work must be the student's own. Any use of AI assistance must be disclosed in the assignment submission, specifying how the AI was used.
- Accountability: Students are responsible for the content they submit, including any information or ideas derived from AI tools. Misuse of AI , including failure to disclose, will be considered an academic integrity violation and may result in disciplinary action, including, but not limited to, removal from the course without refund, and/or a grade of “F” from University of Massachusetts Global.
Here is the course outline:
How do laws, decisions of the courts, and actions of the Executive Branch of government drive programs and practices in the education of multilingual learners in US districts, schools, and classrooms?
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What are the different categories of newcomers? What types of instructional and SEL supports are needed for each?
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In this module, you will study the theories about how a new language is learned. Practices associated with implementing programs related to each theory will also be introduced.
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Why 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?
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What are the similarities and differences between first and second language acquisition? How does this information affect classroom practices with L2 learners?
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In this module, you will take the time to prepare interview questions to be used when conducting interviews as part of your final project.
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What is code switching is, who does it, why, and when?
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What issues impact the education of migrant students and how can schools effectively meet their needs?
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What unique needs of refugee children?
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Complete and submit the final project here.
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Tell us about your experience in this course.
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