National University




General Course Information for LTL604A: Teach Methods: Elem Schs

Course: LTL604A - Teach Methods: Elem Schs
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

Examination of specific second language instructional approaches (Communicative, Content-Based, Situated Learning) and methodologies (ELD, SDAIE) and use of instructional materials in elementary schools. Demonstration and integration of the most effective age-appropriate strategies, techniques, resources, and technology applications for all students, especially English Language Learners.

Course Learning Outcomes:
  • Identify and explain historical, legal, and political, sociological, and legislative foundations of educational programs for English Learners; governmental requirements for program implementation; and empowerment and equity issues related to the education of English Learners (CTEL Test 2, Domain 2, 004).
  • Identify and describe the impact of district and school philosophies on educational policies, programs, and practices for English Learners; required program components and their effectiveness (CTEL Test 2, Domain 2, 004).
  • Identify, describe, and explain links between oral and written language; personal factors and pedagogical factors affecting English language literacy development; and effective approaches and scaffolding practices for developing English proficiency across the curriculum in elementary schools (CTEL Test 2, Domain 2, 005).
  • Describe and explain levels of English Language development and their significance for instructional planning, organization, and delivery for ELD and SDAIE, as well as the importance of organizing daily ELD instruction, objectives, and assessments around standards and student-centered learning in elementary school classrooms (CTEL Test 2, Domain 2, 006)
  • Identify, describe, and assess the most advantageous processes, resources, and strategies for English Language Development that could be applied in elementary school classrooms, including stimulating classroom environments, student-grouping, paraprofessionals, and family and community involvement. (CTEL Test 2, Domain 2, 006).
  • Identify, describe, and evaluate culturally responsive, age-appropriate, and linguistically accessible materials and resources that are suitable to English Learners' developing language and content-area abilities, including technological resources (Test 2, Domain 2, 008)
  • Apply strategies for identifying the difficulty level of the academic language required for a given language or content-area task, as well as scaffolding strategies and strategies for checking for comprehension; provide explicit instruction in learning strategies and content-specific discourse skills (CTEL Test 2, Domain 2, 007).
  • Explain, distinguish, and apply current research-based ELD approaches, strategies for promoting communicative interactions, implicit and explicit instruction for grammar development, and the implementation of content-based ELD. (CTEL Test 2, Domain 3, 009)
  • Plan and design a lesson based on state adopted ELD and academic content standards that demonstrates a variety of efficient strategies (including SDAIE), materials, and technology applications, pedagogical practices, sequencing, scaffolding, and differentiated instruction that addresses listening, speaking, reading, and writing for English Language Learners at different proficiency levels in a elementary school classroom (CTEL Test 2, Domain 3, 009, 010, 011, 012)
  • Teach an exemplary lesson based on state adopted ELD and academic content standards that demonstrates a variety of efficient strategies (including SDAIE), materials, and technology applications, pedagogical practices, sequencing, scaffolding, and differentiated instruction that addresses listening, speaking, reading, and writing for English Language Learners at different proficiency levels in an elementary school classroom (CTEL Test 2, Domain 3, 009, 010, 011, 012)
  • Utilize and evaluate applied SDAIE and ELD techniques to develop students' academic language proficiency (speaking, listening, reading, writing) in elementary school settings. (CTEL Test 2, Domain 3, 012)
  • Integrate Specially Designed Academic Instruction in English (SDAIE) community-based activities, and other culturally responsive methods of ESL instruction into their teaching practice. (CTEL Test 2, Domain 2, 008; CTEL Test 2, Domain 3, 012)

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures