||MAT650 - Teaching English Learners
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: The course focuses on and applies current theories, research, and strategies in language structure and use, as well as in ESL teaching and learning. Factors such as social, political, cultural, legal, psychological, and pedagogical are addressed within the context of elementary, middle and secondary schools.
|Course Learning Outcomes:
- Identify and describe distinct pedagogical, psychological, socio-cultural, political and legal factors that influence teaching and learning of English as well as academic subject matter; demonstrate understanding of the foundations and critical issues of bilingualism and theories of second language development; explain the connection between first language literacy and second language development, relationship between native and second language; describe the purposes, content and uses of California English Language Development Standards, the California English Language Development Test (CELDT) and TPEs.
- Demonstrate understanding and skills of effective lesson planning; plan and design an ESL lesson based on state adopted academic content standards and English Language Development (ELD) standards that incorporate a variety of efficient strategies and Technologies; differentiate instruction to accommodate students' special needs and teaching ESL across the curriculum; ensure that grade-appropriate and advanced curriculum is comprehensible to English language learners in this lesson; be able to make professional, critical observations of the classroom practices as regards goals, objectives, structure, instructional strategies, assessment techniques and technology application; assess their own and peers' lesson plans as to how effectively they use the materials, tools, resources and instructional strategies to meet the learning needs of EL students.
- Apply the most advantageous theories, technologies and practices of English language development in the classroom; analyze Specially Designed Academic Instruction in English (SDAIE) and other methods and approaches in ESL instruction, and be able to integrate them in your teaching practice; develop and integrate a variety of effective instructional strategies, techniques and practices that assure students' engagement and active/equitable participation; select, evaluate and implement formal and informal methods of assessing English learners for language development and their proficiency in listening, speaking, reading, and writing in both first and second languages, specifically CELDT, that are responsive to students' assessed levels of English proficiency.
- Provide access to the core curriculum for all students, recognizing the students' culture, background knowledge and experiences using additive cultural approaches in selecting, adapting and sequencing materials, methods and technology for EL students; teach exemplary lessons in diverse classrooms for students of diverse cultures, ethnicity, races, languages, gender and individuals with special needs; promote educational equity among students of diverse cultures, languages, gender, ethnicity, races, and individuals with special needs; create an equitable, positive and nourishing learning environment that encourages students to express meaning in a variety of ways; involve family and community in student learning.
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:
Contact the Library:
- (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 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
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
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.
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.
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