||TED621A - Lang. Dev. Methods: Elem. Sch.
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Designed for multiple subject credential candidates and focuses on current theories and research in language structure and use, and in language learning, particularly those in the first and second language development. Considers social, cultural, political, legal, psychological, general pedagogic and specific methodological factors affecting the first and second language development. Addresses application of these theories, strategies and techniques of second language learning across content areas in diverse educational environment in elementary schools.
|Course Learning Outcomes:
- Demonstrate graduate level written, communication and presentation skills, including APA formatting skills.
- Demonstrate application of graduate level analytical and critical thinking skills.
- 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.
- Explain theories of first and second language development, how first language literacy connects to second language development, and factors providing access to the core curriculum to all students.
- Compare language theories and models; language variations; contrastive/comparative linguistics; oral and written discourse; and students' linguistic development.
- Discuss the foundations and critical issues of bilingualism.
- Explain the connection between first language literacy and second language development, relationship between native and second language "Basic interpersonal Communication Skills" (BICS) and "Cognitive Academic Language Proficiency"(CALP), and utilize SDAIE techniques to develop students' CALP.
- Identify and describe the most advantageous theories, technologies and practices of English Language Development that could be applied in the classroom.
- Integrate Specially Designed Academic Instruction in English (SDAIE) and other methods of ESL instruction into their teaching practice.
- Plan and design a lesson based on state adopted academic content standards that would incorporate a variety of efficient strategies and technologies, sequencing and differentiated instruction to accommodate students' special needs and teaching ESL across the curriculum.
- Apply the most effective classroom management strategies; create a positive climate for learning.
- Use various assessment techniques, quantitative and qualitative methods of evaluation and assessment.
- Teach exemplary lessons in diverse classrooms for students of diverse cultures, ethnicity, races, languages, gender and individuals with special needs.
|Specified Program Learning Outcomes:
- Analyze the application of educational research, evidence-based practices, and academic writing.
- Apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
- Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
- Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
- Apply Teacher Performance Expectations and subject specific pedagogical competencies.
- Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrum disorders and diverse learners.
- Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
- Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
- Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
- Apply the knowledge and skills to develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology.
- Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
- Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
- Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
- apply understanding and practice of cultural-historical perspectives, educational theories and models, legal and ethical practices, and technological innovations for instructing ASL-English Bilingual Multicultural learners including those with special needs.
- Communicate effective case management and collaborative practices with parents, professionals, and other stake holders, in order to facilitate access to the core curriculum for students with disabilities.
- Critique research and synthesize learning theories as they relate to cognitive, language, and social development of ASL-English learners as well as those with special needs throughout their lifespan.
- Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum.
- Demonstrate knowledge of student learning styles and the needs of diverse student populations in curriculum planning.
- Demonstrate knowledge, skills and dispositions needed to assess student learning of academic goals based on learner characteristics.
- Demonstrate knowledge, skills and dispositions needed to connect instructional planning to learner characteristics.
- Design and assess subject specific content and pedagogy appropriate to the age and specific needs of elementary students.
- Develop evidence-based curriculum and instruction including the use of educational and assistive technology to provide access to the core standards for students with disabilities.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
- Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
- Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
- implement developmentally appropriate strategies supporting first and second language acquisition as well as cognitive development engaging each student in the learning process.
- Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in creating/maintaining effective learning environments for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in designing and implementing developmentally appropriate and challenging learning experiences that respect cognitive, linguistic, social, emotional, and physical differences.
- Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher in instructional planning.
- Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher is instructional planning.
- Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
- Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
- Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
- Integrate knowledge and abilities in using a variety of instructional strategies to encourage learners to develop deep understanding of content areas and build skills to apply knowledge in meaningful ways.
- Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
- Teach students who are diverse learners including those who are English language learners.
- Use appropriate developmental milestone goals and advocacy skills for individuals, from infancy to adulthood, to meet the communication and academic needs of d/Deaf learners during key transitional stages.
- utilize academic discourse competency and language proficiency in both ASL and English, and apply interpretation and translation skills between ASL and written English while teaching.
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