Second language instructional approaches (Communicative, Content-Based, Situated Learning) and methodologies (ELD, SDAIE) and use of instructional materials in secondary and middle schools. Examination of the most effective age-appropriate strategies, techniques, resources, and technology applications for all students, especially English Language Learners.
- 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
- 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
- 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 secondary and middle schools
- 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 secondary and middle school classrooms
- Identify, describe, and assess the most advantageous processes, resources, and strategies for English Language Development that could be applied in secondary and middle school classrooms, including stimulating classroom environments, student-grouping, paraprofessionals, and family and community involvement.
- 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
- 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
- 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.
- 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 secondary or middle school classroom
- 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 a secondary or middle school classroom
- Utilize and evaluate applied SDAIE and ELD techniques to develop students’ academic language proficiency (speaking, listening, reading, writing) in secondary and middle school settings.
- Integrate Specially Designed Academic Instruction in English (SDAIE) community-based activities, and other culturally responsive methods of ESL instruction into their teaching practice.
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