Teaching English Learners

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.

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

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Sanford College of Education

“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”
Sanford College of Education
Osvaldo A.
Class of 2019