ELL/500 - Instructional Methods for English Language Learners

Course Description

This course focuses on instruction for English Language Learners (ELLs). It emphasizes knowledge of and sensitivity to the history and to the culture of other languages and ethnic groups, as well as to multiethnic curriculum and instruction. It provides strategies for effective instruction, including standards-based lesson planning and implementation models, and assessment of linguistically diverse K–12 students. In addition, the course addresses ways in which a learner-centered approach to teaching can provide ELLs with a greater opportunity to interact meaningfully with educational materials as they learn subject matter and acquire English.

This graduate course is 6 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE:
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.

This course is only available for enrollment to residents of California.

Course Objectives

Week 1

• Examine historical, philosophical, legal, social, and political issues regarding educational programs for non-English speakers, limited English proficient students, and speakers of non-dominant varieties of English.
• Define English language learner terms.
• Examine state laws governing English language learner requirements.
• Identify language acquisition theoretical principles.
• Describe basic interpersonal communication skills and cognitive academic language proficiency.
• Examine the format and the alignment of English language learner proficiency standards to state language arts (listening and speaking, reading, and writing) academic standards.
• Integrate English language learner proficiency standards into planning, delivering, and evaluating instruction.
• Demonstrate the integration of English language learner proficiency standards into content areas.

Week 2

• Demonstrate the ability to integrate cultural diversity into lesson plans.
• Evaluate the effect of culture-related factors used in determining educational strategies and interventions.
• Examine the role of culture in student learning and learning environments.
• Research options for students who do not have access to technology in their homes and classrooms.

Week 3

• Interpret snapshots of longitudinal data.
• Examine how districts and teachers track student status and progress on the English language learner proficiency standards.
• Integrate diagnostic, formative, and summative assessments for English language learners.
• Identify assessment methods used to evaluate students' learning.
• Adapt assessments according to learner analysis of language and academic needs.
• Interpret assessment results for placement and accommodation for special education and gifted students.
• Apply standardized testing and language proficiency to methods for monitoring student progress.

Week 4

• Identify multiple instructional strategies to improve student achievement.
• Apply instructional theory and research to the elements of specially designed academic instruction for English (SDAIE).
• Integrate specially designed academic instruction for English (SDAIE) strategies and instructional guidelines into lesson development.
• Describe developmental and instructional processes in language development.
• Integrate pre- and early-production strategies into learning opportunities.
• Plan instruction based on specially designed academic instruction for English (SDAIE) instructional strategies and appropriate adaptations.
• Review language and vocabulary development approaches in the content areas.
• Analyze the philosophy, design, goals, and characteristics of school-based organizational structures designed to meet the needs of English language learners.

Week 5

• Identify the sociocultural and sociopolitical influences on English language learners—language shift, identity issues, and role of culture in learning.
• Summarize the characteristics of cross-cultural, intercultural, and intracultural interactions.
• Examine the effect of bilingualism and home language use.
• Examine parental and community sources for aiding English acquisition.
• Explain the benefits of home and school partnerships.
• Discuss major laws and principles that address student and parent rights pertaining to student placements.

Week 6

• Evaluate a lesson using the Sheltered Instruction Observation Protocol® instrument.
• Demonstrate alignment of English language learner instruction with state K–12 academic content standards.

Notes

Disclaimers

The University of Phoenix reserves the right to modify courses.

Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.

Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.