KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF SECONDARY EDUCATION
EDU 150 Meeting the Instructional Needs of English Language Learners
I.
Course Description
This course will provide teacher candidates with information about English
Language Learners (ELLs) in American classrooms. The course will address
principles of second language learning and teaching, English language
acquisition, Cultural Diversity and lesson planning and delivery, PA English
Language Proficiency Standards (ELPS), Research-Based teaching methods, and
varied assessments. Additionally current federal, state, and local regulations
relative to ELLs will be presented.
3 s.h. 3 c.h.
B.
Instructor Information
University faculty members who meet the Pennsylvania Professional Core
Faculty Qualification Matrix will work with cooperating teachers to instruct and
supervise Kutztown University teaching candidates.
II.
Course Rationale
An increasing population of ELLs has entered school classrooms, these students
bring with them unique and diverse educational challenges and cultural needs. It
is important that these challenges and needs are recognized and addressed in order
for ELLs to attain significant progress in the classroom so they are able to
participate meaningfully and productively in their educational opportunity. It is
important for teachers to have the knowledge, skills, and dispositions to meet the
needs of the students in their diverse classrooms. This course provides required
objectives per Chapter 49 regulations.
III.
Course Objectives
A.
Upon successful completion of this course, the student will be able to:
1.
2.
Demonstrate knowledge of language systems, structures, functions,
and variation.
Identify the process of acquiring multiple languages and literacy
skills, including the general stages of language development.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
IV.
Identify the differences between academic language and social
language.
Identify sociocultural characteristics of ELLs including educational
background and demographics.
Describe how ELLs’ cultural communication styles and learning
styles affect the learning process.
Describe how ELLs’ cultural values affect their academic
achievement and language development.
Apply research, concepts and theories of language acquisition to
instruction.
Implement appropriate research-based instructional strategies to
make content comprehensible for all ELLs.
Demonstrate effective instructional planning and assessment
integrating the PA Language Proficiency Standards for English
Language Learners PreK-12 (ELPS) and PA academic standards.
Use PA ELPS to design content assessment.
Identify issues related to standards-based formative and summative
assessment for all ELLs.
Describe the legal responsibilities related to serving ELLs.
Define common terms associated with English Language Learners.
Identify professional resources and organizations related to serving
ELLs.
Assessment
Assessment of each teacher candidate’s level of accomplishment with reference to
the course objectives will be based upon a subset of the following:
A.
B.
C.
D.
E.
F.
G.
Group and individual oral presentations on selected topics
1.
Cultural awareness
2.
Linguistic characteristics
Lesson plans
1.
Instructional Scaffolding and Adaptations
2.
Varied Assessments
Case Study
Written examinations
Portfolio
Active participation in class and in discussion
Tests
V.
Course Outline
A.
English Language Learners: who are they?
1.
Culturally
2.
Linguistically
3.
Ethnically
B.
Enrollment and Placement Procedures:
1.
Documentation required
2.
Placement and Proficiency tests -World-Class Instructional Design
and Assessment (WIDA) materials
3.
Program exiting criteria
4.
Monitoring requirements
C.
Principles of Language Teaching and Learning
1.
Stephen Krashen’s 5 Hypotheses
2.
Lev Vygotsky’s Zone of Proximal Development
3.
Behaviorist Theory
4.
Innatist Theory
5.
Interactionist Theory
D.
Cultural Differences
1.
in schooling
2.
in the family structure
3.
in society in general
E.
English Language Challenges for ELLs
1.
Communication generally:
a.
Basic Interpersonal Communications Skills (BICS)
b.
Cognitive Academic Language Proficiency (CALP)
2.
Communication Specifically:
a.
Listening
b.
Speaking
c.
Reading
d.
Writing
F.
Instructional Models:
1. Specially Designed Academic Instruction in English (SDAIE)
2. Sheltered Instruction Observation Protocol (SIOP) Design
3. Cognitive Academic Language Learning Approach (CALLA)
4. Computer-Assisted Language Learning (CALL)
G.
Creation and Adaptation of Lessons to Provide Instruction in
1. Reading
a. Building vocabulary
b. Building comprehension
H.
VI.
2.
Writing
a. Types:
1) Formal
2) Informal
b. Objectives:
1) narrative
2) informative
3) persuasive
3.
Speaking
a. Register
b. Dialects
4.
Listening
Current Standards:
1.
Pennsylvania English Language Proficiency Standards (ELPS)
2.
Teachers of English to Speakers of Other Languages (TESOL’s)
ESL Revised Standards (Pre K – 12) Standards
3.
World-Class Instructional Design and Assessment (WIDA) ELP
Standards
Instructional Resources
Adger, Carolyn Temple, Catherine E. Snow, and Donna Cristian. What Teachers need to
Know About Language. Washington, D.C.: Center for Applied Linguistics. 2002.
Akmajian, Adrian , Farmer, Ann K., DeMers, Richard A., Harnish, Robert M.
Linguistics : An Introduction to Language and Communication. Cambridge, MA:
MIT Press, 2001. (Call Number: 410 Ak58β.)
Boyd-Batstone, Paul. Differentiated Early Literacy for English Language Learners:
Practical Strategies. Boston: Allyn and Bacon, 2006.
Brantley, Diane K. Instructional assessment of English language learners in the K-8
classroom. Boston, MA : Pearson/Allyn and Bacon, 2007. (Call Number:
LB1576 .B585 2007.)
Cary, Stephen. Working with Second Language Learners: Answers to Teachers' Top
Ten Questions. Portsmuth, NH: Heinemann, 2000. (Call Number: P53 .C286
2000.)
Cook, Vivian. Second Language Learning and Language Teaching. 3rd Edition. New
York, New York: Oxford University Press Inc., 2001.
Diaz-Rico, Lynne T. & Kathryn Z, Weed. The Crosscultural Language and Academic
Development Handbook: A Complete k-12 Reference Guide. 3rd Edition. Boston,
MA: Pearson, 2006. (Call Number: PE1128.A2.)
D a -Rico, Lynne T. Teaching English Learners : strategies and methods. Boston :
Pearson/Allyn and Bacon, 2004. (Call Number: PE1128.A2 D453 2004.)
Echevarria, Jana, and Maryellen Vogt, and Deborah J. Short. Making Content
Comprehensive for English Learners. The SIOP Model. Boston: Allyn and
Bacon, 2004.
Echevarria, Jana and Anne Graves. Sheltered Content Instruction: Teaching English
Language Learners with Diverse Abilities. Boston: Ally and Bacon, 2007.
Farrell, Thomas S.C. Succeeding with English Language Learners : a guide for
beginning teachers. Thousand Oaks, Calif. : Corwin Press, 2006. (Call Number:
PE1404 .F359 2006.)
Fitzgerald, Jill, and Michael F. Graves. Scaffolding Reading Experiences for English
Language Learners. Norwood, Mass. Christopher-Gordon Publishers, 2004. (Call
Number: PE 1128 A2F57 2004.)
Freeman, David E. and Yvonne Freeman. English language learners : the essential guide
New York : Scholastic, 2007. (Call Number not Available at this time –received
3/21/08 at Rohrbach Library).
Gass, Susan M. and Larry Selinker. Second Language Acquisition: An Introductory
Course. 2nd Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
Publishers, 2001. (Call Number: P118.2 .G37.)
Gibbons, Pauline & Cummins, Jim. Scaffolding Language, Scaffolding Learning:
Teaching Second Language Learners in the Mainstream Classroom. Portsmouth,
NH: Heinemann, 2002.
Goldenberg, Claude. Teaching English Language Learners What the Research Does and
Does Not Say. American Educator. Pages 8 – 44. Summer 2008.
Gonzalez, Virginia, Thomas Yawkey, and Liliana Minaya-Rowe. English-As-A-SecondLanguage (ESL) Teaching and Learning: Pre-K-12 Classroom Applications for
Students’ Academic Achievement and Development. Boston: Allyn and Bacon,
2006.
Hadaway, Nancy L. and Sylvia M. Vardell and Terrell A. Young. What Every Teacher
Should Know About English Language Learners. Boston: Allyn and Bacon,
2004.
Harmer, Jeremy. The Practice of English Language Teaching, 3rd Edition. Harlow,
England: Pearson Education Limited, 2001.
Herrell, Adrienne L. Fifty strategies for teaching English language learners. / Adrienne
Upper Saddle River, N.J. : Merrill, 2000. (Call Number: PE1128 .A2H467 2000.)
Herrera, Socorro G., and Kevin G. Murry. Mastering ESL and Bilingual Methods:
Differentiated Instruction for Culturally and Linguistically Diverse (CLD)
Students. Boston: Allyn and Bacon, 2005.
Hill, Jane, and Kathleen M. Flynn. Classroom Instruction that works with English
language learners. Alexandria, Va. : Association for Supervision and Curriculum
Development, 2006. (Call Number: LB 1556.5 H554 2006.)
Kupetz, Marilyn, Managing Editor. Scenarios for ESL Standards-Based Assessment.
Teachers of English to Speakers of Other Languages, Inc., 2001. (at TESOL.org)
Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford:
Oxford University Press, 2001. (Call Number: 428.07 L329t.)
Levy, Mike and Glenn Stockwell. Call Dimensions: Options and Issues in ComputerAssisted Language Learning. Mahwah, NJ: Lawrence Erlbaum, 2006.
Littlewood, William. Foreign and Second Language Learning: Language Acquisition
Research and its Implications for the Classroom. Cambridge: Cambridge
University Press, 2001. (Call Number: 418.007 L735f.)
Morrison, Terri, Wayne A. Conaway, and George A. Borden. Kiss, Bow, or Shake
Hands: How to Do Business in 60 Countries. Avon, MA: Adams Media
Corporation. 1994. (Call Number: HF5389 .M67 1994.)
Palomares, Susanna. Lessons in Tolerance and Diversity. Austin, Texas: Pro-ed, 2001.
(Call Number: LC1099.3 .P34 2001.)
Peregoy, Suzanne F. and Boyle, Owen F. Reading, Writing and Learning in ESL: A
Resource Book for K-12 Teachers . Boston: New York: Addison-Wesley
Publishing, 2001.
Pierce, Lorraine Valdez. Assessing English Language Learners. Washington, D.C. :
National Education Association, 2003. (Call Number: PE1128.A2 P516 2003.)
Reed, Bracken, Jennifer Railsback. Strategies and Resources for Mainstream Teachers of
English Language Learners. Portland, OR. Northwest Regional Educational
Laboratory, 2003. (online at NWREL.org)
Reiss, Jodi. ESOL Strategies for Teaching Content: Facilitating Instruction for English
Language Learners. Upper Saddle River, NJ. Merrill Prentice Hall. 2001. (On
Reserve at Rohrbach Library).
Rothenberg, Carol and Douglas Fisher. Teaching English Language Learners: A
Differentiated Approach. Upper Saddle River, New Jersey: Pearson: Merrill
Prentiss Hall, 2007.
Storti, Craig. Cross-Cultural Dialogues: 74 Brief Encounters with Cultural Difference.
Boston: Intercultural Press, 1994. (Call Number: GN345.6 .S76 1994.)
Temple, Charles A., Donna Ogle, Alan N. Crawford, and Penny Freppon. All Children
Read: Teaching for Literacy in Today’s Diverse Classrooms. New York: Pearson
Education Inc., 2006.
Thomson, A.J. & Martinet, A.V. A Practical English Grammar. Oxford: Oxford
University Press, 2001. (Call Number: PE1128.T4961986.)
Venekamp, Linda Billman. Celebrate the Day: A teacher’s Calendar of Activities,
Internet Sites, and Resources for Grades 1-6. Boston: Allyn and Bacon, 2003.
Whelen Ariza, Eileen. N. Not For ESOL Teachers. What Every Classroom Teacher
Needs to Know about the Linguistically, Culturally, and Ethnically Diverse
Student. Boston: Allyn and Bacon, 2006.
Websites:
Northwest Regional Educational Laboratory:
http://www.nwrel.org/index.php
everythingESL: The K-12 ESL Resource from Judie Haynes:
http://www.everythingesl.net/
PA Department of Education: http://www.pde.state.pa.us/esl/site/default.asp
Teachers of English to Speakers of Other Languages:
http://www.tesol.org/s_tesol/index.asp
World-Class Instructional Design and Assessment (WIDA) Consortium site:
http://www.wida.us/
Video:
Differentiated instruction & the English language learner [videorecording] : best practices
to use with your students (K-12) / featuring Jo Gusman. Call Number: 1819, AV Center,
Rohrbach Library.
Helping students of limited English skills in the regular classroom [videorecording] /
featuring Virginia Rojas ; produced by Linton Professional Development Corporation.
This is a revised version of the 1998 videotape. Call Number: 84, AV Center, Rohrbach
Library.
Integrating ESL students into the classroom [videorecording]. Publisher: Lawrenceville,
NJ : Cambridge Educational ; Princeton, NJ : Films Media Group, c2007. Call Number:
1836, AV Center, Rohrbach Library.