COMMONWEALTH OF PENNSYLVANIA
KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
SYLLABUS
DEPARTMENT OF SECONDARY EDUCATION
DEPARTMENT OF MODERN LANGUAGE STUDIES
COURSE TITLE: EDU/MLS 434 Instructional Methods, Materials, and
Assessments for ELL/ESL Populations
I. Course Description
This course is for English as a Second Language (ESL) practitioners in partial requirement for the Pennsylvania Program Specialist-ESL Certificate. This course offers research-based information relative to the design and implementation of an ESL program; methods, strategies, and resources for
ESL programs; the use of computer technology (hardware and software) for
English Language Learners (ELLs); the use of audio/visual media for ELLs; the adaptation of instructional strategies and materials to address the specific needs, talents and interests of ELLs; the integration of multicultural information for ELLs through various curricula; the development, implementation, and evaluation of varied curricular and instructional activities for diverse ELLs; metacognitive awareness and strategic planning of
ELLs to assist them in regular classrooms; and the acculturation process regarding reading, writing, speaking, listening, and culture. 3.s.h. 3 c.h.
II. Course Rationale
Although ELL programs have been in place for several decades through
Bilingual Programs, English for Speakers of Other Languages (ESOL), and
English as a Second Language (ESL), Pennsylvania did not require teacher certification specific to teaching in that program. In July of 2002,
Pennsylvania established a certificate for ESL teachers and mandated that in order to comply with new regulations, all teachers in ESL programs must have

a Program Specialist-ESL Certificate. It is of major importance that teachers in and administrators of ESL programs are aware of current standards, research, instructional strategies, and varied evaluation procedures to meet the needs of today’s ELLs. This course is dedicated to an overview of the methods, instructional materials, and assessment instruments for an ESL program.
III. Course Objectives
1.
The students will show in writing and/or speaking knowledge
of the history of ELL programs in the United States and know
terms associated with ELLs.
2. The student will demonstrate in writing and/or speaking knowledge of language systems, identify the process of acquiring multiple languages and literacy skills, and distinguish the differences between academic language and social language.
3. The students will demonstrate in writing and/or speaking knowledge of current ELL programs and apply research concepts and theories of language acquisition to instruction in these programs.
4. The students will list, describe, and evaluate instructional strategies for ELLs relative to reading, writing, speaking, and listening taking into consideration how cultural values affect the process of learning multiple languages and literacy skills including academic achievement and the general stages of second language development.
5. The students will have knowledge of and be able to use computer software and hardware in addition to other audio/visual materials for ELLs.
6. The students will demonstrate in writing and/or speaking the ability to assess ELL development through varied instruments and performances; for example, portfolios, and media

presentations.
7. The students will implement appropriate research-based instructional strategies to make content accessible to all ELLs and demonstrate effective instructional planning and assessment integrating the PA English Language Proficiency
Standards (ELPS).
8. The students will develop recommendations to adapt instructional techniques/strategies and modify assessments for
ELLs including learning support students using PA English
Language Proficiency Standards (ELPS).
9. The students will create integrated lesson plans that take in to account how sociocultural characteristics and learning styles affect the learning process.
10. The students will have knowledge of and be able to discuss school, community, regional, state, and national support services organizations for ELLs.
11. The students will become familiar with state and federal rules and regulations regarding enrollment, opportunity, assessment and placement for entry into and exit from the ESL program.
12. The students will demonstrate in writing and/or speaking knowledge of issues related to standards-based formative and summative assessments and check to verify that materials, instruction, and assessments are free of bias. The students will use this data to design differentiated instruction.

IV. Course Outline
A. Current ELL programs
1.
2.
Bilingual
Immersion
3. a. Total b. Partial
ESL/ESOL a. Structured Immersion b. Self-Contained c. Pull-Out d. Sheltered English e. Taught as a Subject
B.
D.
Language and Literacy Acquisition Theories
1. Language systems, structures, functions, and variation.
2. General stages of language development
3. BICS and CALPS
C. Sociocultural implications for Language Instruction and
Learning
1.
1. Bias free lessons and assessments
2.
2. Awareness of the effects of sociocultural differences in language acquisition and acculturation.
Vocabulary Development Strategies
1.
2.
3.
4.
5.
Reciprocal Teaching
ReQuest
Sight Word Development / Word Walls
Subjective Approach to Vocabulary acquisition, (SAV)
Total Physical Response (TPR)

E.
F.
G.
Reading Strategies
1. Read Alouds
2.
3.
5.
Advance Organizers
Anticipation – Reaction Guides
Cooperative Learning
6.
7.
Graphic Organizers
KWL (KWL+)
8. Language Experience Approach
9. Leveled Questioning
10. Learning Centers
11. Reciprocal Teaching
12. Directed Reading-Thinking Activity
1.
2.
4.
13. Semantic Feature Analysis / Attribute Charting
Writing Strategies
Writing Workshop
Graphic Organizers
Guided Writing Procedure
5.
6.
7.
8.
Journals
Learning Logs
Magnet Summaries
Mapping
9. Note taking
10. Story Impressions
11. Summarizing
12. Modified Cloze Procedure
3.
4.
5.
6.
Speaking Strategies
1.
2.
Cooperative Learning / Jigsaw
Directed Reading and Thinking Activity (DRTA)
Problematic Situations
Reciprocal Teaching
ReQuest
Role Playing
7. Think Alouds
8. Readers’ Theater / Story Reenactment

J.
K.
I.
H.
L.
Listening Strategies
1. Cooperative Learning
2. Guided Lecture Procedure
3.
4.
Reciprocal Teaching
ReQuest
5. Directed Listening-Thinking Activity
1.
2.
3.
4.
6. Response Groups
Study Skills
Bloom’s Taxonomy of Learning
Graphic Organizers
Mind Mapping
Note Taking
4.
5.
6.
2.
3.
7.
8.
5. SQ4R
Assessment:
1. Authentic
2. Formative
3. Summative
4. PA English Language Proficiency Standards (ELPS)
Evaluation Strategies
1. Activities based on Howard Gardner’s Multiple
Intelligence theory
Holistic scoring
Interviews
Portfolios
Presentations
Process writing
Standardized tests
Teacher-made tests and quizzes
Learning Support
1.
2.
IEPs
Adaptations/Modifications
3. Alternative Assessment
4. Socio-Cultural Awareness

M.
5. Linguistic Variations
Rules and Regulations
1.
2.
Federal
State
N. Support Systems
1.
2.
3.
4.
Local
Federal
Regional
State
INSTRUCTIONAL RESOURCES
Armstrong, T. (2000). Multiple intelligences in the classroom. Association for
Supervision and Curriculum Development, Alexandria, VA.
Bailey, K. (1997). Learning about language assessment: dilemmas, decisions, and directions. Boston: Heinle & Heinle.
Buehl, D. (2001). Classroom strategies for interactive learning. International
Reading Association, Newark, DE.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language.
Boston: Heinle & Heinle.
Cohen, A. (1994). Assessing language ability in the classroom. Boston: Heinle
& Heinle.
Collis, H. and Risso, M. (1985). 101 American English idioms: understanding and speaking English like an American. New York: McGraw-
Hill/Contemporary Books.
De la Luz, M., and Molner, L. (1991). Instructional strategies for secondlanguage learners in the content areas. Journal of Reading.
International Reading Association. Vol. 35. No. 2. 96-103.

Diaz-Rico, Lynne T. Kathryn Z. Weed. 2010. The crosscultural, language, and academic development handbook: a complete k-12 reference guide.
Boston: Pearson: Allyn and Bacon.
Ernst-Slavit, G., Moore, M. and Maloney, C. (2002). Changing lives: teaching
English and literature to ESL students. Journal of Adolescent & Adult
Literacy. International Reading Association. Vol. 46. No. 2. 116-128.
Faitis, Christian, Cathy A. Coulter (2008). Teaching English learners and immigrant students in secondary schools, 3 rd edition. Upper Saddle
River, New Jersey: Pearson: Merrill, Prentice, Hall.
Echevarria, Jana, MaryEllen Vogt, Deborah J. Short. 2008. Making content comprehensive for English learners: The SIOP Model. Boston: Pearson:
Allyn and Bacon.
Echevarria, Jana, Anna Gtaves. 2011. Sheltered content instruction: teaching
English learners with diverse abilities, 4 th edition. Boston: Pearson.
Harmer, J. (2002). How to teach English. Boston: Addison Wesley Longman
Limited.
Hendrick, J. and Butler, M. (1998). Interaction activities in ESL. Ann Arbor:
University of Michigan Press.
Herrell, A. Michael Jordan. (2008). Fifty strategies for teaching English language learners, 3 rd edition. Prentice Hall.
Larsen-Freeman, D. (2001). Techniques and principles in language teaching.
Oxford: Oxford University Press.
Millner, J. and Pope, C. (eds.) (1994). Global voices: culture and identity in the teaching of English. USA: NCTE.

Peregoy, Suzanne, Owen F. Boyle. 2008. Reading, writing, and learning in
ESL: A resource book for teaching K-12 English learners, 5 th edition.
Boston: Person: Allyn and Bacon.
Sadler, C. R. (2001). Comprehension strategies for middle grade learners: a handbook for content area teachers. International Reading
Association, Newark, Delaware.
Short, D. et. Al. (1997). ESL standards for pre-K-12 students. Pantagraph
Printing, Bloomington, IL. USA. Teachers of English to Speakers of
Other Languages, Inc. Alexandria, Virginia..
Snow, M. A., ed. (2000). Implementing the ESL standards for pre K-12 students through teacher education. Pantagraph Printing,
Bloomington, IL. USA. Teachers of English to Speakers of Other
Languages, Inc., Alexandria, Virginia.
Sprenger, M. (1999). Learning & memory: The brain in action. Association for Supervision and Curriculum Development, Alexandria, Virginia.