SEC410
ESL Topics for Secondary Educators
Fall 2008
Catalog Description: This course will introduce Secondary Educators to the field of
English as a second language, including issues of cross-cultural communication, ESL
methodology, assessment and curriculum adaptation. A 10-hour participatory
observation experience is required. The course will focus on helping Secondary
educators meet the needs of older language learners, those with limited formal
schooling, and long-term English language learners.
Conceptual Framework: This course is designed to focus on key components of the
Watson School of Education’s conceptual framework: The WSE develops highly
competent professionals to serve in educational leadership roles. All educators must
use data for decisions, reflect upon their practices, exemplify their commitment to
professional standards, implement appropriate communication strategies, and strive to
meet the needs of all learners and constituents. Assignments in this course will assist
students in preparing to be competent professionals and effective leaders at the school
district level and beyond.
Course Objectives: all course objectives are targeted at the secondary level
 Teachers demonstrate understanding of the major theories and research related to
the nature of cultural and cultural groups that affect and support language
development, academic achievement, and individual identities.
 Teachers demonstrate understanding of laws, regulations, and policies at the
federal, state and local levels that relate to serving limited English proficient
students.
 Teachers apply effective methods, practices, and strategies based on second
language acquisition theories and research to plan, implement, and manage ESL
and content instruction.
 Teachers identify, choose, and adapt a wide range of materials, resources, and
technologies in ESL and content instruction.
 Teachers use a variety of assessments as they relate to the education of limited
English proficient students.
 Teachers recognize how diverse languages, cultures, family backgrounds, and
abilities affect the learning of English as a second language.
 Teachers affirm that all students with limited English proficiency can learn English,
including those with limited formal schooling, and older English language learners.
 Teachers utilize and respect the diversity in the languages and cultures of limited
English proficient students.
Course Outcomes/Projects:
1. Reflective Journals
2. Cultural self-study
3. Article Reviews (Secondary Level)
4. Lesson Adaptation (Secondary level)
Course Topics
1. Cross-cultural communication
2. Second language acquisition
3. ESL Methodology
4. ESL curriculum adaptation
5. ESL Assessment
Instructional Methods and Activities:
Students will learn in teams as well as individually to enhance course outcomes. Inquiry
techniques will be employed to gain knowledge from school and community sectors.
Community-based projects and activities will be implemented to increase student
awareness of course issues, concepts and knowledge base. Students will be expected
to attend class either on-line or face-to-face dependent upon the content delivery
medium. Students will need to be proficient in their understanding of computer access
to enable them to interact with students, and access databases.
Evaluation and Grade Assignment:
Evaluation of student performance will include assessment of products including on-line
communication, projects, class activities, and tests. Grading is based on the successful
completion of the course requirements. The grading scale will be based on the
following percentages.
A = 90 - 100
B = 80 - 89
C = 70 -79
D = 60-69
F = < 59
Texts
Carrasquillo, A.L. (2002). Language minority students in the mainstream classroom. (2nd
ed.) Bristol, PA: Multilingual Matters.
Related Sources for Resource Access, Development and Implementation
Diaz-Rico, L.T. (1995). The crosscultural language and academic development
handbook: A complete K-12 reference guide. Needham Heights, MA: Allyn and
Bacon.
Zainuddin, H., Yahya, N., Morales-Jones, C.A., & Ariza, E.N. (2002). Fundamentals of
teaching English to speakers of other languages in K-12 mainstream classrooms.
Dubuque. IA: Kendall/Hunt Publishing.
Govoni, J. (2006). Perspectives on teaching K-12 English language learners. Boston,
MA: Pearson Custom Publishing.
Peregoy, S.F. & Boyle, O.F. (2001). Reading, writing & learning in ESL: A resource
book for K-12 teachers (3rd ed.). Boston. MA: Pearson Education.
Richard-Amato, P.A. (1996). Making it happen: Interaction in the second language
classroom from theory to practice (2nd ed.). White Plains, NY: Longman Press.