EDR 620 English as Second Language Methodologies
Syllabus of Record
Catalog Description: Study of methodologies and selected problems in teaching English as
a second language. Exploration of curricula of school districts with application to classroom
teachers. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), a constituent member of the and
the National Council for the Accreditation of Teacher Education (NCATE)
Standards for Advanced Program Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS)
Specialty Program Standards: Standards for Preparation of Teachers: English as a Second
Language (ESL = NS)
Course Standards and Assessments:
National Board for Professional Teaching Standards:
#2 Teachers Know their Subjects and How to Teach Them:
 Appreciate how knowledge is created, organized and linked
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Have specialized knowledge in how to convey subject
Generate multiple paths to knowledge
#3
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Teachers Are Responsible for Managing Student Learning:
Call on Multiple Methods to Meet Goals
Orchestrate Learning in Group Settings
Place a Premium on Student Engagement
Regularly Assess Student Progress
Are Mindful of Their Principle Objective
Standards for Preparation of Teachers: English as a Second Language (ESL = NS):
1. A variety of instructional practices that produce language outcomes through
articulated program models that address the needs of linguistically and culturally
diverse learners. (NS standard 3.3)
2. Knowledge of past and current second language teaching methodologies and their
applicability in developing instructional practices and resources to meet the needs of
individual second language learners. (NS standard 3.6)
3. Knowledge and use of a variety of strategies to promote full participation of limitedEnglish proficient students in classrooms. (NS standard 3.7)
4. Knowledge and use of a wide range of materials, resources, and technologies in
effective content teaching for limited-English proficient students. (NS standard 3.8)
5. An understanding of the standards and benchmarks of the Michigan English
Language Proficiency Standards, Michigan Curriculum Framework, and ESL
Standards for Pre-K-12 Students in curricular planning. (NS standard 4.1)
6. Ability to integrate the ESL Standards for Pre-K-12 Students, Michigan Curriculum
Framework, and Michigan English Language Proficiency Standards into instruction
with appropriate strategies and techniques that support students in accessing the
core curriculum as they learn both language and academic content. (NS standard
4.2)
7. Ability to use standards and benchmarks to evaluate, select, design, and adapt
instructional resources by connecting curriculum to students’ experiences and skills
of home and community. (NS standard 4.3)
8. An understanding and use of strategies that promote student competence in using
critical thinking skills in concert with learning English. (NS standard 4.4)
9. An ability to manage and implement standards-based content instruction to
support limited-English proficient students in accessing the core curriculum as they
learn language and academic content. (NS standard 4.5)
10. The program provides adequate resources, both human and material, to ensure the
limited-English proficient teacher preparation program is equivalent in stature to
other teacher preparation programs. (NS standard 7.2)
11. The program provides a methods course with specific strategies of instruction for
limited-English proficient learners and collaboratively supports structured field
experiences. (NS standard 7.3)
Common Assessment: FINAL PROJECT: Portfolio of ESL field Assignment activities
with the Public Schools.
Major Topics:
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Current ESL methods and approaches (e.g. Total Physical Response, Natural
Response, Sheltered English Movement, etc.)
The Cognitive Instruction Project
Effective School model
Peer Tutoring
Integrating ESL standards into Classroom Practice (e.g. PK-2; grades 3-5; 6-8 and
9-12)
Course Knowledge Base:
Amorosino, C. (2000). Adult ESL language and literacy instruction: A vision and action
agenda for the 21st century. Retrieved November 10, 2003, from
http://www.cal.org/ncle/vision.htm.
Andrews, P. (2000). Voices of diversity: Twentieth-century perspectives on history and
government (2nd ed.). New York: McGraw-Hill.
Ariza, E. N., Morales-Jones, C. A., Yahya, N., & Zainuddin, H. (2002). Theories and issues in
teaching English a a second language with a k-12 focus (2nd ed.). Dubuque, IA:
Kendall/Hunt Publishing.
August, D. & Hakuta, K. (1999). Educating language minority children. Washington D.C.:
National Academy Press.
Baca, L. & Cervantes, H. (1998). The bilingual special education interface (3rd ed).
Columbus, OH: Merrill.
Beckett, C. & Haley, P. (2000). Using standards to integrate academic language into ESL
fluency. The Clearing
House, 74(2), 102-104.
Birdsong, D. (Ed.) (1999). Second language acquisition and the critical period hypothesis.
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Bonissone, P, Rougle, E. & Langer, J. (1998). Literacy through literature in culturally and
linguistically diverse Classroom, 18-47. Albany, NY: National Research Center on
English Learning Achievement.
Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy.
(2nd ed.). White Plains, NY: Longman.
Diaz, C., Massialas, B., & Kanthopoulos, J. (1999). Global perspectives for educators.
Boston: Allyn and Bacon.
Echevarria, J., Vogt, M., & Short, D. J. (2004). Making content comprehensible for English
learners: The SIOP model (2nd ed.). Boston: Pearson Allyn and Bacon.
Gass, S. & Selinker, L. (2001). Teaching English as a foreign or second language: A teacher
self-development and methodology guide. Ann Arbor, MI: University of Michigan.
Gonzalez, V., Yawkey, T., & Minaya-Rowe, L. (2006). English-as-a-second-language (ESL)
teaching and learning. Boston: Allyn and Bacon.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning centered
approach. Cambridge, United Kingdom: Cambridge University Press.
Holt, D. (Ed.) (1993). Cooperating learning: A response to linguistic and cultural diversity.
McHenry, IL: Delta.
Lightbown, R. & Sapda, N. (1998). How languages are learned. Oxford, England: Oxford
University Press.
Norton Pierce, B. (2000). Identity and language learning: Gender, ethnicity and educational
change. Essex, United Kingdom: Pearson.
Reid, J. (Ed.) (1998). Understanding learning styles in the second language classroom.
Upper Saddle River, NJ: Prentice Hall Regents.
Snow, M. & Brinton, D. (Eds.) (1997). The content-based classroom: Perspectives on
integrating language and content. White Plains, NY: Longman.
Stipek, D. (2002). Motivation to learn: Integrating theory and practice. (4th ed). Boston:
Allyn and Bacon.
Tiedt, P. & Tiedt, I. (2002). Multicultural teaching: A handbook of activities, information,
and resources (6th ed.). Boston: Allyn and Bacon.
Vacca, R. T., & Vacca, J. L. (2005). Content area reading (8th ed.). Boston: 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 .