Massachusetts Sheltered English Instruction Teacher
Endorsement Course
Session 2: Diversity within English Language Learner
Populations
Participant Manual
Version 1.0
Contents
Overview of the SEI Teacher Endorsement Course Sessions ....................................................... 1
Session Information ...................................................................................................................... 1
Session Overview .............................................................................................................. 1
Regulatory Requirements Addressed in Session 2 ............................................................ 2
Session 2 Objectives ......................................................................................................... 2
Session 2 Participant Handouts .................................................................................................... 4
Student Profiles ................................................................................................................. 4
Analyzing Cultures Assignment ......................................................................................... 5
Upcoming Assignments ................................................................................................................ 6
Assignments due by Session 3 .......................................................................................... 6
Session 2 Notes ............................................................................................................................ 7
Participant Manual for the SEI Teacher Endorsement Course
Overview of the SEI Teacher Endorsement Course Sessions
Current Session
MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom
(Sessions 1—4)
1: Examining Data &
Policies Relevant to
ELLs
2: Diversity within
ELL Populations
(ONLINE 3 HOURS)
3: Cultural & Social
Aspects of Teaching in
the SEI Classroom
4. Second Language
Acquisition in the SEI
Classroom
MODULE B: Academic Language and Literacy Development in the SEI Classroom
(Sessions 5—16)
5. Sheltering Content
(ONLINE 3 HOURS)
6: Vocabulary for ELLs I
7: Vocabulary for ELLs II
8. Vocabulary for ELLs III
(ONLINE 2 HOURS)
9: Reading for ELLs I
10: Reading for ELLs II
11: Reading for ELLs III
(ONLINE 2 HOURS)
12: Writing for ELLs I
13: Writing for ELLs II
14. Writing for ELLs III
(ONLINE 2 HOURS)
15: Large-Scale Assessments for ELLs and
Lesson Planning Presentations
16. Capstone Lesson Presentations; Course
Evaluation
Session Information
Session Overview
Session 2 provides participants with the ability to recognize the different social, cultural,
and educational contexts and experiences of ELLs. Considerations for identified ELLs
with disabilities, long-term ELLs, Students with Interrupted Formal Education [SIFE],
refugees, and undocumented immigrants will be the focus. Examples of appropriate
educational supports in response to varied populations of ELLs with an emphasis on the
whole child will be presented and discussed.
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 1 of 7
Regulatory Requirements Addressed in Session 2
(Bolden regulations covered in the Session)
603 CMR 7.14: Endorsements
(1) SEI Teacher Endorsement
(b) Subject Matter Knowledge:
1.The basic structure and functions of language.
2.Second language acquisition factors as they affect access to the Massachusetts
standards.
3.Social-cultural, affective, political, and other salient factors in second language
acquisition.
4.Sheltered English immersion (SEI) principles and typologies:
i. General academic and domain-specific discourse practices relevant to the
grade level (k-5 or secondary), English proficiency level, and content area
(English language arts and history; science and mathematics; other content
areas).
5.Implementation of strategies for coordinating SEI and English language development
instruction for English language learners.
6.Federal and Massachusetts' laws and regulations pertaining to English language learners.
7.Understanding of diversity and background of English language learner populations,
including family systems, and communities, and their impact on teaching and
learning.
8.Theory, research, and practice of reading and writing for English language learners.
i. Practices and approaches for developing reading and writing skills and
comprehension in English for English language learners who are at different levels
of English language proficiency.
9.The role of oral language development in literacy development for English language
learners.
10.Formative and summative assessments for English language learners.
11.Literacy and academic language development.
i. The role of vocabulary development in accessing academic language.
Session 2 Objectives
At the end of this session, participants will be able to:



Compare and contrast schooling, literacy, and educational approaches in other countries
and cultures. (SEIT 2, 3,7)
Analyze how ELLs and their families are impacted by adjusting to a new educational
environment.(SEIT 2, 3, 7)
Identify the appropriate teaching and support responses for ELLs, given their different
social, cultural, and educational contexts and experiences. (SEIT 2, 3)
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 2 of 7

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Identify the heterogeneity among ELLs, the needs of different subpopulations of ELLs,
and the distinct strengths and challenges of these subpopulations that inform
instructional planning and supports in the classroom. (SEIT 2, 3, 7)
Recognize and affirm that language does not impact cognitive ability and that ELLs may
possess strong cognitive, creative and social skills, and abilities at all stages of English
proficiency. (SEIT 2, 4, 7)
Explain elements of culturally responsive practice in classrooms and how teachers can
promote a culture of access and inclusion. (SEIT 3,7)
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 3 of 7
Session 2 Participant Handouts
Student Profiles
Reflection Questions
1. Would you consider this
student to be a beginner,
intermediate, or advanced
speaker of English? How do
you know?
2. Is the student literate in his or
her native language?
3. How are the students’ past
educational experiences
different from those of a
typical U.S. student?
4. How do family dynamics
influence English language
learning for your student?
5. How are these students
similar or different from the
students you teach or have
taught?
6. Is the student possibly…
• A Student with
Interrupted Formal
Education (SIFE)
• Gifted
• A student with a disability
Why or why not?
7. What did you learn or have
validated by viewing the
student profiles?
8. What have you learned about
educational practices in other
countries and how they are
different from practices in the
U.S.? (How ELLs and their
families are impacted by
adjustment to a new
educational orientation)?
9. What did you learn about
ELLs with learning
disabilities?
10. What are strengths and
challenges of each ELL?
Student 1
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Student 2
Page 4 of 7
Analyzing Cultures Assignment
Student Name: __________________________________
Age upon arrival in the U.S.
Number of years in the U.S.
Language proficiency level (beginner,
intermediate, or advanced)
Cultural Background
Prior educational experiences
Family Dynamics
Student’s behavior in the classroom
Student’s academic needs/work
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 5 of 7
Upcoming Assignments
Assignments due by Session 3
A. Paper on an English Learner
Write a two-page paper about an interesting and challenging ELL student. This student
might be from your classroom, school, a film /video clip, or in a book. Analyze and discuss
cultural considerations based on the student’s experience in an American classroom and
identify different ways in which you might help bridge gaps in cultural understanding and
possible cultural mismatches.
Guiding Questions




Describe your student’s cultural background.
In regards to schooling, what are some of the norms and expectations of students and
families from this cultural background?
How might these norms and expectations be similar to or different from what they
encounter in schools and classrooms here in the U.S.? How might American schools’
norms and expectations be challenging for students? For their families?
As a teacher, how can you serve as a cultural “broker” or “mediator” to help bridge these
cultural differences vis-a-vis schooling? In other words, what could you do in your
classroom and in your interactions outside the classroom, with students, their families,
and their communities to help bridge these cultural differences and thus promote
students’ success?
B. Reminder of Earlier Assignment: Paper due at the beginning of Session 3 on ELL
Data and Your School
Please see Syllabus Session 1.
C. Required Readings (Assigned earlier, due for session 3)
Dilg, M. From Home to School and Home Again, Thriving in the Multicultural Classroom:
Principles and Practices for Effective Teaching, New York: Teachers College Press
©2003 by Teachers College. Columbia University, (140-164).
Zion, S., & Kozleski, E. (September 2005). On Point: Understanding culture. National
Institute for Urban. School Improvement, Tempe AZ. Retrieved from:
http://www.urbanschools.org/pdf/understanding.culture.LETTER.pdf
Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 6 of 7
Session 2 Notes
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Participant Manual for SEI Teacher Endorsement Course
Session 2
Version 1.0
Page 7 of 7