Course Syllabus
CTEL Preparation: Teaching English Learners across the Curriculum,
SDAIE, ELD and Culturally Responsive Instruction
Instructor: Elizabeth Jiménez
Length: 45 Hours (self-paced over 3 months)
Dates: Rolling Admissions
Prerequisites: Bachelor Degree
Number of credits: 3 Graduate Credits (with additional fee to Chapman University)
Location: Online at www.kdsi.org/ctel
*Los Angeles Unified School District employees should contact KDS at 1-800-728-0032 or support@kdsi.org as*
there is different a version of this course designed specifically for and approved by LAUSD.
Course Description:
This course is designed to give you the information and skills necessary to master the CTEL Competencies and to pass
CTEL Exams 1, 2, and 3. It is strongly suggested that you take advantage of all of the practice, homework, and resources
to ensure that you have the knowledge necessary to pass the CTEL exam. This course provides content knowledge of all
of the CTEL competencies and will prepare teachers for the CTEL Exam. Elizabeth Jiménez, preeminent expert in the
field, has designed an engaging course to empower teachers with classroom practices that enhance English Learners'
understanding and achievement. Throughout the course, Ms. Jiménez utilizes research-based pedagogical practices to
provide educators not only with knowledge of the Foundations of Language Development and Language Acquisition, but
also with the skill to create a culturally responsive classroom and employ culturally responsive instructional strategies that
help to put theory into practice. The course focuses on the 'how to' and comes alive through Ms. Jiménez's classroom
visits and demonstrations, anecdotal descriptions, lesson modeling, use of jigsaw classroom cooperative learning
techniques, inclusion of well-designed visuals, and numerous readings.
The course showcases expert interviews with EL literacy author Dr. Gil Garcia, Bilingual Education advocate Dr. Maria
Quezada, and Dual Language Teacher Cheryl Ortega. Throughout the course, participants engage in thoughtfully
designed interactive sessions slotted for educator modeling, technique practice, QuickWrites, and a variety of cooperative
learning activities. This course expertly provides teachers with the tools for planning, organizing, and implementing SDAIE
Instruction including writing lesson objectives for content classes to meet both ELD and the California Content Standards.
In this course, educators learn the foundations of language development and language acquisition, setting the stage for
developing instructional strategies that are more comprehensible for ELL students across all subject areas. Elizabeth
Jiménez demonstrates strategies for assessing students‘ knowledge, identifying language learning objectives, and
developing differentiated instructional practices that address the varying levels of language proficiency often present in a
typical classroom. She introduces research-based pedagogical practices that promote comprehension such as
background building, frontloading vocabulary, using graphic organizers to enhance higher order thinking, leveraging the
primary language to facilitate learning, using culturally responsive materials, and employing media, technology and other
visual supports to enhance learning. Participants learn how to preview their textbooks for idiomatic expressions and
multiple meaning words, to plan lessons that incorporate academic language development, and to utilize primary
language cognates. In addition, Jiménez reviews the contextual factors such as motivation, peer pressure, family values,
and L-1 proficiency that impact the success of academic pursuits. In an interview with Sal Flores, a young Latino who
recently earned a GED, he explains why, as a youth, he was attracted to gang affiliation and offers some advice for
teachers about reaching disaffected students. The presenter discusses the legal issues and court cases surrounding
ELLs; more importantly, she explains how legislation and court decisions impact the classroom teacher in designing daily
lessons and the school administrator in designing academically sound instructional programs that comply with the law.
Jiménez demonstrates classroom strategies such as sorting activities, jigsaw, and cooperative work followed by
well-designed interactive activities for online participants to practice and ultimately to apply in their own classrooms to help
their students succeed.
Objectives:
Participants will apply the following skills:
Use data in their classrooms
Use various graphs to chart data
Identify root causes of problems and address them
Improve systems
Avoid placing blame
Assess teachers‘ will and skill
Use strategic conversations with teachers
Develop a plan for long‐term use of strategic conversations
Create effective after‐school programs
Involve parents effectively
Understand and utilize the ISLLC standards
Define and enact the role of a great teacher
Define and enact the role of a great principal
Presenter Overview
Elizabeth Jiménez: Elizabeth Jiménez is the CEO of GEMAS, a consulting and advocacy firm dedicated to improving the
education of English learners and their families. Jiménez earned an MBA from the Peter F. Drucker Graduate
Management Center at Claremont Graduate University and a BA in Spanish from CSU, Fullerton. Jiménez taught English
learners for nine years; then, she cut her teeth in politics working in her state legislature on pioneering legislation for
English learners. She has taught literacy methods courses in English and in Spanish for college teacher preparation
programs. Jiménez has written over 25 textbooks for Pre-K-12 English learners. Jiménez is a highly sought after keynote
speaker, coach, and professional developer, having worked with school districts and charter schools in over 20 states and
Puerto Rico. Her many projects include working with the Department of Education in Puerto Rico; Bassett Unified School
District; and Riverside, Inyo, Mono, and San Bernardino Counties in California to improve learning outcomes for English
learners. She has been a panelist, session speaker, moderator, or keynote speaker for national and local organizations
and conferences including NALEO (National Association of Latino Elected and Appointed Officials), Latino Leadership
Conference, LAUSD Achieving A+ Summit, Milken Institute Global Conference, and Puerto Rico TESOL Conference.
Methods of instruction will include
Individual units (20) are arranged as follows:
Step 1: Objective – Each unit starts with an objective which provides and overview, outline and detailed
objectives describing the skills educators will be taking from the lesson. Participants must read the objective
before moving on with their coursework.
Step 2: Video/audio lecture – Participants will watch/listen to lectures with accompanying PowerPoint
presentations. Participants may take and save notes online, download PowerPoint slides and any available
handouts or resources. All lectures must be played in full to receive credit. While a transcript of the lecture is
available online, it is a supplemental tool for studying and following along with the lecture and is not intended as a
replacement for the actual classroom instruction time provided by the lecture. Lectures can be played multiple
times.
Step 3: Study Guide: This interactive study guide is in the form of open-ended questions and is to be completed
prior to the actual assessment. Participants will answer the question and submit their answer. They will then view
an example of a suggested response. The purpose of the interactive study guide is to engage the participant,
provoke thought, reinforce what was covered in the lesson and provide a method of method of self assessment
prior to the actual graded assessment. While this step, like all others, is required to receive a passing grade, an
incorrect answer in the study guide will not negatively impact your score. Participants must answer the questions
in a thoughtful manner to the best of their ability. Answers such as ―I don‘t know‖ will not be accepted as
participants are not graded on the accuracy of their answer.
Step 4: Critical Thinking: Post-work – This post lecture assessments is in the form of multiple choice and
open-ended questions and is to be completed prior to playing the lecture. The purpose of the post-assessment is
to gauge the knowledge of the participant and to assess the skills they have taken from the lesson. Unlike the
interactive study guide, participants will be scored and this will be counted as part of their overall courses grade.
Participants must answer the questions in a thoughtful manner to the best of their ability.
Step 5: Discussion – Participants will engage with their colleagues and forum administrator to discuss the lessons
and exchange ideas. Participants must make 2 posts to the discussion forum for each unit. These posts may
be in the form of responses to topics posted by other participants or may be their own original post or question.
Please refrain from posting technical support or credit redemption questions in the discussion forum as it is
facilitated by curriculum experts and not the customer support team.
All steps listed under each unit must be completed to receive credit for the course. No partial credit will
be given.
Cultural Awareness: Self-evaluation (Culture Quiz):
Effective staff development courses include training in cultural awareness. The scenarios highlighted in the Cultural
Awareness Self-evaluation Quiz are based on actual classroom experiences from Judie Haynes and those of her
ESL/ELD colleagues.
CTEL Practice Essays Questions: Participants will comprehensively answer each of the four CTEL practice essay
questions provided in this course. They will then compare their answers to the ‗A Strong Response.‖ and rewrite their
answers to gain the practice needed for the test
CTEL 1 practice question should be answered after completion of Topic 7 - Contextual Factors in Second
Language Acquisition
CTEL 2 practice essay questions #1 and #2 should be answered after Topic 17 - Understanding the Critical
Relationship Between ELD and ELA
CTEL 3 practice essay question should be answered after Topic 20 - Characteristics of Universal Access
Texts and/or Other Materials:
Transcripts
Handouts
PowerPoint presentations
List of Units (20):
1) Introduction to Foundations of Language Acquisition
Elizabeth Jimenez
Understanding how and in what stages children acquire language can significantly affect how educators teach
English learners. Educators participate in a bilingual cognate activity demonstrating how students will be able to
identify cognate patterns giving them access to a more sophisticated academic content vocabulary. Finally,
educators learn various ways of making language learning easier through context embedded language
instruction.
2) Who Are Our English Language Learners–Data and Case
Studies of English Language Learners in the United States
Elizabeth Jimenez
Many educators are aware of the changing demographics of ELL students in US schools, but what does this
mean to teachers trying to best meet the needs of the host of ELL students in their classrooms? By looking at
data and characteristics, this session will examine those differences and commonalities for newcomers, students
with high levels of formal education, students with little educational background, students with interrupted formal
education (SIFE), and long-term English language learners, to give educators direction on how to begin to instruct
them and to engage their families. Participants will view video clips of students at varying levels of language
proficiency, illustrating the differences in vocabulary, syntax, fluency and pronunciation. Finally, educators will
learn what a culturally responsive classroom should include, how to develop culturally responsive teaching
techniques, and what can be done within the school and classroom to build bridges between home and school as
well as between academic abstractions and socio-cultural realities.
3) Theories, Models and Processes of Second-Language Acquisition
Elizabeth Jimenez
One of the great challenges to teachers is that English learners arrive in our classrooms at different levels of
proficiency in English. In this session, presenter Elizabeth Jiménez introduces the four domains of language —
listening, speaking, reading, and writing — and the predictable characteristics of second language acquisition.
Participants will examine Dr. Jim Cummins' work and Dr. Stephen Krashen's five hypotheses, exploring how
educators can apply these principles to the English learner classroom.
4) Linguistic Foundations–Receptive
(Listening and Reading) Language Structure and Use
Elizabeth Jimenez
In this session, Elizabeth Jiménez demonstrates for educators how knowing some basics linguistics can help
target instruction to English learners and accelerate student learning.
Educators will construct a contrastive analysis of English and Spanish to better understand why some sounds and
grammatical structures are more difficult to learn than others and how this impacts speaking and writing in
English. Participants will be led through a series of activities designed to deepen understanding of transferable
and non-transferable skills. Finally, participants will review relevant research and best practices in the field of
linguistics and language acquisition in order to better meet the educational needs of English language learners.
5) Linguistic Foundations–Expressive
(Speaking and Writing) Language Structure and Use
Elizabeth Jimenez
Classroom practitioners know that even English learners who are more advanced may have difficulty with
common, idiomatic expressions and multi-meaning words used in English-language textbooks and class lectures
In this session, Elizabeth Jiménez will demonstrate the pragmatic features of oral and written language that
influence or convey meaning: use of formal or informal registers; idiomatic expressions; and gestures, eye
contact, and physical proximity. Educators will explore one of their own student textbooks to identify and plan for
explanations of some of the idioms and multiple meaning words in the text. Jiménez will lead participants through
an activity using an actual English learner's writing sample to diagnose writing proficiency and plan the next steps
for instruction.
6) Contrastive Analysis–Why Some Elements of English are
so Difficult and How to Help English Learners Overcome Them
Elizabeth Jimenez
With advances in understanding language acquisition have come advances in the English language proficiency
tests used by states to identify English learners. These tests now go beyond simple vocabulary and grammar to
examine how English learners' function in the new language and to test both social and academic language. This
session focuses on the differences between social and academic language and how educators can evaluate
instructional materials to identify those that best support English language learners. Presenter Elizabeth Jiménez
leads participants through a detailed assessment of a student's writing sample to identify writing errors and to
develop appropriate language objectives. Finally, she outlines ways to create a classroom environment that
respects all levels and varieties of language.
7) Contextual Factors in Second Language Acquisition
Elizabeth Jimenez
Why some English learners succeed in academic pursuits (especially in acquiring English quickly) and others
seem to languish is a complex issue. In this session, contextual factors such as motivation, peer pressure, family
values, and L-1 proficiency are viewed from three angles — the language, the learner, and the learning process.
Guided by Dr. Aída Walqui's article, "Contextual Factors in Second Language Acquisition," educators participate
in a jigsaw cooperative activity to prompt thorough consideration of examples of each of seventeen contextual
factors. Jiménez interviews Sal Flores, a young Latino who recently earned a GED, who shares why, as a youth,
he was attracted to gang affiliation and offers some advice for teachers about reaching disaffected students.
8) Legal Foundations and Political Factors Affecting Language
Development–Key Laws, Court Cases, and Policy Directions
Elizabeth Jimenez
Deciphering the major legislation, policies, landmark court decisions, and ballot initiatives regarding English
learners in the United States can be a considerable task for educators. This session provides an overview of the
most essential and current relevant issues. Most importantly, presenter Elizabeth Jiménez discusses how these
impact the classroom teacher in designing daily lessons and the school administrator in designing academically
sound instructional programs that comply with the law.
9) Assessment of English Learners–Roles, Purposes and Types of Assessment
Elizabeth Jimenez
Presenter Elizabeth Jiménez actively engages educators in the critical tasks of discussing the implications of
creating test instruments that are valid and reliable for English learners and of learning to spot culture bias in
tests. She examines the process of identification of English learners through multiple stages to their eventual
reclassification of Fluent English Proficient. Educators also participate in an activity to understand what the report
from one test of English language proficiency means.
10) Foundations of Programs for English Learners–Content Instruction
Elizabeth Jimenez
In this session, presenter Elizabeth Jiménez provides practical examples of classroom activities essential for EL
students' English language development. Educators learn how to differentiate and scaffold instruction based on
students' English proficiency. Participants learn methods to ensure that students understand the materials
presented in class, and Jiménez leads a thorough analysis of textbooks in order to illustrate how to plan sheltered
lessons. Lastly, Jiménez guides participants through the crucial processes of developing and differentiating
assessment.
11) Foundations of Programs for English Learners–English Language Literacy
Elizabeth Jimenez
In this session, presenter Elizabeth Jiménez examines the crucial role of an English learner's primary language in
learning to read in English. This topic features an interview with Dr. Gil Garcia, editor of English Learners:
Reaching the Highest Level of English Literacy, who discusses pedagogical practices such as background
building, frontloading vocabulary and language functions, and using graphic organizers to enhance higher order
thinking. Educators will participate in a demonstration of the language experience approach for English learners
that they can use in their own classrooms.
12) Principles of Standards–Based Assessment and Instruction
Elizabeth Jimenez
Elizabeth Jiménez offers the concept of universal access as a way of thinking about and preparing to teach all
students, including English learners. Participants watch, study, and discuss a video of a lesson in which the
teacher uses universal access techniques and strategies. In this session, educators will examine the
commonalities and differences between English language arts standards and English language development
standards. Participants will also learn to engage in and analyze Wiggins and McTighe's "backwards" mapping and
planning. Every activity is explicitly offered for the sake of all students' language development.
13) Instructional Planning and Organization for ELD and SDAIE
Elizabeth Jimenez
In this session, presenter Elizabeth Jiménez walks participants through the details of a number of model lessons
in different subject areas. She looks at content area instruction and demonstrates how to plan for and address
task difficulty while considering English learners' varied levels of English proficiency. Participants sketch out their
own plans based on the principles and learn how organize ELD instruction around meaningful concepts and
themes. Discussion also covers the use of team teaching, peer tutoring, educational technology, and collaboration
with bilingual paraprofessionals to support student learning. Finally, this session examines the research and
strategies for involving families and the community, and for establishing connections between the school and
home to promote student achievement.
14) Components of Effective Instructional Delivery in ELD and SDAIE
Elizabeth Jimenez
In the context of a range of diverse lessons, presenter Elizabeth Jiménez demonstrates and engages participants
in scaffolding techniques such as modifying language without simplification of content, activating students' prior
knowledge, using the primary language to facilitate learning, contextualizing language, using media, technology
resources and other visual supports, and using formative and summative assessment to determine any need for
re-teaching. Participants visit a middle school mathematics classroom to observe a teacher engage English
learners by using culturally relevant examples and scaffolding strategies to teach grade level concepts.
Participants complete a Venn diagram of the differences and commonalities between ELD and SDAIE that will
assist them in their own lesson planning.
15) The Importance of Culturally and Linguistically Appropriate Instructional Materials
Elizabeth Jimenez
In this session, participants work with Elizabeth Jiménez to define culturally and linguistically appropriate
instructional materials for English learners. The presenter models the use of culturally appropriate realia, visual
aides, and multicultural books to bridge and broaden student understanding. Educators learn how to select and
use culturally responsive, age-appropriate, and linguistically accessible materials suitable for English learners;
participants also engage in versions of the activities the presenter proposes they use in the classroom, scrutinize
model lessons, and critique checklists. Elizabeth Jiménez discusses with educators the essential qualities to look
for when selecting primary language materials and bilingual resources. Finally, this session provides
recommendations for a number of excellent Web resources for teachers of English learners.
16) What is English Language Development? Research and Practice of ELD
Elizabeth Jimenez
This session focuses on learning strategies for facilitating English learners' listening comprehension and speaking
skills across the curriculum. Presenter Elizabeth Jiménez tours such methods as frontloading key vocabulary and
language functions, pre-teaching, preview-review, KWL, cooperative learning, and role-playing. Educators make a
virtual classroom visit to see an ELD teacher enhance the learning of all students, including English learners, by
employing a variety of content-based ELD strategies. Participants also engage in versions of a number of
activities translatable to their own classrooms and analyze their own language-learning experiences.
17) Understanding the Critical Relationship Between ELD and ELA
Elizabeth Jimenez
In this session, educators collaborate to develop a description of English language arts and ELD by creating a
Venn diagram focused on the intersection of English language arts and English language development.
Participants will study, discuss, and demonstrate a conceptual understanding and applied knowledge of strategies
for promoting students' reading knowledge, skills, and abilities including word analysis, fluency, vocabulary
development, reading comprehension, and literary response and analysis. The session explores ways to assist
the EL student in using his or her higher-level thinking skills in literature and history classes conducted in English.
18) What is SDAIE? Developing Academic Language While Teaching Content
Elizabeth Jimenez
Presenter Elizabeth Jiménez uses sheltered instructional techniques on a model social studies lesson — in a
language other than English — to highlight how much comprehension can be achieved with this system. She
walks participants through all key stages of planning and implementation of a quality SDAIE lesson, including
establishing language objectives and grade level content objectives, analyzing the lesson for necessary
scaffolding, accessing prior knowledge, building background, developing cognitively engaging input with
contextual support (visuals, manipulatives, realia, L-1 support, paraphrasing, and focus questions), modeling, and
creating cooperative learning groups. Her model presents a number of activities transferable to participants' own
classrooms. Detailed checklists to apply to teachers' planning and delivery are also of considerable practical use.
19) Culturally Relevant Instruction–When Teachers and Students
Bring Different Cultural Experiences to the Classroom
Elizabeth Jimenez
Culture is the central theme of this important session. Presenter Elizabeth Jiménez subjects the word "culture" to
careful scrutiny, asserting that too often culture in the classroom is focused on ethnic foods, holidays, heroes, and
folkloric dances. This session focuses on the deeper notion of culture as the lens through which educators and
students and their families see the world, including the world of school. Participants discuss the importance of
understanding their own cultures and the culture of the community, in order to be a bridge to success in this new
environment. Jiménez presents a long and practical survey of strategies for enhancing the learning experience of
students in a multicultural classroom. Participants learn methodologies that promote student engagement, bridge
cultural differences, share responsibility for facilitation, engage families, and reshape curriculum.
20) Characteristics of Universal Access
Elizabeth Jimenez
This session focuses on strategies to acquire comprehensive knowledge of English learners' home cultures and
cultural experiences by such methods as observation, using community resources, making home visits,
conducting interviews, engaging in informal conversations, and taking written and oral histories. Educators
explore the importance of and ways of communicating effectively with families across languages and cultures;
they learn to plan for engaging families and communities in student learning and to examine how a teacher's own
cultural beliefs, values, attitudes, and assumptions influence student learning. Jiménez' practical strategies are
readily translatable into participants' own classrooms and schools.
Additional Activities for CTEL Exam Preparation:
Select some of the following activities from the choices below for each topic: The following options are provided in order to
help you master the content. It is suggested that you spend time with the options that will best help you to master the
content for the Test.
Readings from Reference Slide in Each PowerPoint : Please read one of the articles referenced in the
PowerPoint slide at the end of each unit
Visit the CTEL site for practice questions at http://www.ctel.nesinc.com/BC_viewSG_opener.asp .
Visit www.colorincolorado.org for additional information and resources.
Write a Summary of Understandings that reflect knowledge mastery of each of the CTEL competencies.