EDU 205 - English Language Learners in the Classroom

 
Description
This course explores the role of the classroom teacher in meeting the academic needs of linguistically and culturally diverse learners. Topics include an introduction to language acquisition theory, cultural communication and learning styles, the role of culture in academic achievement and cultural and linguistic bias in instructional strategies, materials and assessment. Ten hours of field experience are required throughout the semester. Students must have three current clearances: the FBI Fingerprint clearance, a Pennsylvania State Police Criminal History clearance and a Pennsylvania Department of Public Welfare Child Abuse History clearance and meet the local requirements of the field placement.

1. Define common terms and organizations associated with ELL (e.g. WIDA, TESOL, ESL, bilingualism, etc.).
2. Describe the legal responsibilities related to serving ELLs as determined by federal and state legislation.
3. Compare and contrast dominant instructional models pertaining to ELL instruction.
4. Identify the process of acquiring multiple languages and literacy skills, including the general stages of language development and language structures, functions and variation.
5. Identify the differences between academic language and social language.
6. Identify sociocultural characteristics of different populations of ELLs (including values, educational background and demographics) and examine how these may impact academic and language development.
7. Describe how ELLs’ cultural communication styles and learning styles affect the learning process.
8. Identify bias in instruction, materials and assessments.
9. Give examples of how the classroom teacher can adapt specific materials/activities to meet the needs of ELLs.
10. Discuss the importance of cross-cultural competence in interactions with colleagues, administrators, school and community specialists, students and their families.
11. Develop an advocacy plan for ELL students in the classroom.
12. Observe culturally and/or linguistically diverse instructional settings, using virtual classrooms and/or PreK-12 classroom settings.
13. Construct an INTASC standards-based educational portfolio with appropriate artifacts.

1. No Child Left Behind and the English Language Learner
2. The process of language acquisition
3. Theories and models of instructing ELLs (e.g. Immersion, SIOP, ESL, etc.)
4. Sociocultural characteristics of ELLs
5. Cultural communication styles
6. The role of culture in academic achievement and language acquisition
7. Cultural and linguistic bias in instruction and assessment

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