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: 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 site, including the National Sex Offender Registry (NSOR) Verification Clearance.

1. Identify federal, state and local laws and regulations impacting the education of dual language learners.
2. Describe the process of acquiring multiple languages and literacy skills, including the general stages of language development and language structures, functions and variation.
3. Examine sociocultural characteristics of different populations of English Language Learners (ELLs) including values, educational background and demographics, and how these may impact academic and language development.
4. Compare and contrast dominant instructional and assessment models pertaining to ELL instruction.
5. Adapt specific materials, activities and lessons to meet the needs of ELLs.
6. Construct an National Association for the Education of Young Children (NAEYC)/Interstate New Teacher Assessment and Support Consortium (InTASC) standards-based educational portfolio with appropriate artifacts.

1. Every Student Succeeds Act (ESSA), No Child Left Behind and the ELLs
2. The process and structures of language acquisition
3. Common terms and organizations associated with dual language learners such as: World-Class Instructional Design and Assessment (WIDA), Teaching English to Speakers of Other Languages (TESOL), English as a Second Language (ESL), bilingualism, etc.
4. Sociocultural characteristics of ELLs
5. Cultural communication styles
6. The role of culture in academic achievement and language acquisition
7. Theories and models of instructing ELLs such as: immersion, Sheltered Instruction Observation Protocol (SIOP), ESL, etc.
8. Academic vs. social language
9. Cultural and linguistic bias in instruction and assessment
10. Technology and the ELL
11. Cross-cultural competence and communication in community systems supporting the ELL

• Critical Thinking & Problem Solving
• Culture Society & Citizenship

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