Module One: Introduction to English as a Second Language: Linguistic and Cultural Issues
In this module, you will be introduced to English Language Learners (ELL) and the challenges that they face academically, linguistically, culturally and socially.
To meet the needs of ELL students, as well as maintain national standards, we will review the English Language Proficiency Standards.
Module One Outcomes and Activity Checklist
Module Two: Second Language Acquisition: Theory and Practice
Language conveys meaning by a systematic and coordinated use of rules found in the subsystem of language: phonology, morphology, semantics, syntax and pragmatics.
Although there is much we do not comprehend about first and second language acquisition, basic theories have been developed to help us better understand these complex processes.
Additionally, Specially Designed Academic Instruction in English (SDAIE), commonly known as "sheltered English", provides the student with the content area standards and opens up multiple opportunities for them to understand and process the content material by using individual and small group activities in conjunction.
Module Two Outcomes and Activity Checklist
Module Three: Instruction and Methodology: Classroom Practices for English Learner Instruction
In this module, you'll be introduced to ELL students and their challenges in academic achievement while learning the medium of instruction in English. Standards have been established to provide guidelines for classroom planning and instruction.
Additionally, thematic instruction can create an optimal window of opportunity for all learners to excel, whether native or second language English speaking. Scaffolding is also important and offers a variety of ways to address learning needs for a diverse population.
Finally, you'll look at the Sheltered Instruction Observation Model (SIOP), a tool to improve the academic success of your ELL students and which provides examples of the features of sheltered English that can enhance and develop your instructional expertise.
Module Three Outcomes and Activity Checklist
Module Four: Instruction and Methodology: Oral Language Development in Second Language Acquisition
In this module, we'll address the process and importance of oral language development of second language learners. The interrelationship among the four skill areas (language, speaking, listening, and reading and writing) affects and supports each other.
We’ll also look at strategies that are applicable at all grade levels for oral language development as well as an instrument used for oral assessment of English language learners (SOLOM).
Finally, we'll go over how to chart oral language development of students' skills by observing their use of language and interacting in small groups with second language learners.
Module Four Outcomes and Activity Checklist
Module Five: Instruction and Methodology: Content Reading and Writing in English Language Learning
In this module, we will review purposeful and meaningful activities that scaffold English learners' content reading and writing.
We will also explore the characteristics of narrative and expository text strustures as useful genres for ELL students to know and use.
Finally, we will examine classroom contexts and teaching strategies for ELL students and discuss how to facilitate reading development by preparing students to monitor their own comprehension while reading.
Module Five Outcomes and Activity Checklist
Module Six: Assessment: Classroom and Standardized Assessment in English Language Learning
The assessment of ELL students ranges from the intake process to holisitic classroom assessment to culturally and linguistically sensitive standardized testing.
Module Six Outcomes and Activity Checklist
Module Seven: Assessment: Reading Assessment and Instruction in English Language Learning
ELL assessments are intended to evaluate learning, achievement and development in oral and written language performance.
In ELL methodology, assessment serves three purposes: to identify and place students, to evaluate the program and to document and track student learning.
As with all assessment, ELL evaluations must be systematic to be valid and reliable. They must also be well-planned and consistent with local district, and state curriculum goals.
Module Seven Outcomes and Activity Checklist
Module Eight: Professionalism in ESL
For any faculty member wishing to service second language students, it is important to participate in professional activities that enhance an instructor's instructional portfolio. Professional development opportunities are many and varied.
Most states require that certified instructors acquire continuing education units or credits. Continuing education refers to ongoing courses offered in the discipline for classroom teachers to keep up with best practices that are research based and recommended for instructional application.
Continuing education also offers the opportunities for establishing learning communities that act as support systems for all teachers servicing ELL learners. Teachers learn cutting edge methodology, find new materials and resources, and contact new colleagues in the same area or grade level for continued cooperation and sharing.
Additionally, to understand the importance of second language instruction, we'll review a brief history of ESL in the United States.