www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Theoretical Foundations of Bilingual and ESL
EEND and MSED-631
- Template 2015
- Section TMPL
- 4 Credits
- 07/22/2015 to 07/22/2115
- Modified 07/29/2019
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Presents historical trends related to English language development and examines research and theories of first and second language acquisition. The rational for English language acquisition programs and an introduction to instructional approaches to facilitate language development are also presented.
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will demonstrate understanding of theories underlining second language instructional methods and techniques. Candidates will analyze research findings and their relevance to instructional practices applicable to the English non-native classroom
Serving the Community
Candidates will articulate positive attitudes toward language minority Candidates and demonstrate the ability to interact with colleagues and community in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights on the second language learning.
Finding Our Professional Selves
Candidates will demonstrate an enhanced understanding of their professional role as advocates of language minority Candidates.
Access to standards referenced in this section can be found HERE
By the conclusion of the course, each participant will be able to do the following:
Domain 1. Language Candidates know, understand, and use the major theories and research related to the structure and acquisition of language to help English language learners’ develop language and literacy and achieve in the content areas. Describe neurological factors involved in language production (Yule, 1986), demonstrate knowledge and understanding of cognitive and affective factors affecting second language development. (Ausbel, 1964; Vygotsky, 1978). Enhance and continue to cultivate an attitude of professionalism by exhibiting the following behaviors: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills. (TESOL/CAEP )
- Standard 1.a. Language as a System
- Standard 1.b. Language Acquisition and Development
Domain 3. Planning, Implementing, and Managing Instruction. Candidates know, understand, and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction. Candidates are knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. Candidates will build a theory-based understanding of native and second language development (Mace-Matluck, 1974; Collier, 1988; Pham, 1994) and evaluate components of second language program models (Roberts, 1995). (TESOL/CAEP )
- Standard 3.a. Planning for Standards-Based ESL and Content Instruction
Domain 5. Candidates keep current with new instructional techniques, research results, advances in the ESL field, and education policy issues and demonstrate knowledge of the history of ESL teaching. They use such information to reflect on and improve their instruction and assessment practices and work collaboratively with school staff and the community to improve the learning environment, provide support, and advocate for ELLs and their families. Demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights. (TESOL/CAEP )
- 5.a. ESL Research and History
- 5.b. Professional Development, Partnerships, and Advocacy
Brown, H.D. (2014) Principles of language learning and teaching (6th ed.). Longman, Inc. NY.
Weekly Discussions and Activities
Respond to weekly discussion prompts directly related to assigned readings. Create one weekly activity that involves further investigation, evaluation, and application on the week’s objectives.
Outcomes: TESOL/CAEP D.1, 3, 5
Standards: 1.a,b; 3.a; 5.a,b
The weekly reflection is an opportunity for students to synthesize understandings and practice deep reflection as to how these topics impact your professional experiences and goals. Students are encouraged to share personal experiences, self-evaluate their progress, and address areas for future inquiry.
Outcomes: TESOL/CAEP D.5
Final Capstone Project
Candidates will create an evaluative report that reviews an existing program that serves limited English proficient Candidates. The instructions and required elements for this project are located in Canvas.
Outcomes: TESOL/CAEP D.1, 5
Standards: 1.a,b; 5.a,b
Policies for the College of Education at University of St. Francis
CLICK HERE for policies, including but not limited to:
- Method of Instruction
- Expectations of Candidates
- Online Courses
- Attendance Policies for Site-Based and Online Courses
- Minimum Standards for Writing
Course Evaluations | IDEA Surveys
USF has elected to participate in the AQIP Program which requires a focus on continuous quality improvement as part of our Higher Learning Commission accreditation. The information learned during the IDEA Course Evaluations is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.
Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.
A complete listing of university policies and procedures can be found in the University of St. Francis Course Catalog and Student Handbook. For the most current version of the catalog, please visit http://stfrancis.edu/academics/university-catalog
Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the USF Catalog for further clarification and information on grievance procedures.
Services and Accommodations for Students with Disabilities (ADA)
The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.
USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.
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- select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.
NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
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Notice of Copyright
This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.
Academic Support Services
The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services. Online and distance learning students can contact ARC for appropriate resources. ARC serves students who need tutoring in many areas of study including writing and math. Library services include a number of online services and full text databases. Call the Library at 815-740-5041 for additional information. If you need academic-related resources or assistance, please contact the Academic Resource Center.
Atkinson, D. (2002). Toward a socio-cognitive approach to second language acquisition. The Modern Language Journal, 86(4), 525-545.
Block, D. (2003). The social turn in second language acquisition. Edinburgh, England: Edinburgh University Press.
Brinton, D. M. (1997). The challenges of administering content-based programs. In M. A. Snow, & D. M.Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 340-346). White Plains, NY: Longman.
Brown, H.D. (2005) Principles of Language Learning and Teaching (5th ed) Longman, Inc. NY. Course Text
Clarke, M. (2007). Common ground, contested territory: Examining the roles of English language teachers in troubled times. Ann Arbor: University of Michigan Press.
Crawford, J. , & Krashen, S. (2007). English learners in American classrooms: 101 questions, 101 answers. Ney York: Scholastic.
Edelsky, C. (2006). With literacy and justice for all: Rethinking the social in language and education (3rd ed.) Mahwah, NJ: Lawrence Erlbaum.
Genesee, F., Lindholm-Leary, K., Saunders, W., & Chrsitian, D. (Eds). (2006). Educating English language learners: A synthesis of research evidence. New York: Cambridge University Press.
Gibbons, P. (2003). Mediating language learning. TESOL Quarterly, 37(2), 247-273.
Hinkel, E. (2005). Handbook of research in second language teaching and learning. Mahwah, NJ: Lawrence Erlbaum.
Johnson, M. (2004). A philosophy of second language acquisition. New Haven, CT: Yale University Press.