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www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership

Supporting English Language Learners in the Inclusive Classroom
EEND and MSED-638

  • Template 2015
  • Section TMPL
  • 1 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/29/2019

Mission Statement


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. 

Description

This course provides a deeper understanding of how to meet the needs of English Language Learners in the regular education classroom.  Foundations of language acquisition with special focus on the implementation of instructional strategies and assessments that allow for differentiation for English Language Learners will be introduced.

Objectives

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.

Understanding Students

Participants will demonstrate understanding of social and academic language acquisition and developmental stages of English language learners. Participants will develop knowledge on best practices and strategies to differentiate instruction and support language, literacy, and content development. Participants will research and evaluate assessments to enhance language development and teach metacognitive skills that improves student learning.

Serving the Community

Participants will articulate positive attitudes toward language minority students 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 assessment of second language proficiency and placement of limited proficient students.

Finding Our Professional Selves

Participants will demonstrate an enhanced understanding of their professional role as advocates of language minority students in the classroom. Participants will develop knowledge of current research literature and theories related to language acquisition, instructional strategies and assessment.

Outcomes

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:

  1. Understand and apply major theories and research related to language acquisition TESOL/NCATE D5a
  2. Understand Language and Literacy development and content area achievement TESOL/NCATE D1b
  3. Review and analyze a variety of resources to support language, literacy, and content development TESOL/NCATE D3c
  4. Demonstrate knowledge of a wide range of strategies and materials that support language acquisition TESOL/NCATE D1-b;D3b
  5. Understand how culturally diverse materials enhance learning TESOL/NCATE D2a
  6. Understand the legal mandate and appropriate procedures for identifying limited English proficient students TESOL/NCATE D5b
  7. Connect the national and state ESL/ELD standards to their own curriculum and assessment TESOL/NCATE D2; D4a
  8. Review, analyze, and demonstrate knowledge of appropriate assessments to differentiate and meet the needs of English learners TESOL/NCATE D5a
  9. Evaluate and apply information learned and demonstrate the ability to build partnerships with colleagues and advocate for ELs TESOL/NCATE D5b-c
  10. Articulate positive attitudes toward language minority students TESOL/NCATE D5b
  11. Work cooperatively and demonstrate effective questioning techniques and critical thinking skills TESOL/NCATE D5a
  12. 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/NCATE D5a-b
  13. Demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights TESOL/NCATE D5b

Materials

RECOMMENDED TEXT:  Author(s): Adrienne L. Herrell; Michael Jordan 50 Strategies for Teaching English Language Learners, (6th ed.)  

Assignments

Assignments are public for the purpose of collaboration and extending learning opportunities. The detailed instructions and due dates are outlined within the course.

Weekly Discussions

Candidates will respond to weekly discussion prompts directly related to assigned readings.

Outcomes: 1-13

Standards: TESOL/NCATE D1-b;D2-a;D3b-c;D4a;D5a-b

Weekly Activities

Candidates will create one weekly activity that involves further investigation, evaluation, and application on the week’s objectives.

Outcomes: 1-13

Standards: TESOL/NCATE D1-b;D2-a;D3b-c;D4a;D5a-b

Weekly Reflections

Candidates will reflect on the implications that the essential understandings have on their professional growth.

Outcome: 6

Standard: TESOL/NCATE D5b

Capstone Project: Supporting English Language Learners in the Inclusive Classroom (For graduate credit candidates only)

Candidates will develop a comprehensive staff development presentation for classroom teachers and staff involved in the education of ELL students at their school.

Outcomes: 1-13

Standards: TESOL/NCATE D1-b;D2-a;D3b-c;D4a;D5a-b

Course Policies

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.

Institutional Policies

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

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.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. 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.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at http://learnitnow.stfrancis.edu

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

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.

Additional Items

Course References

Week One:

Acronyms and Terms Related to English Language Learners Retrieved from http://www.champaignschools.org/ESL/Acronyms%20and%20Terms.pdf

Colorin Colorado (2007) Instructional Programs for English Language Learners [Web]. Retrieved from http://www.colorincolorado.org/educators/background/programs/

Haynes, J. Explaining BICS and CALP [Web]. Retrieved from http://www.everythingesl.net/inservices/bics_calp.php

Haynes J. How long does it take to learn English? [Web]. Retrieved from http://www.everythingesl.net/inservices/_long_does_take_learn_english_55843.php

Illinois State Board of Education. (n.d.). Illinois administrative code 228 rules and regulations. Retrieved from http://www.isbe.state.il.us/rules/archive/pdfs/228ARK.pdf

Reed, B. & Railsback, J. (2003) Strategies and Resources for Mainstream Teachers of English Language Learner. Northwest Regional Educational Laboratory. Retrieved from educationnorthwest.org/webfm_send/459

Robertson, K. & Ford, K.(2008) Language Acquisition: An Overview [Web]. Retrieved from http://www.colorincolorado.org/article/26751/

Tennessee ESL Resource Guide. 5.1 Strategies for ESL Teachers. Retrieved from http://www.suu.edu/ed/resource/TenneseeESLResourceCenterStrategiesforESLTeachers  %5B1%5D.pdf            

Week Two:

Bilingual and Compensatory Education Resource Team, Dearborn Public Schools (2002)  Making Content Comprehensible for English Language Learners-SIOP Model Sheltered   Instruction for Academic Achievement [Web]. Retrieved from www.misd.net/bilingual/ELL.pdf

Kinsella, K., Ed.D. & Singer, T. W.(2011) Linguistic Scaffolds for Writing Effective Language Objectives [Web]. Retrieved from www.scoe.org/files/kinsella-handouts.pdf

Texas Comprehensive Center at the Southwest Educational Development Laboratory. Eight Components of Sheltered Instruction [Web]. Retrieved from    http://chineseschoolde.wikispaces.com/file/view/siop.pdf

WIDA Consortium, L. (2008). WIDA’s Grade Level Cluster can do descriptors. Retrieved from www.wida.us/get.aspx?id=23

Week Three:

Cary, S. About Best Practices in Supporting English-Language Learners in Reading and Writing [Web]. Retrieved from http://www.benchmarkeducation.com/learning-environment/ell-english-language-learner-teaching-strategies--best-practices.html

Clayton County Public Schools. ESOL-English to Speakers of Other Languages-Strategies and Tips Retrieved from http://www.clayton.k12.ga.us/SecondLanguageLearning/esol/strategiestips.asp

Northwest Regional ESD. Best Practices for ELLs That work in all classrooms for all students. [Web]. Retrieved from http://ell.nwresd.org/ 

Week Four:

Colorin Colorado. Colorin Colorado ELL Starter Kit for Educators: Tools for Monitoring Language Skills [Web]. Retrieved www.colorincolorado.org/pdfs/guides/ellstarterkit.pdf

Educational Testing Service (2009). Guidelines for the Assessment of English Language Learners [Web]. Retrieved www.ets.org/ellguidelines

Lenski, S. D., Ehlers-Zavala, F., Daniel, M. C., Sun-Irminger, X. (2006). Assessing English-language learners in mainstream classrooms [Web]. Retrieved from http://www.madison.k12.in.us/MCSWeb/CSSU/ELL%20Resources/For%20ELL%20teac    hers/Assessing%20English-language%20learners.pdf

University of Wisconsin School of Education. Authentic Assessment Resources [Web]. Retrieved from http://www.uwstout.edu/soe/profdev/assess.cfm

Additional References

Alverman, D. & Phelps, S. (2005). Assessment of students. In P. Richard-Amato & M.A. Snow (Eds.),    Academic success for English language learners: Strategies for K-12 mainstream teachers. White Plains, NY: Longman.

Colombo, M. (2012) Teaching English Language Learners: 43 Strategies for Successful K-8 Classrooms. Thousand Oaks, CA: SAGE Publications, Inc.

Freeman, D. & Freeman, Y. (2007) English Language Learners: The Essential Guide New York, NY: Scholastic.

Hill, J. D. & Flynn, K. M. (2006) Classroom Instruction that Works with English Language Learners. Alexandria, VA: ASCD.

Himmele, P. & Himmele W. (2009) The Language-Rich Classroom: A Research-Based Framework for Teaching English Language Learners. Alexandria, VA: ASCD.

Rothenberg, C. & Fisher D. (2007) Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.

Sirja- Carrillo, R. (2011) How to Reach and Teach English Language Learners: Practical Strategies to Ensure Success. San Francisco, CA: Jossey-Bass.