This course will provide an overview of instructional methods to teach content and language to English Language Learners (ELL’s) for supportive school personnel. Second language acquisition and program models for serving ELLs will provide context and rationale for the instructional methods discussed. Course participants will also discuss the alignment of assessment to instruction, and assessment considerations for English Language Learners. This course is specific to the Speech-Language Pathology program.

This course provides an introduction to the historical, political, social and cultural issues that affect culturally and linguistically diverse students in schools. Global migration, international educational programming, and policies regarding education for English language learners are studied. Current theories regarding second language acquisition and specific program models are examined for their impact on students and families. Candidates complete 25 hours of field experience in a K-12 ESL, EL or bilingual classroom setting.

The dimensions of language acquisition especially as it relates to first and second language acquisition are introduced. Phonetics, phonology, morphology, syntax, semantics, discourse, and pragmatics and their implications for ESL and bilingual teachers are explored. Linguistic varieties, sociolinguistics, and language diversity are discussed, particularly in relation to English Language Learners.

The selection, administration and interpretation of measurement instruments for bilingual and English language learners is the focus of this course. Language proficiency, academic achievement, mandated norm and/or criterion referenced assessments, and their appropriate uses are considered, including test in students’ primary language. Fairness and equity in test selection, administration and interpretation are addressed. State and national standards for content and language proficiency, the assessment of those standards at the state and classroom levels, and the implication for student placement and instruction are examined. Candidates complete 25 hours of field experience in a K-12 ESL, EL or bilingual classroom setting.

This course will provide an overview of instructional methods to teach content and language to English Language Learners (ELL) for supportive school personnel. Second language acquisition and program models for serving ELLs will provide context and rationale for the instructional methods discussed. Course participants will also discuss the alignment of assessment to instruction, and assessment considerations for English Language Learners.

This course prepares teachers in the methodology to teach content and language to English language learners. Historical and current program models and the pedagogy of teaching ELL’s are examined. Candidates will prepare units based on these models, applying state and national standards and using appropriate assessment strategies. Candidates complete 25 hours of field experience in a K-12 ESL, EL or bilingual classroom setting.

This course prepares teachers to use effective methods and materials for native language instruction (L1) to teach P-12 academic content to English language learners. Historical and current program models in the use of native language instruction for teaching academic content are examined. Strategies for teaching and supporting biliteracy are discussed. Candidates will prepare units to meet the needs of a variety of bilingual learners while addressing state and national content standards in mathematics, science and social studies. This course is open to teachers who speak another language in addition to English and is part of the required sequence for the Bilingual Endorsement by ISBE.

The impact of culture on society and the educational system, and the importance of culture in addressing the educational and social needs of immigrant students and English language learners (ELLs) are examined. The dual processes of acculturation and cultural conflict are explored as they relate to learning styles, academic, and behavioral expectations. Participants will develop strategies for designing culturally relevant and culturally sustaining learning opportunities to foster the academic success of diverse groups in a multi-language, multi-ethnic learning community. Candidates complete 25 hours of field experience in a K-12 ESL, EL or bilingual classroom setting.