Methods and Materials for Teaching English to Speakers of Other Languages (ESOL)

Syllabus

 

(This course meets the North Georgia College and State University graduate credit requirements for

EDUC: 5022 – Methods and Materials for Teaching ESOL)

 

Course Description

 

This course is ideal for ESOL educators and classroom teachers working with students for whom English is a second or other language. Course participants will explore the relationship of culture to language learning as well as ways to support learners’ adaptations to new schools and settings. Increased knowledge of language acquisition and function will help course participants refine curriculum structures and instructional strategies that support effective language learning.

 

Competencies

 

Upon completion of this course, participants will be able to:

1.    Promote culturally and linguistically responsive classrooms and instructional practices;

2.    Understand policies and regulations related to English Language Learners (ELL’s) and accountability measures;

3.    Discuss assessment of ELLs’ academic progress and English language acquisition and use assessment tools to inform instruction;

4.    Review and apply components of language learning frameworks to curriculum design; left text in red temporarily so that

5.    Draw from a repertoire of teaching techniques useful for language learners in elementary, middle or high school grades in the areas of oral language development, transitions to print, reading and writing for purpose, integration of content, and use of technology, including video, audio, print, electronic mail, and multimedia software; and

6.    Apply strategies to adapting grade-level, content area instruction to include culturally and linguistically different students as well as gifted and special education ELLs.

 

Materials

 

All materials are accessed via the CaseNEX website http://www.casenex.com using the PIN provided and the user name/password you create.

 

All readings listed can be found by going to the Virtual Library and looking under the case you are reading that session. When pdf files are linked, we recommend printing them for easier reading.

 

If you do not have the following software, please download each from the given sites. You will find detailed instructions under the ‘Tutorials’ link.

 

http://www.real.com/realone/index.html?src=player_redct

 

 

http://www.apple.com/quicktime/download

Cases Used

 

 

Click here for course requirements and grades.

 


 

Course Schedule

 

Typical course sessions run from Sunday morning through Saturday at midnight. Specific session dates may be found by clicking on Syllabus on the top menu bar.  Course participants should read both the case and assigned readings prior to joining the online discussion. Participation in the discussion should be ongoing throughout each course session. For typical courses, final discussion postings, journals, and workbook assignments are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


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Introductory Session

Exploring the CaseNEX Site

 

Complete these tasks prior to the beginning of Session 1.

 

Readings

 

Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook assignments where appropriate.

 

Discussion

 

Post one entry introducing yourself to your classmates.  You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer)

 

Journal

 

Reflect on your most recent challenge related to teaching ESOL students. (100 words or fewer)

 

Note

 

Use CaseMail to send a note to your instructor stating that you will be taking this course.  To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Click on the instructor’s name and then compose your message and hit ‘Post Message.’

 

 

 

 

 

 

 

 

 


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Session 1

Understanding Standards and High-Stakes Testing for English Language Learners (ELLs)

 

Case                

Match Makers

 

Readings

 

Discussion

 

What do you think the consequences of NCLB testing and meeting AYP are for the ESOL teacher and students in the Match Makers case? How might these issues impact instruction? How might the perspective of the mainstream teacher be influenced by the inclusion of LEP students’ scores in test reports?

 

Journal

 

How has the No Child Left Behind legislation affected ESOL students? Consider at least three different consequences of NCLB on ESOL students. Drawing upon the knowledge from this session’s readings, focus on one ESOL student you know. Describe testing accommodations you feel would provide the most accurate picture of his/her content knowledge and be most helpful in supporting learning.

 

Workbook Assignment

 

None this session.

 

 

 


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Session 2

Making Assessment Meaningful for ELLs

 

Case                

Match Makers

 

Readings

-       Christine Beard

-       Daniel Duke

 

Discussion

 

Should ESOL students like Marta and Allen be included in high-stakes standardized tests? How might their English acquisition needs be balanced with test pressures? What actions might their teachers take to provide meaningful assessment and learning opportunities for them that support their language acquisition and academic progress?

 

Journal

 

Reflect upon the consequences of external factors on testing results for a particular student you know (socio-cultural issues, socioeconomic status, etc.). How are these factors further complicated when dealing with English language learners? What actions can educators take to support students and address these variables?

 

Workbook Assignment

 

Evaluating and Supporting Language Acquisition

 

Focus on one ELL you know and the “ESL Standards” reading. Evaluate this student’s progress in English language acquisition using the standards as a guide. Select goal 1, 2, or 3 as your focus, and suggest strategies you might use to help this student progress to the next standard within that goal. Use the 5-Step Method to frame your analysis and suggest instructional opportunities that you will provide to support this student’s progress. Address each of the 5-Steps in turn, referring to the Course Tutorial and the Case-Analysis Rubric to guide your thinking.

 

Due by the end of Session 3.


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Session 3

Using Authentic Assessments to Inform Instruction

 

Case                

What Do You Expect

 

Readings

 

Discussion

 

Which of the reading assessment strategies from the “Effective Practices” reading might be appropriate for assessing Marcos’s reading progress? Based upon knowledge gained from the readings, which other assessment strategies might help his teachers gain a clear picture of his abilities in other subjects? What actions might they take to modify these assessment approaches to better target Marcos’s particular needs?

 

Journal

 

Based on your knowledge from the readings and your professional experience, describe one assessment task you believe to be appropriate for an ELL with whom you currently work. Describe what you see as its strengths and identify actions needed to implement it. Then, reflect upon your choices from this student’s perspective.

 

Workbook Assignment

 

Evaluating and Supporting Language Acquisition assignment is due by the end of this session.

 


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Session 4

Understanding and Addressing Literacy Issues for ELLs

 

Case                

What Do You Expect

 

Readings          

 

Discussion

 

What issues are raised by the criteria the fifth grade team at Lakedale Elementary School used to select students for participation in its remediation program? What information do you think the teachers should consider when making selections for the after-school reading remediation program?

 

Critics claim that placing students in remediation programs lowers expectations and self-esteem for those students and is not worth the expense. Are ESOL students better served with or without remediation programs? Explore various perspectives on this topic, including those of students, teachers, families, and community members.

 

Journal

 

How do the literacy development needs of ESOL students differ from those for whom English is a first language? In which ways are the needs similar? Based upon your knowledge from the readings and your professional experience, propose actions educators might take to address the issues you’ve identified. What might be the short and long-term consequences of implementing these actions?

 

Workbook Assignment

 

None this session.

 

 

 


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Session 5

Applying ESOL Strategies to Content Instruction

 

Case                

None this session.

 

Readings 

http://www.cal.org/resources/digest/rodgers.html

http://exchanges.state.gov/forum/vols/vol38/no2/p2.htm

http://www.casenex.com/casenet/pages/virtualLibrary/Readings/ESOL_Resources.htm

 

Discussion

 

Share feedback on the ESOL Resources page with other course participants. Which sites do you find most useful? What criteria do you use to evaluate Web sites? How might the use of technology help support ESOL students? What other Internet resources have you found useful? Use this time to share on this session’s Thematic Unit Plan assignment, and consider students’ perspectives as you make recommendations and propose actions.

 

Journal

 

Describe three teaching strategies new to you from the readings and possible consequences – both positive and negative -- of implementing them in your classroom. Describe any issues that might arise for you and your students. What might their perspectives be on the strategies you’ve chosen?  What actions might you take to overcome any obstacles that arise?

 

Workbook Assignment

 

Thematic Unit Plan

 

Choose a grade level and content area that you are working with now or plan to work with in the future and create a short (three lesson) thematic unit for a class that includes ESOL students. Within your unit plan, address instructional methods for teaching content, literacy, language acquisition, cultural diversity, and use of technology. Apply at least three different methods from this session’s methodology readings in addition to knowledge gained throughout this course. Use the links from the ESOL Resources reading for additional ideas.

 

For the unit, describe the students, grade level, content, languages spoken, and any other relevant information.  For each of your three lessons, be sure to address each of the following items:

 

·       Goals and objectives, including state standards if appropriate;

·       Grouping of students;

·       Materials;

·       Procedures;

·       Assessment (informal or formal); and

·       Rationale for your choices.

 

 

Note: See related Workbook Assignment in session 6.

 

Finally, focus on the ELL you evaluated in the Evaluating and Supporting Language Acquisition assignment (or use one of the students featured in the case studies). Describe how your unit will support this student’s needs. You may focus on instruction, assessment, or any other area that will support the student in question.

 

Due by the end of Session 8.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Session 6

Adapting Instruction for Linguistically Diverse Students

 

Case                

Ready or Not

 

Reading            

 

Discussion

 

Focus on the perspectives of the people in this case. If you were Anna, what might be your reaction to Family Literacy Day? What might you think if you were Joey? What are the perspectives of the other stakeholders in the literacy level of students at Jeffers Elementary School? Which strategies from this week’s reading might be incorporated into the Family Literacy Day to improve its outcome?

 

Journal

 

Accommodating multiple levels of language and literacy within a classroom can present a challenge. Using your knowledge from the reading and from personal experience, what are some strategies you could use to address the needs of linguistically different students? What actions might a teacher take to address the students’ spoken language development?

 

Workbook Assignment

 

Addressing Multiple Language Levels

 

Choose a grade level and content area that you currently teach or will be teaching in the future. Design a lesson that would accommodate cultural diversity and multiple levels of language and literacy within a classroom. In your lesson, address at least three of the following: oral language development, transitions to print, reading and writing for purpose, integration of content, and use of technology – video, audio, print, electronic mail, and multimedia software. You may choose to align this lesson with your theme and use it as one of the 3 lessons within your Thematic Unit Plan assignment.  Implement this lesson and reflect upon it before the due date.

 

Be sure to include the following information:

·       Description of classroom, students, grade level, content, languages spoken, and any other relevant information;

·       Goals and objectives, including state standards if appropriate;

·       Grouping of students;

·       Materials;

·       Procedures;

·       Assessment (informal or formal);

·       Rationale for your choices; and

·       Reflections on your implementation of this lesson.

 

Due by the end of Session 8.

 

 

 

 


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Session 7

Serving LEP Gifted Students

 

Case                

Melting Pot: Teaching LEP Gifted Students

 

Readings          

 

Discussion

 

Focusing on the case, speculate about possible short- and long-term consequences the group's decision may have on Platte and his classmates. Which current trends or practices seem most promising in identifying or serving culturally diverse gifted learners like Platte? What actions might the group take to better meet Platte’s needs?

 

Journal

 

Based upon your professional knowledge and that gained from this session’s readings, describe the unique needs of ESOL/gifted students. What issues arise in identifying and serving this population? Focus on an ESOL student in your school who shows gifted characteristics. What actions might faculty members in your school take in order to better match your gifted program or classroom instruction to this student’s needs?

 

Workbook Assignment

 

None this session.

 


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Session 8 

Collaborating to Strengthen Language Learning

 

Case                

Deming, New Mexico

 

Readings          

 

Discussion

 

Paulette Quarrell mentions teaming with other teachers in the Deming, New Mexico case. She also describes her efforts to connect home and school through her writing assignments. Based upon your personal and professional experiences and knowledge presented in the readings, how might Paulette involve families in the writing project featured in the case? How might she address the issues raised in the “English Only Movement” reading for the ELLs in her class?

 

Journal

 

Focus on your professional setting and collaboration between you and your colleagues. Describe the issues you face when working to support ELLs in your school. What are the similarities between your situation and the issues raised in the “Collaboration Between General and Special Education Teachers” reading? Brainstorm a list of actions you might reasonably take in the next month or so to address the issues you face. Describe what might be the consequences of each, and then rank them in order from the most to the least favorable.

 

Note                 

 

Remember to complete the online course evaluation which can be found under Class Materials on the menu bar.

 

Workbook Assignment              

 

Thematic Unit Plan and Addressing Multiple Language Levels assignments are both due by the end of this session. If you are including the Addressing Multiple Language Levels assignment within your Thematic Unit Plan, please be sure to note this in your Workbook for your instructor.