Choosing the most appropriate informal and formal assessment tools and analyzing the data for instructional decision making relevant to levels of language proficiency will focus the course. Techniques and tools for assessing students’ oral proficiency, comprehension, and knowledge of academic content in their first and second languages are also examined in this course.

This course examines the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological, social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory including cognitive implications of the decline of the first language. The course also explores the distinction between language difference and disabilities and provides an overview of legal issues pertaining to second-language learners and special and gifted education students from a variety of language contexts.

This course introduces the use and implications of English-language proficiency standards across the curriculum within sheltered or multi-lingual classrooms. It provides an understanding of language development (PK-12) within classroom contexts to maximize language-learning potential for all children and ensure respect for communities whose languages differ from standard school English. Practical techniques for working with parents and varieties of cultures will be explored as well as direction for preparing and managing instructional assistants within a range of classroom contexts.

This course explores strategies for teaching language development to LEP students. Candidates review and evaluate current ESOL and bilingual materials that reflect current ESOL and bilingual teaching methods including the use of technology. It provides critical reading in research-based programs, English-language proficiency standards, and standardized test measures. Course content ensures that educators are not only able to plan and implement programs designed for the optimal learning of all students, but it also gives educators the tools to advocate for equity in their schools and school communities.

The dynamic relationship between one’s personal experience as a language user and one’s understanding of the reading process are explored as candidates analyze the major theories and history of literacy development (PK-12). A study of the elements of language (phonology, morphology, syntax, semantics, pragmatics and classroom discourse) that work together to create meaning build a foundation of knowledge for candidates to most effectively address students’ (PK-12) literacy and learning needs. The linguistic features of oral and written communication and the socio-psycholinguistic factors affecting language development within the context of a variety of classroom reading models are examined. This course addresses the relationship between first language acquisition and the acquisition of English as a second language.

Emphasis on informing writing instruction grades K-12 using holistic and analytical writing assessment and instructional strategies. Hands on analysis of actual student writing and a framework for designing a writing curriculum will be explored. Emphasis on teaching writing to English Language Learners.

This course introduces English-language proficiency standards and how they may be applied through non-fiction and fiction in multiple forms of text written in both English and Spanish. Candidates are introduced to literature that engages the interests and addresses the educational needs of ELL readers. Through the exploration of dual language texts strategies for incorporating these texts into the curriculum frameworks of the school reading program are examined. Candidates also investigate how to effectively utilize technology and professional resources in classrooms where multiple languages are spoken.

Students observe and work with endorsed ESOL professionals and assist in teaching small groups of readers for 90 hours. Experience with school-based assessment, interpretation of results and work with individualized learning plans occur under the guidance of the practicum supervisor. Observation and teaching hours may be distributed across different authorization levels.

• Required during last semester for ESOL program