This course addresses the relationship between first language acquisition and the acquisition of English as a second language (ESL). A study of the elements of language that work together to create meaning build a foundation of knowledge for candidates to most effectively address students’ (PK-12) literacy and learning needs. Close reading of research into understanding of how cultural groups and individual cultural identities affect language learning and school achievement. Includes introduction to language acquisition theory and the investigation into culturally responsive teaching. (Note- MAT candidates do not take this class.)

This course introduces the use and implications of English-language proficiency standards across the curriculum within sheltered or inclusion classrooms. It provides an understanding of language development (PK-12) within classroom contexts to maximize language-learning potential for all children. Candidates will investigate strategies for selecting the most appropriate formative and summative assessment tools, including a focus on analyzing data for instructional decision making relevant to levels of language proficiency. (Note- MAT candidates do not take this class.)

• Prerequisite(s): ENDR 555 with a grade of C or better (555 & 556 may be taken concurrently)

Addresses the relationship between first language acquisition and the acquisition of English as a second language (ESL). A study of the elements of language that work together to create meaning and build a foundation of knowledge for candidates to most effectively address students’ (PK-12) literacy and learning needs.

• Prerequisite(s): ENDR 555 and ENDR 556 with a grade of C or better

Explore strategies for promoting language development in English learners. Review and evaluate current English for Speakers of Other Languages (ESOL) and bilingual materials that reflect current teaching methods, including the use of technology. Critical reading in research-based programs, English-language proficiency standards, standardized test measures, and identification of assessment issues as they affect English learners. Course content ensures that educators are able to plan, implement, and assess programs designed for the optimal learning of all students in both pull-out and push-in models of instruction.

• Prerequisite(s): ENDR 555, ENDR 556 and ENDR 557 with grade of C or better

Examination of techniques and tools for assessing students’ oral proficiency, comprehension, and knowledge of academic content in their first and second languages. Investigation of the history of trends and attitudes toward English learners. English for Speakers of Other Languages (ESOL) and bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Focus on professional growth as an educator, including advocating for English learners in all school settings. 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.

• Prerequisite(s): ENDR 555, ENDR 556, ENDR 557 and ENDR 558 with a grade of C or better

Candidates observe and work with endorsed English for Speakers of Other Languages (ESOL) professionals and assist in teaching individual, small, or large groups of PK-12 students for at least 45 contact hours. Experience with school-based formative and summative assessments, interpretation of results and work with individualized learning plans occur under the guidance of endorsed school personnel. Observation and teaching hours may be distributed across different authorization levels.

• Prerequisite(s): ENDR 555, ENDR 556, ENDR 557 and ENDR 558 with a grade of C or better
• Required during last semester for ESOL program