Reading, Writing, & Learning Methods for ESL
TEAE 4020 / 5020 / 6020
3.0 credit hours
Course Description: TEAE 4020/5020/6020 is designed to build background knowledge regarding oral, reading, and writing development in English for K-12 English language learners. The course covers language acquisition theories, literacy development in the first and second language, classroom organization, teaching strategies, and instructional methods in reading and all content areas as well as assessment procedures for effective English language instruction in the PreK-12 classroom environment. The course is specifically designed to assist practicing classroom teachers in meeting the needs of English language learners and newly arriving immigrant students with varying levels of English language proficiency and varying levels of educational experiences. The course is not recommended for teachers of EFL (English as a Foreign Language) or Foreign Language teachers.
Course Objectives: As a result of completing the course, students will be able to:
Utilize various ESL methods, approaches, and strategies to facilitate second language background students' learning
Apply multiple approaches
to ESL instruction
Analyze, select, and modify curriculum and materials to facilitate learning
Acquire an awareness of
bilingual instructional methods
Identify and understand
the cultural aspects that impact ESL learners' success
Build an understanding of
L1 and L2 acquisition theories and the connection between the two
Explore and examine
program models for ESL and Bilingual education
Examine a variety of
assessment procedures
Develop appropriate, standards-based instructional methods that correspond with multiple forms of assessment for ESL students.
Prerequisites and Corequisities: None
Course Topics:
Unit 1 - Introduction to ESL Methods - Cultural /Differences, Intro to Assessment, Newly Arriving Immigrant, Types of Programs, Standards-Based Reform, and Sociocultural Factors
Unit 2 - Second Language Acquisition and Literacy Development - Language Proficiency Levels, Differences Between L1 and L2 Literacy Development, Age Factors, SLA Theories, Language Development, Literacy Practices, Current Issues in ESL Assessment Practices
Unit 3 - Assessment and Thematic Teaching in the ESL Setting - Overview of "Designer Methods," SDAIE, Group and Classroom Management Strategies for ESL, Thematic Instruction, Methods, Materials, and Literacy, Authentic Assessment Strategies and Tools, Building Student Profiles, Selecting Materials for ESL Instruction
Unit 4 - Oral Language Development - Perspectives in Oral Language Development, Differences Between L1 and L2 Oral Language Development, SLA Oral Proficiency, The SOLOM as a Tool for Assessment, and Techniques and Strategies for Promoting Oral Language Proficiency
Unit 5 - Emergent Literacy in the Second Language Learner - Early Literacy Development in L1 and L2, Differences in Literacy Patterns Among Cultures, Emergent Literacy and Readiness in L1 and L2, Strategies for Promoting Early Literacy and Biliteracy, Second Language Reading Development, Differences in Cultural Narratives and Structures
Unit 6 - Writing Development and the Second Language Learner - Process Writing in Two Languages, Phases of ESL Writing Development, Strategies to Promote Writing in the ESL Classroom, Use and Development of Writing Prompts to Promote Writing Development, Evaluation of Materials for Writing Instruction, Adaptations and Development of Writing Rubrics for ESL Students, and Assessment Practices with Portfolios
Unit 7 - Literacy, Literature, and Reading Development in ESL Students - Literature-Based Instruction, Developmentally Appropriate Literature and Texts, Connecting with Literature, Multicultural Literature and Use in the ESL Setting, Developing Vocabulary and Comprehension, Using Literature in Content Instruction to Promote CALP, Book Talks for BICS Development, Methods for Reading Instruction - A Balanced Approach - and Adaptations for ESL Instruction, Assessment of ESL Reading, and Multiple Strategies for Error Correction
Unit 8 - CALLA - The Cognitive Academic Language Learning Approach - Introduction to the CALLA Method, Appropriate Strategies for Proficiency Levels, Demands of Content Instruction in the Middle and High School, Language Learning Strategies Within Content Instruction (Developing Metacognitive Skills in Two Languages), Standards-Based Instruction, Assessment Techniques (Peer, Group, Individual), Developing Materials for CALLA Instruction, and Calla Sequence in Specific Subject Areas
Unit 9 - Home and Community Connection - Working with Non-English Speaking Parents, the Home Language Survey, Family Structures, Community Involvement, and the Parent-School Connection
Specific Course Requirements: The course content is divided into nine units of study. Related reading assignments as well as handouts for each unit will assist in understanding the material. The units consist of:
reading assignments,
online, web-based mini-research assignments,
asynchronous discussion via the Discussion Board,
materials OR assessment OR resource development, and
curriculum design.
All assignments are designed to
provide relevant information and application of knowledge within the Pre-K-12
classroom, therefore, students are required to complete an Action Research
Project as part of the course requirements. In order to successfully complete
the course, students should be familiar with specific software applications as
well as comfortable working within the online learning environment.
Textbooks, Supplementary Materials, Hardware and Software Requirements
Required Textbooks:
Please visit the Virtual Bookstore to obtain textbook information for this course:
Hardware Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_softwware.htm
Software Requirements:
The minimum requirements can be found at http://www.rodp.org/students/hardware_software.htm