500

This course provides an introduction to the historical, political, social and cultural issues that affect culturally and linguistically diverse students in schools. Local, state and federal policies regarding entitlement and appropriate services for English language learners are studied. Current theories regarding second language acquisition and specific program models are examined for their impact on student achievement.

The dimensions of language acquisition especially as it relates to first and second language acquisition are introduced. Phonetics, phonology, morphology, syntax, semantics and communicative competence and their implications for ESL and bilingual teachers are addressed.

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. Fairness and equity in test selection, administration and interpretation are addressed. State and national standards for content and language proficiency and the assessment of those standards at the state and classroom levels are examined.

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.

This course prepares teachers to use 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 as well as sheltered English strategies for teaching academic content are examined. Candidates will prepare units to meet the needs of a variety of English language levels 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 learning opportunities to foster the academic success of diverse groups in a multi-language, multi-ethnic learning community.