ENLE - English as a New Language

This course provides an introduction to the historical, political, social, and cultural issues that affect the instruction of culturally and linguistically diverse students in American schools. The theoretical background regarding first and second language acquisition is examined, as well as the relationship between language acquisition and language learning. Various program models and instructional strategies using first and/or new languages are presented. Global migration, international educational programming, and policies regarding education for English language learners are studied and evaluated in consideration of current research in the field.

This course prepares pre-service candidates to design content and language instruction for English language learners. Historical and current program models for providing service to ELLs and accompanying pedagogy are examined. Candidates will prepare instructional units based on these models, investigate and apply state and national standards, and design appropriate instructional and assessment strategies using best practice in the instruction of English language learners.

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 are examined. Strategies for teaching and supporting biliteracy are introduced. 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. 

Language proficiency, academic achievement, mandated norm, and/or criterion referenced assessments, and their appropriate uses with English language learners are introduced, including tests in students’ primary language. Fairness and equity in test selection, administration, and interpretation, and concepts of validity and reliability are discussed. State and national standards for content and language proficiency and the assessment of those standards at the state and classroom levels are examined.

The importance of culture in addressing the educational and social needs of children from a diverse background, especially English language learners (ELLs) and immigrant children are examined. Issues related to cultural assimilation and cultural conflict are explored, and pre-service teachers are asked to reflect on their own beliefs, cultural backgrounds, and intercultural experiences. 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. Stereotypes, prejudice, bias, and approaches for advocating for ELLs and their families are also explored.