Methods and Materials for Teaching English to Speakers of Other Languages (ESOL)
Syllabus
Course Description
Methods and Materials for Teaching English to Speakers of Other Languages (ESOL) aims to support candidates in studying, applying, and reflecting on knowledge of how language works and is learned; the relationship of culture to language learning, and to learners’ adaptation to new schools and settings; ways of structuring curricula and instruction; and strategies for developing the classroom learning community and providing effective language teaching and learning.
Course participants will develop instructional and leadership skills needed for teaching ESOL. Participants will reflect upon how these concepts drive instructional practices in today’s challenging classroom environment. Using the cases as a launching point, teachers will be given the opportunity to participate in on-line discussions regarding beliefs, best practices, challenges, current research, and ways to apply them to their own teaching practice.
Competencies
Upon completion of this course, participants will be able to:
- use strategies for continuing a collegial learning community beyond this course and for creating such communities in home, schools and classrooms (Standards II, VII);
- promote culturally and linguistically responsive classrooms in areas of:
- adapting the classroom physical/social environments to include learners of English
- developing a multicultural, cooperative classroom community
- building connections among the home, school, and community (Standards II, IV, VII);
- apply notions of what components characterize a curriculum framework for language learning for children and the process for curriculum development by creating integrated thematic units organized in accordance with a knowledge framework and targeting state and district standards (Standards VI, VIII); left text in red temporarily so that
- draw from a repertoire of language assessment and teaching techniques useful for language learners in elementary, middle or high school grades in the areas of oral language development, transitions to print, reading and writing for purpose, integration of content, and use of technology, including video, audio, print, electronic mail, and multimedia software (Standards III, V, VI, IX);
- apply those strategies to adapting grade-level, content area instruction to include culturally and linguistically different students (Standards VI, VII, X); and
- assess potential for computer software, networking arenas and published materials applicable for ESOL students (Standard IX).
Materials
All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create.
All readings listed can be found by going to the Virtual Library and looking under the case you are reading that week. When pdf files are linked, we recommend printing them for easier reading.
If you do not have the following software, please download each from the given sites. You will find detailed instructions under the ‘Tutorials’ link.
- RealPlayer:
- Adobe Reader:
- QuickTime:
Cases Used
- Deming, New Mexico
- Match Makers
- Melting Pot: Teaching LEP Gifted Students
- Ready or Not
- What Do You Expect
Course Requirements and Grades
Close reading of all assigned materials is expected prior to beginning other course requirements listed for each session. Please make every effort to complete assignments by the due date. If you are turning in an assignment late, you must email your instructor to inform him/her that a late assignment has been posted. Points will be deducted from late work at the instructor’s discretion.
Please note: Substitution of coursework is not allowable in securing the ESOL endorsement. A student must begin and complete the required courses in the same program.
Introductory Session (2 points) – Students completing the outlined requirements of the introductory session can earn 2 bonus points. The Journal and Discussion in this session do not count as one of your required Journals or Discussion participation.
Discussion (60 points) - Informed participation in online Discussions led by the course instructor is required. Discussion topics will be posted each session by your instructor. Participation should not be limited to simply answering the instructor’s question. Instead, discussions should follow an ongoing process of reviewing and responding to classmates’ and instructor’s comments in a dialogue fashion. Discussion postings should include application of the session’s readings to the issues raised in the discussion prompt.You should log into and participate in the discussion at least three separate times each session. (Please note, your class discussion can be found under the ‘Discuss’ tab on the top menu bar. The ‘Discuss this Case’ link found within a specific case is a ‘global’ discussion area where you can interact with students in other classes. For the purpose of your class discussion assignments, please use the top menu bar.) Students are required to participate in all 10 topics of Discussion and may earn up to 6 points per session for a total of 60 possible points.
Journal(56 points) – Completion of reflections based upon personal and professional experiences, case readings, and Journal prompts is required. These reflections are to be completed in your online Journal and should use components of the five-step case analysis process as indicated in the prompt. To access your Journal, click on the “Journal” button. This entry can only be viewed by you and your instructor. Students are required to complete 8 journals from a choice of 10. Each Journal is worth a maximum of 7 points for a total of 56 possible points. The two journals not chosen may be used with prior instructor permission only for make-up or substitution points for a struggling student under unusual circumstances (for example, serious health problem or other family emergency). All Journals have a suggested length of 250 words. See the Case Analysis Rubric under Course Tutorials for details on how your Journal will be evaluated.
Workbook (75 points) – The Workbook is intended as a place to apply course concepts to your unique school situation. Students are required to complete three Workbook Assignments as noted in the syllabus. Each Workbook is worth 25 points, for a total of 75 possible points. See the Workbook Assignment Rubric under Course Tutorials for details. Workbooks are accessed from the Talking to Each Other menu. Post your Workbook Assignment there following the directions given. (Note: If your Workbook includes images, charts, tables, or other complex formatting, please work in a word processing program and then attach your work to this area. This will ensure that all formatting stays intact). When citing sources, be sure to reference them appropriately using APA style. (See APA Style.org, Electronic References
Total points: 191
Students must earn a B- or higher in order to receive professional development credit. The point distribution is noted below:
A+187-191
A180-186
A-172-179
B+168-171
B160-167
B-153-159
Course Schedule
Typical course sessions run Sunday morning through Saturday at midnight. Course participants should read both the case and assigned readings prior to joining the online discussion. Participation in the discussion should be ongoing throughout each course session. The initial discussion posting is due by Tuesday at midnight. Please reply to all other posting by midnight Saturday.You are not allowed to submit late assignments. Please contact your instructor in the event of extenuating circumstances. For typical courses, final discussion postings, journals, and workbook assignments are due by Saturday at midnight unless otherwise noted. Please see the newsflash for any alterations of the course schedule posted by your instructor.
Class Policy
Summaries, paraphrases, and direct quotations must be cited correctly in APA format in order to avoid being accused of plagiarism. It is the responsibility of the participant to know correct APA format*, or to learn it, if necessary. Course participants will not receive credit for any plagiarized assignments, nor can these assignments be reworked for a better grade. Further, course participants who habitually submit plagiarized work could be removed from the ESOL Endorsement Program.
*See APA Style.org, Electronic References
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Introductory Session
Exploring the CaseNEX Site
Complete these tasks prior to the beginning of Session 1.
Readings
Read the “Course Tutorial” linked from the TUTORIAL menu, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. These rubrics will be used by your instructor throughout the course to evaluate your Journal entries, Discussion responses, and Workbook Assignments where appropriate.
Discussion
Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer)
Journal
What do you find inspiring and challenging about your work in education? (100 words or fewer)
Note
Use CaseMail to send a note to your instructor stating that you will be taking this course. To do so, click on CaseMail on the top menu bar and then ‘Click here to create a new message.’ Use the marked link to look up an address. Continue linking down until you see the class list. Click on the instructor’s name and then compose your message and hit ‘Post Message.’
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Session 1
Standards and High Stakes Testing for ELs, Part I
Case
Match Makers
Readings
- English Language Learners and High-Stakes Tests: An Overview of the Issues
- Georgia ELL Testing Accommodations (2012-2013 ESOLResource Guide p. 37)
- WIDA Standards for Pre-K-12 Students
- NCLB Provisions Ensure Flexibility and Accountability for Limited English Proficient Students
Discussion
What do you think the consequences of NCLB testing and meeting an AYP would be for the ESOL teacher? How would these issues impact instruction? How would the perspective of the mainstream teacher be influenced by the inclusion of ELs’ scores?
Journal
How has the No Child Left Behind legislation affected ESOL students? Consider at least three different consequences of NCLBon ESOL students. Drawing upon the knowledge from this week’s readings, focus on one ESOL student you know. Which testing accommodations do you feel would provide the most accurate picture of his/her content knowledge and be most helpful in supporting that student’s learning?
Workbook Assignment
None this session
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Session 2
Standards and High-Stakes Testing for English Learners (ELs), Part II
Case
Match Makers
Readings
- Norm-Referenced Achievement Tests
- Georgia EL Assessments (GADOE Title III Resource Guide p. 37)
- Georgia ELL Assessment of Student Eligibility (W-APT) (GADOE Title III Resource Guide pp. 23-36)
- Georgia Department of Education: Standards, Instruction, and Assessment
- Examine the Christine Beard and Daniel Duke Critical Perspectives (under the class materials menu)
Discussion
Should ESOL students like Marta and Allen be included in high-stakes standardized tests? Provide a rationale for your response. If you believe they should be included, what special accommodations (if any) should be made for them? If you believe they should not be included, how would you ensure accountability for their academic progress?
Journal
What are the consequences of external factors on testing results for a particular student (social, socioeconomic status, etc.)? How are these factors further complicated when dealing with an English Language Learner? What action, if any, can school systems take to minimize or control these variables?
Workbook Assignment
None this session
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Session 3
Literacy Issues for ELs
Case
What Do You Expect
Readings
- Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children
- Using Cognitive Strategies to Develop English Language and Literacy
Discussion
What issues are raised by the criteria the fifth grade team at Lakedale Elementary School used to select students for participation in its remediation program? What information do you think the teachers should consider when making selections for the after-school reading remediation program?
Critics claim that placing students in remediation programs lowers expectations and self-esteem for those students and is not worth the expense. Are ELs better served without remediation programs? Explore various perspectives on this topic, including those of students, teachers, families, and community members.
Journal
How do the literacy development needs of ELs differ from those for whom English is a first language? In which ways are the needs similar? Based upon your knowledge from the readings and your professional experience, propose actions educators might take to address the issues you’ve identified.
Workbook Assignment
None this session
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Session 4
Classroom Assessment
Case
Match Makers
Readings
- Practical Ideas on Alternative Assessment for ESL
- Effective Practices for Assessing Young Readers
- How Classroom Assessments Improve Learning
- Authentic Assessment Toolbox
Discussion
Which of the reading assessment strategies from the Effective Practices reading might be appropriate for assessing Marta’s and Allen’s reading progress? Which other assessment strategies might help their teachers gain a clear picture of their abilities in other subjects? What actions might their teachers take to modify these assessment approaches to better match Marta’s and Allen’s particular needs?
Journal
Based on your knowledge from the readings and your professional experience, describe one assessment task not used by Jennifer that would have been appropriate for Suzanne and Marta in the case "Match Makers." Describe what you see as its strengths and identify actions needed to implement it.
Workbook Assignment
None this session
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Session 5
Serving ELL Gifted Students
Case
Melting Pot: Teaching ELL Gifted Students
Readings
- Infusing Multicultural Content into the Curriculum for Gifted Students
- Building a Bridge: A Combined Effort Between Gifted and Bilingual Education
- Identifying and Serving Recent Immigrant Children Who Are Gifted
Discussion
Focusing on the case, speculate about possible short- and long-term consequences the group's decision may have on Platte and his classmates. Which current trends or practices seem most promising in identifying or serving culturally diverse gifted learners like Platte? What actions might the group take to better meet Platte’s needs?
Journal
Based upon your professional knowledge and that gained from this session’s readings, describe the unique needs of ESOL/gifted students. What issues arise in identifying and serving this population? Focus on an ESOL student in your school who shows gifted characteristics. What actions might faculty members in your school take in order to better match your gifted program or classroom instruction to this student’s needs?
Workbook Assignment
None this session
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Session 6
Instruction for Linguistically Diverse Students
Case
Ready or Not
Reading
- Supporting the Development of English Literacy in English Language Learners: Key Issues and Promising Practices
- ESOL Resources
Discussion
Focus on the perspectives of the people in this case. If you were Anna, what might be your reaction to Family Literacy Day? What might you think if you were Joey? What are the perspectives of the other stakeholders in the literacy level of students at Jeffers Elementary School? Which strategies from this week’s reading might be incorporated into the Family Literacy Day to improve its outcome?
Journal
Accommodating multiple levels of language and literacy within a classroom can present a challenge. Using your knowledge from the reading and from personal experience, what are some differentiation strategies you could use to address the needs of linguistically different students? What actions might a teacher take to address the students’ spoken language development?
Workbook Assignment
Thematic Unit
Create a 5 lesson thematic unit targeting at least three of the following: oral language development, transitions to print, reading and writing for purpose, integration of content, or use of technology – video, audio, print, electronic mail, and multimedia software. Apply at least three different ESOL methodologies in your lessons. Be sure to include the following information in your plans:
- Description of classroom, students, grade level, content, languages spoken, and any other relevant information;
- Goals and objectives, including content, language acquisition goals, and state standards if appropriate;
- Grouping of students;
- Materials;
- Procedures;
- Assessment (informal or formal); and
- Rationale for your choices
Click HERE for the Lesson Plan Template
Due by the end of Session 8
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Session 7
Applying ESOL Strategies to Teaching Content
Case
None this session
Readings
- Language Teaching Methodology
- The Future of Language Teaching Methodology
Discussion
Share feedback on the ESOL Resources page with other course participants. Which sites do you find most useful? What criteria do you use to evaluate Web sites? How might use of technology help support ESOL students? What other Internet resources have you found useful? Use this time to share ideas and support each other’s work on your Thematic Unit plans.
Journal
Describe three teaching techniques new to you from the readings and possible consequences – both positive and negative -- of implementing them in your classroom. Describe any issues that might arise for you and your students. What might their perspectives be on the techniques you’ve chosen? What actions might you take to overcome obstacles that arise?
Workbook
Exploring Cultures
Select one cultural group to explore. Research that group’s history (you may want to focus on one historical event), literature, art, music, geographic distribution, contemporary lifestyle, and related issues. Design two lessons for your students to engage them in this content. Post the following items for each lesson: