EDUC 241 - Instructional Strategies for English Language Development

3 Credits: (3 lecture)

Course Description
This course addresses the general principles of how learners acquire a new language and establishes a framework for English Language Development (ELD). The adaptation of instructional and assessment strategies for teaching students whose first language is not English will be emphasized. Students must conduct a minimum of five hours of observation in a PreK-12 setting and reflect upon their experiences.

Text
Peregoy, S. F., & Boyle, O. F. (2024).  Reading, writing and learning in ESL: A resource book for teaching K-12 English learners (8th ed.). Boston, MA: Pearson. 

Objectives
The student will be able to: 

A. Evaluate a variety of methods for English Language Development. 

B. Apply theories related to teaching English Learners in PreK-12 learning environments. 

C. Discuss the impact of socio-cultural factors on English Language Development and teaching. 

D. Explain the difference between the process of first and second language acquisition. 

E. Describe the influence of native language on English Language Development. 

F. Identify federal and state laws affecting English Learners. 

G. Apply English Language Development Standards for English Learners to instructional design and assessment. 

H. Create instructional and assessment strategies for English Language Development across multiple content areas with a focus on reading, spelling and vocabulary; within the context of a Multi-tiered System of Support (MTSS) framework. 

I. Demonstrate fundamental knowledge related to the intersection of special education and teaching English Learners. 

J. Utilize identified technological resources related to English Language Development. 

K. Examine one’s personal philosophy of education and pedagogy, as guided by observation experiences.   

 

Content
A. Language acquisition  

B. History and culture of English Learners  

C. Fundamentals of bilingual education, including policies, laws, and practices 

D. English Learners vs. Culturally Linguistically Diverse (CLD) 

E. Strategies to instruct English Learners  

F. Communication modalities and technology related to English Language Development 

G. Teaching English as a Second Language (TESOL) methods 

H. Home to school connection and collaboration 

I. Addressing English Learners with exceptionalities 

Student Evaluation
A. Exams, quizzes, assignments, reflection journals addressing observation hours 

B. Exams, quizzes, assignments, reflection journals addressing observation hours 

C. Exams, quizzes, assignments, reflection journals addressing observation hours 

D. Exams, quizzes, assignments 

E. Exams, quizzes, assignments 

F. Exams, quizzes, assignments 

G. Exams, quizzes, assignments 

H. Assignments 

I. Exams, quizzes, assignments 

J. Exams, quizzes, assignments 

K. Reflection journals addressing observation hours Bibliography
Garcia, O., & Kleifgen. J. A. (2018). Educating emergent bilinguals: Policies, programs, and practices for English Learners. New York, NY: Teachers College Press.  

Gottieb, M. (2016). Assessing English Language Learners: Bridges to education equity. Thousand Oaks, CA: Sage.  

Nemeth, K. N. (2012). Basics of supporting dual Language Learners: An introduction for educators from birth through age 8. Washington, DC: NAEYC.  

Rea, D. M., & Mercure, S. P. (2006). Research-based strategies for English Language Learners: How to reach goals and meet standards, K-8. Oxford: Heinemann.