Syllabus

Master of Science in Education

EDU 747: Literacy for English Language Learners – Summer B 2024

Credits - 3

Description

This course will focus specifically on meeting the needs of students whose native language is not English. Topics will include sociocultural factors, second language acquisition and development, emergent and experienced reading and writing development for English learners, multiple test sources, text analysis, process writing, conversational, academic, and content language considerations, assessment types and techniques, language arts resources, and effective instructional strategies and models. This course will help prepare future Reading Specialists to work with this growing population and to support teachers who have students from different linguistic backgrounds.

Materials

Learning Objectives and Outcomes

The objectives for this course correspond with ILA Standards for the Preparation of Literacy Professionals 2017 and InTASC Model Core Teaching Standards, as listed below. In addition, student learning outcomes supporting the course objectives will be specified at the beginning of the week for each module. 

Outcomes	INTASC STANDARDS	ILA STANDARDS
Students will create discussion board posts in order to be active and contributing members of a collaborative learning community to learn how issues related to English language learners affect teaching and learning.	Standards 1 (c, g, k), 2 (d), 3 (f, q), 9 (b, l, m) and 10 (b, f, n, r)	Standard 6: Professional Learning and Leadership
Students will develop and support instruction in the 4 language domains for English language learners.	Standards 2 (a, b, e, g, h), 7 (b, i, j, k, n) and 8 (a, h, k, l, p)	Standard 2: Curriculum and Instruction
Students will analyze and use assessment data in order to inform instruction for English language learners.	Standard 6 (a, g, j, k, p, r, t, u, v)	Standard 2: Curriculum and Instruction Standard 3: Assessment and Evaluation
Students read and analyze current research and best practices in order to instruct English language learners.	Standards 2 (f, g, h, i, k), 4 (h, o), 9 (a, e, n), and 10 (h)	Standard 6: Professional Learning and Leadership

Assignments

Discussion Boards

Online discussions provide participants with opportunities to make meaning of new theory, key concepts, and applications of theory to practice. Participants contribute to the intellectual development of the class by offering insights, synthesizing understandings, and responding to the postings of others. The expectation is that students make an initial post and comment on the posts of at least two classmates each week.

Strategies for Acquiring Academic and Content Language Essay

After reading about theories of second language acquisition, students will choose 3 research-based, best practice strategies for teaching academic and content language to students who are language learners and create a demonstration to be shared with classmates. Discussion will focus on the practical applications of the strategies, research which supports the use of the strategies, and further modifications which can better support learners.

Choice Research on Theory and Practice Essay

Effective teaching requires educators to continuously stay abreast of current research around best practice in classroom instruction. For this assignment, students will self-select a topic related to instructing language learners, and write a synthesis essay which includes summaries of the articles, a personal reaction to the articles’ content, and a statement of practical application for use in the classroom.

Cultural Aspects of Learning Presentation

Knowledge about students’ sociolinguistic backgrounds, culture, and experiences must inform instruction. For this assignment, students are asked to look more deeply at the role of these factors in learning for one or more students in the instructional setting (either current or past students). Students will virtually present their findings around cultural influences.

Parent Outreach and Resources for Families Plan

Parent involvement is such an important component of students’ literacy development, yet involving parents of language learners may be challenging due to language barriers and/or cultural issues. In order to better involve families, students will explore current resources for supporting families of language learners in their schools and communities and will prepare a proposal for improving the current resources. They will present their findings and recommendations using their choice of format.

ELL Assessment Critique

Issues of cultural bias, widely varying language skills, and differences in educational norms and expectations make assessing ELs both challenging and complex. It’s essential that teachers view assessment through an EL lens. Students will use a template to evaluate an assessment.

EL Differentiation Lesson Plan

Differentiation is essential in order to meet the needs of ELs in the classroom. For this lesson, students will choose a lesson and include differentiation plans for 3 students who are language learners. The plan will also include a recommendation for involving parents of the 3 learners.

NOTE: Please keep in mind as you complete assignments for this course that you should save samples of your work for future use in EDU 750 Reading Instructional Intervention: Clinical Practice II. The culminating activity requires you to create an e-Portfolio. The e-portfolio will showcase at least THREE assignments that you feel best reflect your growth as a reading specialist. You will provide the selected assignments and include a very brief paragraph or two explaining why you chose each particular assignment.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Point Value (Total=100)
Discussion Board (8 – 3 points each)	24
Strategies for Acquiring Academic and Content Language Essay	12
Choice Research on Theory and Practice Essay	12
Cultural Aspects of Learning Presentation	12
Parent Outreach and Resources for Families Plan	10
ELL Assessment Critique	10
EL Differentiation Lesson Plan	20

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00