| 1.
|
Trace the historical and legislative foundations of programs of
instruction for English Language Learners (ELL). (I)
|
| 2.
|
Identify and explain theories of first and second language
acquisition. (II)
|
| 3.
|
Identify the role of culture in learning. (II)
|
| 4.
|
Explain the philosophical and theoretical foundations of SEI, ESL, and
Bilingual Education programs. (III)
|
| 5.
|
Compare and contrast program models for serving English language
learners. (III)
|
| 6.
|
Identify and describe SEI/ESL and bilingual strategies for serving
various age and language groups including related teminology. (IV)
|
| 7.
|
Integrate multiple strategies to improve student achivement. (IV)
|
| 8.
|
Identify the alignment between ELL proficiency standards to the
Arizona Langauge Arts Academic Standards. (V)
|
| 9.
|
Identify ELL proficiency standards and ways to integrate them into
content areas. (V)
|
| 10.
|
Use ELL proficeincy standards to plan, deliver and evaluate
instruction . (V, VI)
|
| 11.
|
Identify instruments used to assess language skills and describe how
they can be used to guide instruction. (V)
|
| 12.
|
Explain the relevance of state-mandated achievement levels for English
language learners. (V)
|
| 13.
|
Apply instruction and assessment strategies in a K-12 classroom. (VI)
|
| 14.
|
Summarize the practicum experience. (VI
|
|