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Official Course
Description: MCCCD Approval: 3-25-2008 |
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EDU251
2008 Fall – 2012 Spring |
LEC
3.0 Credit(s) 3.0
Period(s) 3.0 Load Acad |
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Methods
for Teaching Structured English Immersion (SEI) and English as a Second
Language (ESL) |
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Methods of planning, developing, and analyzing lesson
plans in all content areas using English Language Learners (ELL) Standards.
Emphasis on components of curriculum content, teaching strategies,
development/evaluation/adaptation of teaching materials, and the role of
culture in learning. Examines the alignment of ELL Proficiency Standards to
the Arizona Language Arts Academic Standards. Covers multiple assessment
techniques, tracking of student progress using the state mandated English
language proficiency assessment, and use of assessment results for placement
and accommodation. Prerequisites: Baccalaureate Degree and
formal admission to a state approved post-baccalaureate teacher preparation
program and (EDU220 or EPD220 or EDU225 or permission of Department or
Division). |
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Course Note: Approved school-based practicum required. EDU251
incorporates curricular framework for the 45-clock hour requirement for SEI
endorsement through the Arizona Department of Education. |
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Go to Competencies Go to Outline
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MCCCD
Official Course Competencies: |
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EDU251 2008
Fall – 2012 Spring |
Methods for
Teaching Structured English Immersion (SEI) and English as a Second Language
(ESL) |
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1.
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Trace the legal, historical, and educational reasons for
Structured English Immersion. (I) |
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2.
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Identify the socio-cultural influences on English language
learners. (II) |
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3.
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Identify parental and community sources, and cultivate
home and school partnerships for aiding English acquisition. (II) |
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4.
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Describe theories in teaching the English language to
various age and language groups. (III) |
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5.
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Describe
Structured English Immersion (SEI) and English as a Second
Language (ESL) strategies for teaching various age and language
groups. (III) |
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6.
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Explain SEI/ESL methods for teaching academic skills to
English Language Learners (ELL). (III) |
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7.
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Explain the
significance of Basic Interpersonal Communication Skills (BICS) and Cognitive
Academic Language Proficiency (CALP) in language acquisition. (III) |
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8.
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Describe the alignment of ELL Proficiency Standards to the
Arizona Language Arts Academic Standards. (IV) |
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9.
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Create lesson
plans aligned with Arizona ELL Proficiency Standards across the curriculum in
English for the English language learner (IV) |
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10.
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Use ELL standards, state academic standards and assessment
data to plan, deliver and evaluate instruction. (IV, V) |
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11.
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Apply strategies and techniques for teaching academic
skills to the English language learner. (V) |
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12.
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Summarize
classroom instructional strategies for students with various levels of
English proficiency and academic experience. (V) |
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13.
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Evaluate and modify instructional materials in terms of
students' linguistic, cultural, and academic needs. (V) |
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14.
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Analyze and track student progress using the state
mandated English language proficiency assessment results. (V) |
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15.
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Interpret student performance data to differentiate
instruction. (V) |
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16.
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Identify and use alternative methods of assessment for the
English Language Learners (ELL). (VI) |
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17.
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Participate in PK-12 classroom. (VI) |
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18.
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Summarize the practicum experience. (VI) |
Go to Description Go to top of
Competencies
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MCCCD
Official Course Outline: |
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EDU251 2008
Fall – 2012 Spring |
Methods for
Teaching Structured English Immersion (SEI) and English as a Second Language
(ESL) |
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I. Structured English
Immersion (SEI) and English as a Second Language (ESL) A. History B. Legislation C. Educational Purposes II. Socio-cultural
Influences A. Bilingualism B. Home language C. Parental resources D. Community Resources III. Introduction to
Teaching the English Language Learner A. Theories 1. BICS 2. CALP B. Approaches C. Methods IV. Content Lesson
Development A. Standards 1. Arizona Curriculum
Standards 2. Arizona ELL Proficiency
Standards 3. Alignment of ELL
Proficiency Standards with Language Arts Academic Standards B. Student performance data
analysis C. Integration of English
language learners' culture 1. Linguistic background 2. Academic background V. Classroom Instructional
Strategies A. Effective ELL
instructional strategies and techniques 1. Comprehensible input 2. On-going, specific and
immediate feedback 3. Grouping structures and
techniques 4. Building background and
vocabulary development 5. Student engagement B. Development 1. District curriculum
services 2. Instructional materials C. Application of
instructional strategies and techniques D. Evaluation and
adaptation 1. Evaluation and
incorporation of results from of student performance data a. Diagnostic b. Formative c. Summative d. Multiple e. Alternative 2. Adaptation of materials
and strategies VI. Practicum Experience A. Classroom observation B. Application of
instructional strategies and techniques C. Reflection |
Go to Description Go to top of
Competencies Go to top of Outline