|
Official Course
Description: MCCCD Approval: 6-24-08 |
|||
|
EPD247
2008 Fall – 2009 Spring |
LEC |
3 Credit(s) |
3 Period(s) |
|
Practicum
for English as a Second Language (ESL) / Bilingual Teachers |
|||
|
Provides
an opportunity to receive guided practical, on-site experience working with
English Language Learners (ELL). Requires observations of ELL students in a
variety of settings, evaluation of teaching techniques, and critical review
of academic standards as they relate to English as a Second Language (ESL)
learners. Prerequisites: (EDU220 or EPD220 or
EDU225) and EDU230 and ENG213 and (EDU233 or EPD233 or EPD241), and
provisional or standard elementary, or secondary or special education or
career and technical education teaching certificate. |
|||
Go to Competencies Go to Outline
|
MCCCD
Official Course Competencies: |
|
|
|
|
|
EPD247 2008
Fall – 2009 Spring |
Practicum for English as a Second Language (ESL) /
Bilingual Teachers |
|
1.
|
Identify responsibilities of ESL/bilingual teachers
relative to the students' grade level. (I) |
|
2.
|
Identify characteristics of students enrolled in
ESL/bilingual programs including educational background, languages used,
native language literacy. (II) |
|
3.
|
Summarize ESL/bilingual instruction from an administrative
and instructional perspective. (III) |
|
4.
|
Analyze the literature that addresses the relevance of
ESL/bilingual instruction. (IV) |
|
5.
|
Create lesson plans. (V) |
|
6.
|
Demonstrate the ability to teach English language
learners. (V- VI) |
|
7.
|
Evaluate teaching and learning in an ESL/bilingual
classroom. (VI) |
|
8.
|
Critique state standards in academic areas relative to
English language learners. (VII) |
|
9.
|
Compose a journal of insights relative to the process of
learning and progress of a particular English Language Learner (ELL) in the
classroom, or a group of ELL's in the classroom. (VIII) |
Go to Description Go to top of
Competencies
|
MCCCD
Official Course Outline: |
||
|
|
||
|
EPD247 2008
Fall – 2009 Spring |
Practicum for English as a Second Language (ESL) /
Bilingual Teachers |
|
|
||
|
I. Practicum Orientation A. Supervising professional
B. Location and background
information on site C. Grade level D. Responsibilities E. Goals II. English Language
Learners A. Characteristics 1. Background 2. Languages 3. Literacy B. Goals III.
Administration/Instructional Perspective A. Management of program B. Vision of program C. Future of program IV. Literature Review A. Trends B. Political implications C. Cultural implications D. Social implications E. Familial implications V. Lesson Plans A. Target audience B. Lesson objectives for
content area C. Lesson objectives for
English language learning D. Materials E. Outline F. Evaluating student
learning VI. Implementation and
Evaluation A. Classroom implementation
of lessons planned B. Lesson adaptation based
on evaluation of student learning VII. Arizona Standards A. Appropriateness B. Arizona Foreign Language
Standards C. Teachers of English to
Speakers of Other Languages (TESOL) Standards VIII. Journal A. Documentation of
insights gained throughout practicum experience B. Documentation of
progress made by English language learners 1. Individual English
Language Learner (ELL) in the classroom 2. Group of ELLs in the
classroom |
|
|