Participants will understand how to fulfill leadership responsibilities behind ESOL program development and maintenance, to include federal and state program and legal requirements, the role of culture and the community, cross-cultural communications, strategies for parental involvement, and support for classroom teachers.

Upon completion of this course, the student will be able to:

  • Summarize and articulate role of diversity and its role in, and affect on, the school community.
  • Plan with, and apply, strategies for enlisting involvement of the home family.
  • Develop utility with resources and materials that support student growth in language and overall academic achievement.
  • Paraphrase and articulate the history and background of ESOL/ELL programs, the role of legislation behind them and what the mandates are in order to support them in the school community.
  • Represent the legal interests of ELL students in the wider school community through hypothetical scenarios.
  • Support the role government in ESOL programs through teacher professional development and parental support.
  • Practice with strategies that aid paraprofessionals in supporting ESOL/ELL academic growth in all content areas.
  • Outline and articulate second language acquisition (applied linguistics) theory and its applicability to the instructional process.
  • Apply language acquisition and theory to instructional design.
  • Design curriculum supports and use strategies that further language acquisition.
  • Design action plans fro the lens of the school site administrator as the instructional leader representative in the school-based ELL Committee.
  • Analyze and use data to further ESOL professional development, student intervention, and for programmatic decision-making.

This course is 60 hours