Skip to main content
20 / 83

Course Objectives | Research | Materials

Completion requirements

Student Learning Outcomes:

  • Demonstrate competency in language and understanding of language as a sequential and organized system of communication.
  • Use common, grade appropriate strategy ideas across all content areas in order to leverage ELL student success.
  • Understand and apply multiple strategies to aid in the successful literacy effort of struggling learners and ELLs.
  • Collaborate among multiple disciplines in order to better accommodate the needs of struggling learners.
  • Develop working knowledge of the research behind effective strategies that teach language conventions.
  • Develop and practice with strategies that teach language conventions.
  • Apply, through design and redesign of curriculum, knowledge of phonology, morphology, pragmatics, syntax in support of reading, writing, listening, and speaking.
  • Use knowledge of rhetorical and discourse structures to develop language and literacy skills among ELLs.
  • Apply knowledge of sociocultural, sociopolitical, and psychological variables that facilitate academic achievement among ELLs.
  • Consider and plan with understanding of the role and relevance of ELLs’ home languages. Use this understanding to differentiate lessons, assignments and assessments.
  • Become knowledgeable of, and apply, theories of second language reading and writing development at varying levels of proficiency.
  • Distinguish among L1 and L2 literacy and language development.
  • Develop working knowledge of the principles behind phonology, morphology, semantics, syntax, and discourse in literacy development.

Ariza, E. N. (2010). What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

American Speech-Language-Hearing Association. (1983). Social dialects [Position Statement]. Retrieved from http://www.asha.org/policy/PS1983-00115.htm

American Speech-Language-Hearing Association. (2004). Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services [Knowledge and Skills]. Retrieved from http://www.asha.org/policy/KS2004-00215/

Krashen, S. (1982). Principles and practices in second language acquisition. Oxford: Pergamon Press

Bley-Vroman, R. (1989). What is the logical problem of foreign language learning? In S. Gass and J. Schachter (eds), Linguistic Perspectives on Second Language Acquisition. Cambridge: Cambridge University Press.

Bley-Vroman, R., Felix, S. and Ioup, G. (1988). The accessibility of universal grammar in adult language learning. Second Language Research, 4, 1 32.

Brown, R. and Hanlon, C. (1970). Derivational complexity and the order of acquisition in child speech. In J. Hayes (ed.), Cognition and the Development of Language. New York: John Wiley.

Chomsky, N. (1975). Reflections on Language. New York: Pantheon.

Dulay, H., Burt, M. and Krashen, S. (1982). Language Two. Oxford: Oxford University Press.*

Ellis, R. (1990). Instructed Second Language Acquisition. Oxford: Blackwell.  and (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.

Fletcher, P. and Garman, M. (eds) (1986). Language Acquisition. Cambridge: Cambridge UniversityPress.

Fry, D. (1977). Homo loquens. Cambridge: Cambridge University Press.

Larsen-Freeman, D. and Long, M. (1991). An Introduction to Second Language Acquisition Research. London: Longman.

Meisel, J., Clahsen, H. and Pienemann, M. (1981). On determining developmental stages in natural second language acquisition. Studies in Second Language Acquisition, 3, 109 35.

O'Grady, W. (1987). Principles of Grammar and Learning. Chicago: University of Chicago Press.

Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning in ESOL: A resource book for K–12 teachers. New York: Longman.

Radford, A. (1990). Syntactic Theory and the Acquisition of English Syntax: The nature of early child grammars in English. Oxford: Blackwell. *

Sachs, J., Bard, B. and Johnson, M. (1981). Language learning with restricted input: case studies of two hearing children of deaf parents. Applied Psycholinguistics, 2, 33 54.

Skehan, P. (1989). Individual Differences in Second Language Learning. London: Edward Arnold.

Towell, R. and Hawkins, R. (1994). Approaches to Second Language Acquisition. Clevedon: Multilingual Matters.

Long, M., & Porter, P. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 18, 207–227.

Behazadi, A. and Sayadian, S. (2015) The Relevance of SLA Research to Language Teaching from Teachers‟ Perspective.  International Journal of Educational Investigations Vol.2, No.1: 19-24, 2015, (January) Available online @ http://www.ijeionline.com

Johnson, K. and Johnson H. eds. (1999) A Handbook for Language Teaching. Blackwell Publishers Ltd 1998, 1999

Anderson, J. A. (1988). Cognitive styles and multicultural populations. Journal of Teacher Education, 24(1), 2–9.

Banks, J. A., & Banks, C. A. (1993). Multicultural education: Issues and perspectives (2nd ed.). Boston, MA: Allyn and Bacon.

Baruth, L. G., & Manning, M. L. (1992). Multicultural education of children and adolescents. Boston, MA: Allyn and Bacon. 

Carolan, J. (2007). Differentiation: Lessons from master teachers. Educational Leadership, 64(5), 44-47.

Diaz, C. (1989). Hispanic cultures and cognitive styles: Implications for teachers. Multicultural Leader, 2(4), 1–4.

Hakuta, K., & Beatty, A. (Eds., 2000). Testing English language learners in U. S. schools: Report and workshop summary. Washington, DC: National Academy Press. 

Martiniello, M. (2008). Language and the performance of English language learners in math word problems. Harvard Educational Review, 78, 333-368.

Rabinowitz, S. N., & Sato, E. (2006). The technical adequacy of assessments for alternate student populations: Guidelines for consumers and developers. San Francisco, CA: WestEd.

Rivera, C., & Collum, E. (Eds.). (2008). State assessment policy and practice for English language learners: A national perspective. Mahwah, NJ: Erlbaum.

Thurlow, M. L., Thompson, S. J., & Lazarus, S. S. (2006). Considerations for the administration of tests to special needs students: Accommodations, modifications, and more. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 653-673). Mahwah, NJ: Erlbaum.

Young, J. W., Cho, Y., Ling, G., Cline, F., Steinberg, J., & Stone, E. (2008). Validity and fairness of state standards-based assessments for English language learners. Educational Assessment, 13, 170-192.

Harry, B. & Klingner, J., (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York, NY: Teachers College Press, Columbia University.

Individuals with Disabilities Education Improvement Act of 2004, H.R.1350,108th Congress (2004). 

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

McIntyre, T. (1993). Reflections on the impact of the proposed definition for emotional and behavioral disorders: Who will still fall through the cracks and why. Behavioral Disorders, 18(2), 148–160.

Ogbu, J. (1988). Class stratification, racial stratification, and schooling. In L. Weiss (Ed.), Class, race, and gender in American education (p. 163). Albany, NY: State University of New York Press.

Paradis, J. (2005). Grammatical morphology in children learning English as a second language: Implications of similarities with specific language impairment. Language, Speech, and Hearing Services in Schools, 36, 172-187.

Ramirez, M., & Castaneda, A. (1974). Cultural democracy, bicognitive development, and education. New York, NY: Academic Press.

Vogt, L. A., Jordan, C., & Tharp, R.G. (1987). Explaining school failure: Producing school success: Two cases. Anthropology and Education Quarterly, 18, 276–286.

Wei, T. (1980). Vietnamese refugee students: A handbook for school personnel. Cambridge, MA: Lesley College (EDAC).

Woo, J. (1985). The Chinese-speaking student: A composite profile. New York: Bilingual Education Multifunctional Support Center at Hunter College.

Wolfe, P. (2001).  Brain matters: Translating research into classroom practice.  Alexandria, VA:  Association for Supervision and Curriculum Development.