Course Objectives | Research | Materials
Completion requirements
Course Outcomes:
- Analyze lesson components to identify embedded best practices that support the diverse language needs of their ELL students.
- Apply best practices to unit and lesson plans.
- Communicate and summarize what best practice strategies are and how they are taught.
- Use best practices in combination with pertinent lesson components and Common Core Standards as they apply specifically to ELLs.
- Apply management strategy with content goals based on industry best practices for inclusive grade-level settings focused on ELL growth.
- Create, scaffold, and differentiate lessons and lesson supports for ELLs.
- Differentiate and scaffold for ELL struggling readers.
- Apply behavior management strategies and how to organize physical space that contributes to an effective classroom environment to real classroom settings, and report back on the experiences.
- Study and practice with successful attributes of student peer review that leads to organized and peaceful transitions and student collaboration.
- Work directly with students to develop a successful multi-cultural classroom environment.
- Design culturally relevant curriculum, with access to culturally relevant resources and materials.
- Apply working knowledge of cultural competence, with an understanding of cultural identity that affects learning, student academic achievement, and overall K-12 pedagogy.
- Describe what racism, stereotyping, and cultural discrimination looks like in teaching, learning and assessment of learning.
- Communicate, summarize, and articulate the relationships among language, bias, and culture in students from diverse backgrounds and at various levels of English language proficiency.
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:
- 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
- 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).
- Martiniello, M. (2008). Language and the performance of English language learners in math word problems. Harvard Educational Review, 78, 333-368.
- 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.
- Wright, W. (2015). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice, 2nd ed. Philadelphia, PA: Caslon Publishing.
- Marzano, R. J. (2015). Creating and Using Learning Targets & Performance Scales: HowTeachers Make Better Instructional Decisions. Marzano Laboratories.
- Marzano, R. J. (2012). Becoming a Reflective Teacher. Marzano Laboratories.
- Marzano, R. J. (2015). Processing New Information: Classroom Techniques to Help Students Engage with Content. Marzano Laboratories.