COURSE TITLE:

ADVOCACY & EQUITY FOR ELL STUDENTS

NO. OF CREDITS:

3 QUARTER CREDITS
[semester equivalent = 2.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
30
30

INSTRUCTOR:

Stacey Shaw
stacesha@gmail.com

 

COURSE DESCRIPTION:

Educators of English language learners (ELLs) are important advocates for their students. Whether you are a regular classroom teacher with ELL students in your class, or an ELL specialist, you have an important role in understanding the needs of English language learners and in helping to create a school environment that supports their academic and social success. This course will illustrate the unique needs and common challenges for ELL’s and offer concise strategies for becoming an advocate for ELL’s at both the classroom and school building level.  This course is appropriate for personnel at all grades, K-12 including teachers, para-educators, counselors, and other support people.

Required Text: Advocating for English Learners: A Guide for Educators, 2014, by Diane Staehr Fenner. Corwin, ISBN: 978-1-4522-5769-3.  Available for approximately $23.00 from Amazon.com

 

LEARNING OUTCOMES: Upon completion of this course, participants will have:

  1. Understand the need for advocacy for English Language Learners.
  2. Learn how teachers can collaborate to expand advocacy for ELL’s.
  3. Learn how to increase family involvement for ELL success.
  4. Demonstrate an understanding of specific strategies for ELL advocacy.
  5. Demonstrate an understanding of current research in ELL education.
  6. Evaluate assessment, instruction, and educational environments for ELL success.

COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit.  The Heritage Institute does not award partial credit. 

 

HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

 

UNIVERSITY QUARTER CREDIT INFORMATION

REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%

 

CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

ADDITIONAL COURSE INFORMATION

REQUIRED TEXT

Advocating for English Learners: A Guide for Educators, 2014, by Diane Staehr Fenner. Corwin, ISBN: 978-1-4522-5769-3.  Approximately $23 from Amazon.com

None. All reading is online.

MATERIALS FEE

Text, Advocating for English Learners: A Guide for Educators, is approximately $23 from Amazon.com

QUALIFICATIONS FOR TEACHING THIS COURSE:

Stacey Shaw, M.Ed. has years of experience as an instructor at the middle school and elementary school levels. She has taught all ages, from kindergarten through college in subjects ranging from English Language Arts and Social Studies to English as a Second Language and Spanish. 

Stacey learned a second language as an adult and understands first-hand the processes involved in second language acquisition. She has a passion for language and a track-record of developing highly successful ELL and Spanish literacy programs for second language learners.

Stacey received her Bachelor of Arts from The Evergreen State College in 1992. Her undergraduate studies focused on bilingual education, Spanish language, and Latin American Studies. She received her Master of Arts in Education from Prescott College in 2003. Stacey is currently working on her Doctorate of Education at Lewis and Clark College.

BIBLIOGRAPHY

ADVOCACY & EQUITY FOR ELL STUDENTS

Goldenberg, Claude, Promoting Academic Achievement Among English Learners: A Guide to the Research, 2010, paperback 192 pages, ISBN 978-1-4129-5549-2
This comprehensive resource examines the research on promoting success among students who come to school knowing little or no English and translates current findings into specific recommendations for developing policies and programs for English learners. With illustrative scenarios throughout, this book gives educators and policy makers solid, research-based information about: 

  1. Using students’ home language in academic programming
  2. Teaching English and academic content simultaneously 
  3. School and district factors that affect achievement for English learners
  4. Socio-cultural factors in success, including the influence of parents and families

Colorin Colorado
http://www.colorincolorado.org/policy/advocacy/
http://www.colorincolorado.org/pdfs/ELL_AdvocacyGuide2015.pdf
A bilingual site for families and educators of English language learners. Colorín Colorado is the premier national website serving educators and families of English language learners (ELLs) in Grades PreK-12. Colorín Colorado has been providing free research-based information, activities, and advice to schools and communities around the country for more than a decade.

TESOL
http://www.tesol.org/docs/default-source/books/advocating-for-english-learners_ch-1.pdf?sfvrsn=2
TESOL International Association’s mission is to advance professional expertise in English language teaching and learning for speakers of other languages worldwide.

The Leadership Conference on Civil Rights
http://www.civilrights.org/education/education-reform/ell-nclb.html
The Leadership Conference on Civil and Human Rights is a coalition charged by its diverse membership of more than 200 national organizations with promoting and protecting the civil and human rights of all persons in the United States. Through advocacy and outreach to targeted constituencies, The Leadership Conference works toward the goal of a more open and just society – an America as good as its ideals.

National Education Association
http://www.nea.org/home/63594.htm
The National Education Association (NEA), the nation's largest professional employee organization, is committed to advancing the cause of public education. The NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.

DSF Consulting
http://www.dsfconsulting.net/role-ccss-advocating-ells/
DSF Consulting strongly believes that all English learners, who currently number more than four million students in the United States, bring multiple strengths and talents to their classrooms. The nation’s growing English learner population must be an integral part of policy and practice conversations in education.