COURSE TITLE:

EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

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:

Today, we have English Language Learners in most K-12 classrooms, and it is imperative that all teachers know and understand effective instruction methods for language diverse classrooms. This course will focus on a holistic approach to teaching in language diverse classrooms. We will learn about effective strategies in classroom environment/set-up, scheduling, lesson planning, instruction, and content delivery methods that support the English language development and literacy of all students in a multilingual classroom.
This course will be useful to all K-12 teachers, particularly K-5 teachers in all subject areas.

 

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

  • Learned how to assess the classroom environment for best-practices in ELL language development, and to create a classroom that supports language development.
  • Learned the foundational concepts in second language acquisition
  • Delivered instruction that supports the English language development of diverse ELL’s in the classroom
  • Learned how to deliver required content instruction with the language acquisition support that ELL’s require.
  • Acquired a sense of empowerment and a range of teaching ‘tools’ to immediately use in the classroom.
  • Demonstrated the ability to create relevant lesson plans and units for ELL students.

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

The required text: Classroom Instruction that Works with English Language Learners, 2nd Edition by Jane D. Hill and Kristin B. Miller is available for $22 to $25 (new/used) on Amazon.

  • Classroom Instruction that Works with English Language Learners
    ISBN# 1416616306
    by Jane D. Hill, Kirsten B. Miller
    ASCD

    Buy from Amazon

MATERIALS FEE

Text, Classroom Instruction that Works with English Language Learners, 2nd Edition, 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

EFFECTIVE INSTRUCTION FOR ENGLISH LANGUAGE LEARNERS

Helman Ph.D, Lori, Literacy Development with English Learners: Research-Based Instruction in Grades K-6 (Solving Problems in the Teaching of Literacy) The Guilford Press, 2009, paperback, 271 pages, ISBN 978-1606232422. Current research in best-practices for ELL’s is given along with extremely effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are broken down, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

Kress Ed.D, Jaqueline E, The ESL/ELL Teacher’s Book of Lists 2 edition, Jossey-Bass; 2008, paperback, 384 pages, ISBN 978-0470222676. This is a must-have resource for teaching ELL/ESL students at the K-8 levels. The comprehensive ready materials save a lot of time and give great ideas for covering the concepts that ELL’s need to master.

Peregoy, Suzanne F,  and Boyle Owen F, Reading, Writing, & Learning in ESL, 5th Edition, Allyn & Bacon, 2008, paperback, 480 pages, ISBN 978-0205626847. This edition provides a wealth of practical strategies for effective instruction and literacy strategies for English learners in the ESL, bilingual, and general education classrooms. Real-life scenarios are used to illustrate concepts, enhance readability, and make the text user-friendly

Rea, Denise M, and Mercuri, Sandra P, Research-Based Strategies for English Language Learners: How to Reach Goals and Meet Standards, K-8, Heinemann, 2006, paperback, 128 pages. ISBN 978-0325008103. This book addresses standards through four proven, effective scaffolds for learning: modeling, contextualizing, thinking about thinking, and reframing information. This text includes lesson plans and suggestions on implementation, as well as a review of the research supporting each lesson and scaffold.

Samway, Katharine, Teaching English Language Learners: Grades 6-12: Strategies That Work (Theory and Practice) Scholastic Teaching Resources, 2008, paperback, 320 pages, ISBN 978-0439926485. Taking a unique approach to addressing the instructional needs of ELL’s , this book provides real situations and issues that teachers may encounter when working with ELLs, and offers grade-level appropriate solutions, teaching approaches, and activities to address them.