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Course Details

 

Course Details

Course Code: EDUC603 Course ID: 3962 Credit Hours: 3 Level: Graduate

Through this course, participants will become knowledgeable about the nature and structure of language and how first and second languages develop. Participants will explore language teaching strategies consistent with the current understanding of the nature, structure and development of language. By developing a repertoire of effective strategies, participants will become more proficient at supporting students’ second language development. Educators will investigate best practices and current research and consider how to adapt and integrate these principles into their own educational practice.

Course Schedule

Registration Dates Course Dates Start Month Session Weeks
07/27/2021 - 12/31/2021 01/03/2022 - 02/27/2022 January Winter 2022 Session B 8 Week session
10/26/2021 - 04/01/2022 04/04/2022 - 05/29/2022 April Spring 2022 Session B 8 Week session

Current Syllabi

After successfully completing this course, you will be able to:

  1. Develop the knowledge that ESL/EFL teachers must possess in order to promote language acquisition in classroom settings (Standard 1.b)
  2. Evaluate factors that impact language development (Standards 1.b and 5.a)
  3. Demonstrate an understanding of how second language acquisition theory effects practice and daily classroom instruction (Standards 1.b and 3.a)
  4. Identify theoretical constructs necessary for choosing teaching strategies (Standard 3.b)
  5. Apply sophisticated understanding of second language acquisition theory in the creation of effective listening, reading, writing, speaking, and cultural activities to inform discussion concerning ESL instruction and curriculum design (Standards 1.b, 2.a, 3.a, 3.b, and 3.c)
  6. Analyze SLA errors to inform classroom instruction (Standards 4.a & 4.b)
  7. Create differentiated assignments and activities based on an understanding of how learner characteristics affect learning outcomes (Standards 1.b, 4.a, and 4.b)
  8. Identify processes and procedures for professional development and continued pedagogical growth (Standards 5.a, 5.b, and 5.c)

Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.

Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.

Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standard 3.b. Managing and Implementing Standards-Based ESL and Content

Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.

Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.

Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.

Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.

Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

After successfully completing this course, you will be able to:

  1. Develop the knowledge that ESL/EFL teachers must possess in order to promote language acquisition in classroom settings (Standard 1.b)
  2. Evaluate factors that impact language development (Standards 1.b and 5.a)
  3. Demonstrate an understanding of how second language acquisition theory effects practice and daily classroom instruction (Standards 1.b and 3.a)
  4. Identify theoretical constructs necessary for choosing teaching strategies (Standard 3.b)
  5. Apply sophisticated understanding of second language acquisition theory in the creation of effective listening, reading, writing, speaking, and cultural activities to inform discussion concerning ESL instruction and curriculum design (Standards 1.b, 2.a, 3.a, 3.b, and 3.c)
  6. Analyze SLA errors to inform classroom instruction (Standards 4.a & 4.b)
  7. Create differentiated assignments and activities based on an understanding of how learner characteristics affect learning outcomes (Standards 1.b, 4.a, and 4.b)
  8. Identify processes and procedures for professional development and continued pedagogical growth (Standards 5.a, 5.b, and 5.c)

Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.

Standard 2.a. Nature and Role of Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.

Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.

Standard 3.b. Managing and Implementing Standards-Based ESL and Content

Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL students in accessing the core curriculum as they learn language and academic content together.

Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.

Standard 4.a. Issues of Assessment for ESL. Candidates understand various issues of assessment (e.g., cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing (including gifted and talented); the importance of standards; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests of overall mastery), as they affect ESOL student learning.

Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.

Standard 5.a. ESL Research and History. Candidates demonstrate knowledge of history, research, and current practice in the field of ESL teaching and apply this knowledge to improve teaching and learning.

Standard 5.b. Partnerships and Advocacy. Candidates serve as professional resources, advocate for ESOL students, and build partnerships with students’ families.

Standard 5.c. Professional Development and Collaboration. Candidates collaborate with and are prepared to serve as a resource to all staff, including paraprofessionals, to improve learning for all ESOL students.

Book Title:Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.
ISBN:ERESERVE NOTE
 

Previous Syllabi

Not current for future courses.