Participants explore concepts and principles of applied linguistics such as phonology, principles of English, sociolinguistics, language acquisition, and second language acquisition. Then they identify how these conceps and principles relate to English language learners (ELLs).

     30 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  
  
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to ELLs. (Standard 6)
  
  
  
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  
  
  
  • Develop experiential and interactive literacy activities for ELLs, using current information on linguistic and cognitive processes. (Standard 9)
  
  
  
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  
  
  
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  
  
  
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  
  
  
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  
  
  
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  
  
  
  • Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Standard 25)



• Technology Standards (from ISTE/NETS for Teachers)
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Reflecting on knowledge gained from course content and applying that knowledge to English language learners.

Participants examine and learn to identify second language delivery models, instructional methods and approaches, and instructional strategies, as well as methods of incorporating the student’s first language into second language literacy development.



     30 Credit Hours.

Course Objectives

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  
  
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to ELLs. (Standard 6)
  
  
  
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  
  
  
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  
  
  
  • Develop experiential and interactive literacy activities for ELLs, using current information on linguistic and cognitive processes. (Standard 9)
  
  
  
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  
  
  
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  
  
  
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  
  
  
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  
  
  
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  
  
  
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  
  
  
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  
  
  
  • Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
  
  
  
  • Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
  
  
  
  • Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Standard 25)


• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Reflecting on knowledge gained from course content and applying that knowledge to English language learners.