ESOL/Bilingual Endorsement - Program Courses
|ELP 466/566 Impact of Language and Culture in the Classroom||3||X||X|
|CI 496/596 Second Language Acquisition and Development for K-12 Educators
(Previously LING 422/522)
|CI 443/543 Effective Teaching Strategies and Materials for Working with Linguistically and Culturally Diverse Students||3||X||X|
|ELP 465/565 ELL School-Community Relations||3||X||X|
|CI 497/597 Assessment of Language and Content Learning for K-12 English Learners
(Previously LING 423/523)
|SpEd 455/555 Working with LEP Children Who Have Special Needs||2||X||X|
|ELP 467/567 ESL/Bilingual Program Design and Models||3||X||X|
|CI 509 Practicum*||3||X||X||X|
The following order is a recommended sequence for the ESOL courses. Due to scheduling conflicts it might not be possible to take them in this exact order. However, do take the Foundational courses early in the sequence, as the remaining courses build upon competencies gained in them.
|I. Foundational courses|
ELP 466/566 Impact of Language and Culture in the Classroom (3 credits)
Learn the importance of intercultural communication in working with children from a range of cultures in today’s classrooms. Survey the cultural, linguistic, educational, and ethnic issues present in all classrooms today. Study the sociological and language issues, and immigration history. Learn how to identify and appreciate cultural factors that affect social adjustment and learning.
NOTE: This course is strongly recommended before enrollment in other program courses.
CI 496/596 Second Language Acquisition and Development for K-12 Educators (3 credits)
Gain a historical perspective of language teaching, and look at the major concepts, theories, and research related to the nature and acquisition of language. Examine variables involved in first and second language learning. Consider individual differences as well as patterns common to all learners and instruction. Collect and analyze natural language from second language learners. Appreciate the complexity of learning and studying in another language in order to construct learning environments that support ESOL and bilingual students’ language and literacy development and content area achievement. (Previously LING 422/522)
ELP 465/565 School/Community Relations: ELL (3 credits)
Learn how to work with families to overcome barriers by setting up support systems in and out of school. Access appropriate community resources that can be critical for ensuring classroom success with English language learners (ELL). Gain understanding about other cultures’ orientation to education and school. Learn strategies to build bridges between home, school, and the community.
|II. Mid-program courses|
CI 443/543 Effective Teaching Strategies (3 credits)
What kinds of strategies and materials work in teaching children who are learning English? Become acquainted with the current research on identification, development, and practice of developmentally and linguistically appropriate strategies and materials to effectively engage limited English proficient (LEP) students at all grade levels in the learning process. Special attention is given to students’ bilingual/bicultural characteristics as important aspects of developing a successful curriculum.
CI 497/597 Assessment of Language and Content Learning for K-12 English Learners (2 credits)
Consider issues of fair, accurate, and meaningful assessment for English learners. Learn about common standards-based assessment instruments. Examine the difference between, and uses for assessments that measure language proficiency and those that measure content area achievement as they affect ESOL and bilingual student learning. Explore issues in classroom-based assessment of ELLs. (Preciously LING 423/523) NOTE: Strongly recommend CI 410/510 (3 credits) prior to or concurrent with this course.
SPED 455/555 Working with LEP Children with Special Needs (2 credits)
Examine the current research in special education and see where it is appropriate in working with the limited English proficient (LEP) child. Consider issues including testing and diagnosis, appropriate teaching material and methods, and placement. Discuss political, social, and community concerns in working with LEP students with special needs.
|III. End-of-program courses|
ELP 467/567 ESL/Bilingual Program Design and Models (3 credits)
Exemplary schools provide second language learners with a rich intellectual diet, not a remedial or basic skills curriculum. They expect all students to achieve high standards in literacy and other academic areas. Learn how these schools combine their understanding and apply the knowledge of local, state, and federal laws and policies, along with pedagogical considerations, to create effective programs. Participants examine a variety of local, regional, and national program models for ESOL and bilingual instruction. This creates opportunities to develop expertise in assessing the critical components of programs, serving preschoolers through adults.
CI 509 Practicum in ESL/Bilingual Education (3 credits)
Prerequisites: ALL of the courses listed above must be completed prior to doing your Practicum.
Practicum requires ESOL/Bilingual endorsement candidates to work in a classroom with at least six English Language Learners for a minimum of ninety contact hours. Candidates will engage in all the various responsibilities of an ESOL/Bilingual teacher including:
- Assessing individual learning needs
- Developing a curriculum to meet those needs
- Delivering the curriculum
- Evaluating the results of the curriculum
- Writing a summary essay describing your knowledge and skills as they relate to the 14 ESL competencies established by the Oregon Teacher Standards & Practices Commission (TSPC)
Practicum students work with a "cooperating teacher" on site. A University-appointed supervisor observes and evaluates the practicum work. The participant checks in with both of these people throughout the term.