Classroom Strategies That Work with English Language Learners (K-12)
Instructor: Kimberly Nielsen
Monday, October 06, 2014 - Monday, November 17, 2014
Instruction Mode: Internet-Asynchronous (Online Class)
Academic Level: K-12 Professional Development
Course Fee: $695
This three-semester continuing education graduate course embraces a five-level process that aims to enhance English speaking skills for the some 39,000 Wisconsin K-12 students who have limited English proficiency. It is designed to be useful for classroom teachers and other educators, especially those working in highly impacted school districts. Strategies and activities will be presented which will aid them especially in dealing with students with limited English proficiency and their parents. Participants in the course will be active and reflective learners, while having fun doing activities such as working in practice groups, role-playing and cooperative learning strategies. A bundle of useful classroom ideas, materials, language prompts, activities and strategies will be shared, analyzed and evaluated. The intended outcome of the course is to provide regular classroom teachers with the confidence and primary language skills necessary in dealing with non-English and limited-English speaking students and parents to the end that the academic achievement levels of the students of participants will be improved significantly.
As result of this course, participants will:
1. Understand the theoretical base of the strategies involved together with underlying principles and concepts.
2. Be able to carry out basic classroom functions, activities and strategies with non-English and limited-English speaking students.
3. Be able to better understand non-English speaking cultures.
4. Be able to plan and implement success-loaded activities so necessary for this targeted learning group.
5. Be able to better converse with non-English speaking parents.
6. Be able to plan and implement a supportive classroom structure and environment.
7. Be able to implement specific strategies that work most effectively with all students, but especially those possessing limited English language fluency.
8. Be able to implement effective cues, questioning techniques and advanced classroom organizers.
9. Be able to effectively convey summarizing and note-taking skills to students.
10. Develop a specific plan of action which, when implemented, will result in improved achievement.
The required text is;
Hill, Jane, & Flynn, Kathleen. (2006). Classroom Instruction That Works with English Language Learners. Alexandria, VA, ASCD.
Echevarria, J., Vogt, M., & Short, D.J. (2000). Making Content Comprehensible for English Language Learners: The SIOP Model. Needham Heights, MA, Allyn and Bacon.
Kagan, S., & McGroarty, M. (1993). Principles of Cooperative Learning for Language and Content Gains. In D. Holt (Ed.), Cooperative Learning: A Response to Linguistic and Cultural Diversity, pp. 47-66. McHenry, IL, Delta Systems.
The total cost includes the NDSU graduate credit however textbooks are not included,
You will be directed to the IGS website for registration.