NDSU Distance & Continuing Education (DCE)

Bringing Education to You

K-12 Professionals

Setting the Stage for Teaching ELLs Across the Curriculum

EDUC 600

1 CREDIT

$145

Online

Instructor: Sophia Thwaites, {Presenter: Elizabeth Jimenez}

Grading: Letter

Spring, Summer & Fall (Ongoing)

Instruction Mode: Internet-Asynchronous (Online Class)

Academic Level: K-12 Professional Development

Partner Course Fee: $145

Partner Class Offered Through Knowledge Delivery Systems

Course Description:

To assist their English language learners across the curriculum, educators learn the foundations of language development and language acquisition, setting the stage for developing instructional strategies for ELLs across all subject areas. JimJiménez demonstrates strategies for assessing students’ knowledge,
identifying language learning objectives, and developing differentiated instructional
practices that address the varying levels of language proficiency often present in a typical
classroom. She introduces research-based pedagogical practices that promote
comprehension such as background building, frontloading vocabulary, using graphic
organizers to enhance higher order thinking, leveraging the primary language to facilitate
learning, using culturally responsive materials, and employing media, technology and
other visual supports to enhance learning.

Participants learn how to preview their
textbooks for idiomatic expressions and multiple meaning words, to plan lessons that
incorporate academic language development, and to utilize primary language cognates. In
addition, Jiménez reviews the contextual factors such as motivation, peer pressure, family
values, and L-1 proficiency that impact the success of academic pursuits. In an interview
with Sal Flores, a young Latino who recently earned a GED, he explains why, as a youth,
he was attracted to gang affiliation and offers some advice for teachers about reaching
disaffected students. Jiménez demonstrates classroom strategies such as sorting activities,
jigsaw, and cooperative work followed by well-designed interactive activities for online
participants to practice and ultimately to apply in their own classrooms to help their
students succeed.

Objectives:

By the end of the course, participants will know:
· The process of language acquisition
· The stages of language acquisition
· Differences in social and academic language
· The characteristics of culturally responsive instruction
· How to communicate with families including parent/teacher conferences
· Basic phonology –including phonemes and allophones
· Features of English that may inhibit communication – intonation patterns, pitch,
modulation.
· How to utilize contrastive analysis resources in textbooks to plan targeted
instruction
· How to use strategies such as L-1 cognates, context clues, word structures, and
apposition to determine the meaning of unknown words
· How to strengthen instructional outcomes through comprehensible input,
communicative classroom interactions, and checking for understanding
· The pedagogical implications of affective factors for the instruction of English
language learners such as lowering the affective filter, providing supportive and
constructive feedback, valuing and validating students’ home cultures and
languages
· The process of English language learner identification through reclassification
· How to analyze student assessments and assessment results in order to modify or
differentiate instruction
· How to analyze the content area textbook in order to plan sheltered lessons
· How to check for understanding

Texts/Readings:

Transcripts, handouts, and PowerPoint presentations

**Registration Instructions:

Register for this class through KDSi.  NOTE:  Upon registration, you have 2 months for course completion. Although many of our courses are approved for both 1 and 3 graduate professional development credits, participants can only receive credit for one version of each course. 

**Register Now

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