Teaching English Language Learners Across the Curriculum
Instructor: Elizabeth Jimenez
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
How can academic content be delivered in the classroom so that
English language learners succeed in all subjects? Ms. Jiménez puts theory into practice
by reviewing Cummins’ theory of task difficulty (Cummins’ Quadrants). Then, through a
brief, powerful lesson demonstration, using a language other than English, Jiménez
showcases how comprehension is enhanced using sheltered instructional techniques.
Participants observe several classrooms where English language learners are engaged in
content-based ESL lessons. Jiménez demonstrates through examples the key sheltered
instruction strategies and illustrates how to plan for and address task difficulty through
sheltered instruction techniques. The presenter discusses and models ESL techniques
such as Total Physical Response and literacy techniques such as Language Experience
Approach. Jiménez presents the benefits of various instructional supports such as team
teaching, peer tutoring, educational technology, and working with bilingual
paraprofessionals to support student learning.
Educators explore the importance of
students’ culture, how to organize lessons around meaningful themes, how to
communicate effectively with families, and how to engage families and communities in
student learning. Participants will take the culture quiz by Judie Haynes to appreciate
cultural differences and their impact on student behavior in the classroom. The course
also showcases expert interviews with EL literacy author Dr. Gil Garcia, Bilingual
Education advocate Dr. Maria Quezada, and Dual Language Teacher Cheryl Ortega. The
course addresses instructional strategies using assessments for analyzing data, setting
goals, differentiating instruction, and monitoring instruction. Through demonstrations,
classroom observations, anecdotal examples, and interviews with students and educators,
participants learn to apply ELL strategies to their own classrooms in all four domains of
language: reading, writing, speaking, and listening.
By the end of the course, participants will know:
- Create a language-rich environment that integrates listening, speaking, reading and writing
- How to design more effective lessons for all students using the concept of “Universal Access” (i.e., building shared background; pre-teaching vocabulary; using L-1 resources; using visuals, illustrations, and graphic organizers; and using individualized technology)
- How to use research based “backwards” lesson planning, curriculum calibration,and curriculum mapping
- Use different student-grouping strategies for different purposes (e.g., language development, conceptual development, classroom community building) with both individual and group accountability, including using grouping as described in "Universal Access.”
- Create a physical setting that supports student interactions (e.g., through the arrangement of the space), provides a language-rich environment (e.g., through the display and use of a variety of print materials in the primary language and English), and offers stimuli for conversations (e.g., through the display and use of content-related objects such as prints, maps, puzzles, and artifacts).
- Apply strategies for involving families and the community and for establishing connections between the school and home to promote student achievement.
- Apply strategies for checking for comprehension during instruction, including monitoring comprehension frequently, checking for understanding for ELL students of different English proficiency levels, and using effective questioning techniques (e.g., providing sufficient wait time, framing questions appropriately, using different question types for students with different linguistic needs).
- How to use implicit and explicit instruction appropriately with regard to error correction and grammar development
- How to accommodate psychological and social-emotional issues involved in experiencing different cultures (e.g., culture shock, psychological distance)
Transcripts, handouts, and PowerPoint presentations
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.