Course Title
Foundations of ESOL Education¹
Course Description
Examines characteristics of English language learners (ELLs), key theories in language acquisition, the role of culture in language development, and instructional program models for ELLs, while considering implications for classroom instruction.
Relationship to State and National Standards
The Interstate Teacher Assessment and Support Consortium (InTASC) Standards embedded in this course include the following:
- Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
This course also addresses the following Teachers Standards and Practices Commission (TSPC) Oregon administrative rules and Teachers of English to Speakers of Other Languages (TESOL) standards for P-12 ESOL teacher education programs:
- Domain 1: Language. Candidates know, understand, and use the major concepts, theories, and research related to the nature and acquisition of language to construct learning environments that support English Speakers of Other Languages (ESOL) and bilingual students’ language and literacy development and content area achievement.
- Standard 1.b. Language acquisition and development. Candidates understand and apply concepts, theories, research, and practice to facilitate the acquisition of a primary and a new language in and out of classroom settings.
- Domain 2: Culture. Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct learning environments that support ESOL students’ cultural identities, language and literacy development, and content-area achievement.
- Standard 2.a. Nature and Role of Culture: Candidates know, understand, and use the major concepts, principles, theories, and research related to the nature and role of culture in language development and academic achievement that support individual students’ learning.
- Domain 4: Assessment. Candidates understand issues of assessment and use standards- based assessment measures with ESOL students.
- Standard 4.b. Language Proficiency Assessment. Candidates know and use a variety of standards-based language proficiency instruments to inform their instruction and understand their uses for identification, placement, and demonstration of language growth of ESOL students.
- Domain 6: Technology. Candidates use information technology to enhance learning and to enhance personal and professional productivity.
- Standard 6.a. Demonstrate knowledge of current technologies and their application in ESOL.
- Standard 6.c. Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Required Textbook
- Freeman, D. E. and Y. S. Freeman. (2011). Between worlds: Access to second language acquisition (3rd ed.). Portsmouth, NH: Heinemann.
Course Outcomes
This course may be cross-listed as ED 472 and ED 572. Because course outcomes are based on the same state and national standards, the topics covered are the same. ED 572 students are expected to go into more depth in completing all assignments. Major assignments will be graded differently depending on students’ enrollment in ED 472 or ED 572. Details can be found on the course Canvas site.
ED 472 Course Outcomes
- Describe characteristics of English language learners.
- Identify characteristics of different ELL proficiency levels.
- Discuss the policies affecting ELLs in schools, such as Lau v. Nichols, home language survey, identification assessments, annual assessments, reclassification.
- Compare instructional program models for ELLs.
- Examine language acquisition theories.
- Articulate a critical social justice framework related to the nature and role of culture in language development.
ED 572 Course Outcomes
- Describe characteristics of English language learners.
- Examine characteristics of different ELL proficiency levels.
- Discuss the policies affecting ELLs in schools, such as Lau v. Nichols, home language survey, identification assessments, annual assessments, reclassification.
- Determine the appropriate instructional program models for ELLs within a given context.
- Evaluate language acquisition theories.
- Articulate a critical social justice framework related to the nature and role of culture in language development.
¹ Prior to Winter 2014, this course was entitled Theoretical Foundations of Language Acquisition for P-12 Educators.
