Course Title
Instructional Approaches for ESOL Education¹
Course Description
Examines characteristics of standards-based content-area instruction for emergent bilinguals. Includes integration of content and language development, classroom-based assessment, and use of technology to support student learning. PREREQUISITE: Earn a C (2.0) or higher grade in ED 472/572.
Relationship to State and National Standards
The Interstate Teacher Assessment and Support Consortium (InTASC) Standards embedded in this course include the following:
- Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
- Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
- Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
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 3: Planning, Implementing, and Managing Instruction. Candidates know, understand, and use standards-based practices and strategies related to planning, implementing, and managing ESL and content instruction, including classroom organization, teaching strategies for developing and integrating language skills, and choosing and adapting classroom resources.
- Standard 3.a. Planning for Standards-Based ESL and Content Instruction. Candidates know, understand, and apply concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Candidates serve as effective English language models, as they plan for multilevel classrooms with learners from diverse backgrounds using standards-based ESL and content curriculum.
- Standard 3.b. Managing and Implementing Standards-Based ESL and Content Instruction. Candidates know, manage, and implement a variety of standards-based teaching strategies and techniques for developing and integrating English listening, speaking, reading, and writing, and for accessing the core curriculum. Candidates support ESOL and bilingual students in accessing the core curriculum as they learn language and academic content together.
- Standard 3.c. Using Resources Effectively in ESL and Content Instruction. Candidates are familiar with a wide range of standards-based materials, resources, and technologies, and choose, adapt, and use them in effective ESL and content teaching.
- Domain 4: Assessment. Candidates understand issues of assessment and use standards- based assessment measures with ESOL students.
- Standard 4.c. Classroom-Based Assessment for ESL. Candidates know and use a variety of performance-based assessment tools and techniques to inform instruction.
- 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.b. Design, develop, and implement student learning activities that integrate information technology.
- Standard 6.c. Use technologies to communicate, network, locate resources, and enhance continuing professional development.
Required Textbooks
- Heritage, M., Walqui, A., & Linquanti, R. (2015). English language learners and the new standards. Cambridge, MA: Harvard Education Press.
- Herrell, A. L., & Jordan, M. (2016) 50 strategies for teaching English language learners (5th ed.). Boston, MA: Pearson Education.
Course Outcomes
This course may be cross-listed as ED 473 and ED 573. Because course outcomes are based on the same state and national standards, the topics covered are the same. ED 573 students are expected to go into more depth in completing all assignments. Major assignments will be graded differently depending on students’ enrollment in ED 473 or ED 573. Details can be found on the course Canvas site.
ED 473 Course Outcomes
- Identify key elements of sheltered instruction.
- Write language and content objectives that address learning standards.
- Identify appropriate strategies, activities, and materials (proficiency level, culture, age) to support the content development of emergent bilinguals, as well as their listening, speaking, reading, and writing skills.
- Investigate student learning activities that use technology to support language and content objectives.
- Co-create a standards-based unit plan, and develop one lesson plan from that unit plan, that demonstrates an ability to integrate content and language development.
- Modify a classroom-based assessment to address content and learning objectives for emergent bilinguals.
ED 573 Course Outcomes
- Reflect on key elements of sheltered instruction.
- Write language and content objectives that address learning standards.
- Select appropriate strategies, activities and materials (proficiency level, culture, age) to support the content development of emergent bilinguals, as well as their listening, speaking, reading, and writing skills.
- Develop student learning activities that use technology to support language and content objectives.
- Create a standards-based unit plan, and write one lesson plan from that unit plan, that demonstrates an ability to integrate content and language development.
- Create a classroom-based assessment to address content and learning objectives for emergent bilinguals.
¹ Prior to Winter 2014, this course was entitled Instructional Approaches for P-12 English Language Learners.
