ESL 02 Language Acquisition


  • Sponsored by Midwestern IU IV

  • Act 48 Credits: 3 graduate-level credits (PA Dept. of Education Approved)

  • Act 48 CPE Hours: 90

  • Course Instructor: Susan Evans

  • Course Duration: 12 Weeks

  • Course Type: Facilitated

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Course Description: This course is designed for teachers or future teachers of English Language Learners. Educators taking this course will develop knowledge and skills in the areas of structure of the English language, grammar, and pronunciation, including lexical, morphological, syntax, phonological and pragmatic components. Educators taking this course will develop knowledge of the process of first and second language acquisition, including developmental issues in verbal, non-verbal skills, and vocabulary. They will also develop knowledge and skills to assist ELLs to communicate using verbal and non-verbal language.

Course Objectives: participants will demonstrate the ability to…

  1. Recognize language as an integrative system made up of component parts (phonology, morphology, syntax, pragmatics and semantics) and apply this knowledge to identify aspects of English that are difficult for ELLs.

  2. Support ELLs in communicating effectively for social and academic purposes by enhancing oral/aural skills, i.e., recognizing and using syntactic structures, the English sound system, and other communication skills.

  3. Support ELLs in understanding and using appropriate register variation and language use within different contexts and for different audiences, including formal, informal, social, and academic.

  4. Develop a variety of instructional techniques to assist ELLs in developing and using vocabulary (idioms, cognates, and collocations) and L2 literacy appropriately in written and spoken language, including contextualized practice.

  5. Apply knowledge of the principles of first and second language acquisition, and of the differences between first and second language acquisition, to the design of instruction for ELLs.

  6. Apply strategies that recognize the role of students’ L1s as a resource for language and literacy development and for communicating with invested participants (students, families, volunteer support, and bilingual aides).

  7. Model the use of culturally and linguistically responsive techniques and dispositions, so as to support the learning of other school professionals working with ELLs.

  8. Demonstrate understanding of the interdependence of language and culture to facilitate students’ transition between the home culture/language and U.S. school culture/language.

  9. Use research in the field of ESL to articulate a personal educational philosophy for instructing ELL’s.

  10. Create a personal professional development plan based on interests and reflection, taking advantage of opportunities to support those goals in professional associations and other academic organizations.