ESL03 Literacy Acquisition
ESL03 Literacy Acquisition
Act 48 Credits: 3 graduate-level credits (PA Dept. of Education Approved)
Course Instructor: Susan Evans
Course Duration: 8 Weeks
Course Type: Facilitated
Course Sponsor: Midwestern IU IV
Course Description: Educators taking this course will develop knowledge of the process of literacy development for second language learners and strategies to assist ELLs in the different stages of second language usage. The purpose of this course is to help future ESL teachers develop an understanding of how ELLs acquire literacy in a second language, understand the five foundational components systemic to successful reading programs (phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension), implement differentiated writing instruction, and identify effective strategies and techniques to improve literacy instruction for native English speakers and ELLs in K-12.
Course Objectives: participants will demonstrate the ability to…
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.
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.
Plan effective lessons in all domains (Reading, Writing, Speaking, and Listening) using a variety of materials, texts, activities, strategies and assessments appropriately based on consideration of the learners’ differing English language proficiency, L1 literacy and prior knowledge, age and developmental stages, grade levels, learning styles and socio-cultural needs.
Develop and implement communicative activities in K-12 classrooms that promote authentic interactions for social and academic purposes and that integrate all language skills, i.e., reading, writing, speaking, and listening.
Plan and provide evidence-based reading and writing instruction that includes various cueing systems (i.e. graphic, syntactic, and semantic cues) appropriate for ELLs.
Model the use of culturally and linguistically responsive techniques and dispositions, so as to support the learning of other school professionals working with ELLs.
Demonstrate understanding of the interdependence of language and culture to facilitate students’ transition between the home culture/language and U.S. school culture/language.
Use research in the field of ESL to articulate a personal educational philosophy for instructing ELL’s.
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.