This 3-credit course is designed for teachers of English Language Learners. Because ELL students come to us with a variety of backgrounds and at diverse levels of language acquisition, it is important for ESL teachers to have the knowledge and skills necessary to implement and revise a developmentally appropriate curricular program for all students. Upon completion of this course, teachers will be expected to be able to: implement and revise an ESL program tailored to meet the needs of each student. Participants will be able to modify and employ appropriate materials and resources to be used with children at each level of English Proficiency.

Course Objectives: participants will demonstrate the ability to…

1. Design standards-aligned instruction in English utilizing the Pennsylvania Academic Standards, the English Language Proficiency Standards, and Can-Do descriptors in relation to the continuum of proficiency levels.

2. Plan ESL instruction and assessment specific to the reading and writing needs of students with limited formal schooling (LFS) or interrupted formal education (SIFE).

3. Recognize, plan and implement key elements of ESL lesson design, which include:Differentiate instruction based on formative assessment of student progress, reteaching as necessary for students who need additional time and alternative approaches to meet learning outcomes.

   • Content and language objectives;

   • Scaffolding, supports;

   • Activating and building on prior knowledge;

   • Formative and authentic assessments; and

   • Academic and social interaction at the English Language Proficiency Level of the student, specifically in the domains of listening, speaking, reading and writing.

4. 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.

5. Collaborate with and provide guidance to content teachers of ELLs related to using English language proficiency standards (ELPS), appropriate supports, and adaptations which provide students access to content instruction, tasks and assessments at their English language proficiency level.

6. Select, analyze and adapt a variety of authentic sources and tools to enhance oralcy and literacy development for ELLs, including but not limited to:

7. 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 learners' differing English language proficiency, L1 literacy and prior knowledge, age and developmental stages, grade levels, learning styles and sociocultural needs.

   • Various popular texts, including fiction, non-fiction, comic-book style, etc.;

   • Visual and/or original source materials;

   • L1 materials;

   • Music;

   • Media and multimedia, including technological resources and electronic communication.

8. Develop classroom activities that could involve families and provide ELLs and their families with information, support and assistance.

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.