Courses in this category as designed to prepare teachers to teach English Language Learners in a variety of settings. Many courses apply toward endorsements on teaching certificates in various states.
Learn about best practices and resources for teaching English Language Learners within bilingual programs including print materials, games, multimedia materials, online resources, and effective short and long term lesson planning. Upon successful completion, 3 graduate semester hours are available from Chapman University for course ED/D 9389.
Learn about best practices and resources for teaching English Language Learners within bilingual programs including print materials, games, multimedia materials, online resources, and effective short and long term lesson planning. Upon successful completion, 3 graduate semester hours are available from Chapman University for course ED/D 9389.
CREDIT OPTIONS: 3.0 gradudate credits available for an additional fee from Chapman University
COURSE DESCRIPTION:
Learn about best practices and resources for teaching English Language Learners including print materials, games, multimedia materials, online resources, and effective short and long term lesson planning.
Analyze the role language plays in society. Deepen your awareness about sounds, words, sentence structure, oral and written communication, key aspects of nonverbal communication, the history of the English language, and the evolution of language. Explore elements of linguistics relevant to second language learning and teaching English Language Learners. Similarities and difference between the structures of English and other languages with emphasis on (but not limited to) languages found in the classrooms, schools, and communities of the participants as well as those of major groups in the US will be explored. Upon successful completion, 3.0 graduate credit hours are available from Chapman University for course ED/D 9392.
Acquire understanding of strategies and instruments for diagnosing and evaluating learning and instruction in English and the student’s home language. Focus will be on the purposes, characteristics, strengths, and limitations of teacher-made and commercial assessments used to assess acquisition of content, language and social skills in students for whom English is a new language. Strategies for reflecting on and using assessment results (data) to modify instruction will be explored along with the significance of sociological and psychological results of testing, validity, reliability, bias, scoring, and other assessment-related issues. Optional graduate credit available: 3.0 semester hours.
Acquire understanding of strategies and instruments for diagnosing and evaluating learning and instruction in English and the student’s home language. Focus will be on the purposes, characteristics, strengths, and limitations of teacher-made and commercial assessments used to assess acquisition of content, language and social skills in students for whom English is a new language. Strategies for reflecting on and using assessment results (data) to modify instruction will be explored along with the significance of sociological and psychological results of testing, validity, reliability, bias, scoring, and other assessment-related issues. Optional graduate credit available: 3.0 semester hours.
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.
- Cost: $1.00
Gain deeper awareness of how one’s personal attitudes, values, and beliefs about language, patriotism, culture, teaching, learning, power, privilege, and other cultural norms, values, and mores impact teaching and learning. Participants will relate these concepts to cross-cultural interactions in educational settings and explore implications about how these impact interactions with students and their families, instructional decisions, and perceptions about student performance, teaching, and learning within your professional practice. Optional graduate credit available: 3.0 semester hours.