English Language Learners (ELL) are students for whom English is not their primary language. Their first language (L1) is generally not used in instruction and the instructor need not know the students’ native languages.
Instructional methods of teaching language skills vary, depending on the district or school mandates. Some classes focus on literature to better prepare students for the exit exams and their transition into mainstream English Language Arts (ELA), while others require that the ELL teacher collaborate with subject area teachers to reinforce content and concepts. Another effective model is called the sheltered instruction approach, a class structure wherein content mastery and academic language skill are developed concurrently.
In this course, participants will learn to identify and understand the needs of English Language Learners; implement strategies for modifying academic content for better understanding; and then put their new skills into practice. Following the principles of Response-To-Intervention (RTI), participants will be able to differentiate instruction to address the diverse needs of learners in the classroom. This course is based on the framework provided by Universal Design for Learning (UDL): the development of adjustable materials, varied instructional approaches, and relevant assessment methods. Participants will learn to recognize potential barriers to learning, and subsequently identify possible solutions.
By the end of session 1, participants will be able to:
Identify and understand the needs of English Language Learners.
A. Assess student’s proficiency levels
B. Recognize cultural perspectives
C. Address the teaching of language skills
By the end of session 2, participants will be able to:
Implement strategies for modifying academic content for English Language Learners.
By the end of session 3, participants will be able to:
Put skills into practice.
A. Employ multiple methods of assessment
B. Review web-based TeachNet curriculum units designed for English Language Learners
Secondary Public Schools; Collegiate level; Post Graduate level; Peace Corps 40+ years.
ESOL; ELD; English for Conference Interpretation; Counseling for Secondary ELD Students; Literacy and Writing Strategies; Ethnic Studies; Special Education.
My current educational goal is helping teachers reach their professional goals and to keep abreast of trends in the field of teaching.
Personal interests include: golf, tennis, yoga, reading and travel.