• Online - no travel to campus required
• Next session:
  EDUC 744 963 February 2 – March 20, 2009
  
• 3 graduate credits

Catalog Description:

Current trends, research, and best practices in teaching English Language Learners. Stages of second language acquisition; strategies using nonlinguistic representations for communication with ELL/ESL students; differentiated instruction that combines teaching content and developing language skills; and strategies to incorporate volunteerism, communication, and collaboration between school and home..

This course is designed for K-12 and community college classroom teachers and support staff at all levels including special education teachers and curriculum coordinators who teach linguistically and culturally diverse students and are interested in addressing the needs of English Language Learners entering today’s classrooms.

Conducted online with no face-to-face class sessions, you may participate using your home or work computer without having to drive to campus.

You will connect to learning modules and class discussion via the World Wide Web and obtain readings, retrieve and submit assignments, access the university's online library resources, discuss with other participants, and have frequent personal contact with the instructor via email.

The class is highly interactive with a significant discussion component. All projects/assignments will be submitted via e-mail or presented via the WWW. Instructor/peer comments will be available through discussion groups or sent by e-mail.

Required Textbooks
Readings will be assigned from the following two textbooks. The books are available used or new from online book stores such as
http://www.amazon.com/ or http://www.barnesandnoble.com/ or as an e-book you pay purchase and download as a pdf file to your computer.

1. Flynn, Kathleen & Hill, Jane (2006) Classroom instruction that works with English language learners. Alexandria, VA: ASCD Publishing, ISBN: 978-1-4166-0390-0
   e-book:
   http://www.shop.ascd.org/productdisplay.cfm?productid=106048E4
   
   
2. Haynes, Judie. (2006) Getting started with English language learners: how educators can meet the challenge. Alexandria, VA: ASCD Publishing, ISBN: 978-1-4166-0579-5
   e-book:
   http://www.shop.ascd.org/productdisplay.cfm?productid=106009E4
   

You may also find ASCD e-books in many libraries that partner with netLibrary, ebrary, or myilibrary.com.

Learning Outcomes
At completion of the course, students will:

1. Apply key concepts and research of second language acquisition when planning classroom instruction for ELL students.
2. Implement a variety of standards-based teaching strategies and techniques for integrating English listening, speaking, reading, and writing for ELL students to access the core curriculum.
3. Differentiate instruction for ELL students in a mainstreamed classroom.
4. Modify, integrate and reinforce study skills in the new language environment to help ELL students acquire content and language skills needed to meet standards based classroom requirements.
5. Evaluate materials to use with ELL students that embrace and accept diversity.
6. Utilize a wide range of standards-based content materials, technologies, online resources in the field of bilingual and ELL education and adapt effectively for ELL students.
7. Implement strategies to encourage volunteerism, communication, and collaboration between school and home.
8. Collaborate with ELL or bilingual education specialists to modify classroom assignments and facilitate English acquisition.

Alignment with Teaching Standards
Participants in this class will gain experience that will help them meet the following Wisconsin Standards for Teacher Development and Licensure (WI DPI): # 3, 4, 5, 6, 7, 9, 10

Wisconsin Standards for Administrator Development and Licensure (WI DPI) # 3, 5, 7

Content Outline
The learning modules are structured around an introduction, readings, activities, an activity checklist, learning rubric, and interactive group discussion. Required activities include:

• Participating in online class discussions with the instructor and peers and sharing responses to readings, online resources, literature review, and field research
• Reflecting on what is learned when viewing best practice case studies 
  

Module 1 Introduction
Five stages of culture shock           
Analyze myths of language acquisition and language learning

Module 2 Acquiring Language
Stages of language acquisition
Stages of academic language acquisition

Module 3 Correlating Instruction with the Stages of Second-language Acquisition
Teaching to the learning styles of ELLs
Sheltered Instruction Observation Protocol (SIPO): A research-based model mainstream teachers use to teach ELLs that meets the NCLB requirement.
Combining language objectives with content objectives
Challenges for ELLs in content-area classes

Module 4 Differentiating Instruction for English Language Learners
Scaffolding learning and using the backwards planning model
Choosing essential vocabulary
Picture walks and prior knowledge
Summarizing and note-taking
Graphic organizers
Think alouds
Flexible grouping and cooperative learning
Non-linguistic representations

Module 5 Developing Alternative Assessments
Assessing beginning ELL learners
Assessing advanced beginners to intermediate ELLs
Reinforcing effort and providing recognition
Homework and practice

Module 6 Models for Teaching English Language Learners
Structured Immersion or Sheltered English Programs
Sheltered Instruction Observation Protocol
Cognitive Academic Language Learning Approach
Pullout and collaborative ESL programs
Content based ESL instruction
Total physical response
Language experience approach
Bilingual education
Collaboration and collegiality among classroom teachers and ELL or bilingual education specialists

Module 7 Involving the Parents and Communities
Epstein’s model of parent and community involvement
Parent rights and responsibilities under NCLB
Communicating effectively at parent-teacher conferences
ESL classes available in the community
Newcomers’ services available in the community
Building partnerships with students’ families
Strategies to encourage volunteerism, communication, and collaboration between school and home.

Module 8 Case Study and Taking Action
Instructional action plan
Professional growth plan

Prerequisites
Hardware and Software Requirements

What are the minimum technology requirements?

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Instructor
Mary Beth Crum - background information

Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy

Enrollment is limited to twenty participants; register online .

Check out the list of additional online classes.

For additional information, e-mail your comments or questions to:

School of Education Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209 or 715-232-2253

Introduction Activities
After you are enrolled review the Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy .