Sep 18, 2020
EDUC 1060 - Teaching English Language Learners Credits: 3
Hours/Week: Lecture 3Lab None
Course Description: This course focuses on the basics of TESOL (teaching English to speakers of other languages) and strategies for teaching the American English language and American school culture to speakers of other languages in American schools. Students study theories and strategies for being effective educators in ESOL classrooms and with English language learners in mainstream classes. Coursework includes participating in discussions, collecting and analyzing ESOL resources, performing field experience off campus, reflecting on field experience, theories and strategies, and creating a portfolio of resources for teaching English language learners. Students must provide their own transportation. A Minnesota Human Services background study with no restrictions may be required.
Prerequisite(s): Assessment score placement in RDNG 1000 or completion of RDNG 0900 or RDNG 0950 with a grade of C or higher. For non-native speakers of English with a college degree from their native country: oral interview and permission of the instructor or concurrent enrollment in ESOL 1035 and ESOL 1033 or completion of ESOL 1035 and ESOL 1033 with a grade of C or higher.
Recommendation: basic computer literacy.
- Exposure to learning a new language; gestures across cultures
- Introduction to cultures, cultural values, cultural styles of learning, culture shock, post traumatic stress, and implications for the classroom
- Worldwide refugee migration; geography and history of immigration in the US.
- English linguistics: grammar, orthography, etc
- Various theories and methods of learning language, including listening, speaking, reading, writing, grammar, pronunciation, vocabulary skills; content-based instruction
- Literacy, first language second language issues, basic English conversational skills (BICS) and cognitive academic language proficiency (CALP), the gap
- Types of ELL (English Language Learner) programs, roles of paraeducators and educators
- Strategies for paraeducators and educators to use: guiding principles and practice
- Errors and interlanguage, codeswitching
- Adapting for various levels of language proficiency and learning styles
- Thinking skills and academic language
- Verbal and non-verbal communication in the classroom
- Games for learning language
- Technology resources: ESOL on the world wide web
- Assessment techniques; documentation of learner progress
- Strategies for working with students, aides, teachers, and schools
At the end of this course students will be able to:
- describe common challenges of learning a new language.
- adapt speaking styles according to audience, situation, and topic.
- evaluate various TESOL web sites.
- analyze learned strategies and field experience.
- synthesize information about cultures currently represented in Minnesota and their value systems, compared with one¿s own.
- compare a variety of sound and writing systems in world languages to those of American English.
- identify countries where refugees and immigrants come from and go to, including the United States.
- explain the different kinds of language competencies, social and academic, and various routes to language acquisition.
- explain bilingual education and English Only principles and practices.
- apply principles of language learning to classroom exercises.
- create a resource collection of strategies, techniques, and information about language, cultures, and cultural values to use in the classroom.
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