Approved Course Outline

TSL 4140 - Curriculum Development in ESOL

College of Education

Credit(s): 3
Contact Hours: 47

Effective Term Fall 2022 (610)

Requisites

Admission to Educator Preparation Institute (EPI) (Certificate with Financial Aid Eligibility) (EPI-CT) or
Admission to Educator Preparation Institute (EPI) with Reading Endorsement (Certificate with Financial Aid Eligibility) (EPIR-CT)

Course Description

This course will survey cross-cultural communication and understanding, testing and evaluation, curriculum, and methods of teaching ESOL to meet the needs to Limited English Proficiency students. Students will have 15 hours of field experience.

Learning Outcomes and Objectives

The student will synthesize theories and create solutions related to the effects of culture on school achievement and language development for students from diverse backgrounds by (ESOL Domain 1.1):
1. Identifying strategies for reducing cross-cultural barriers among students, parents, teachers, administrators and the community.
2. Applying knowledge about language development, acculturation and special education.
The student will analyze the system of a language, language acquisition and development focusing on second language literacy development by (ESOL Domains 2.1, 2.2, 2.3):
1. Identifying and describing language universals, language function, language change and aspects of language.
2. Creating activities and lessons to assist cross linguistic transfer and promote language acquisition.
The student will compare and evaluate historical and theoretical research based methods of ESL content instruction by (ESOL Domains 3.1, 3.2):
1. Sequencing and identifying important historical milestones leading to the Florida Consent Decree.
2. Distinguishing the specific requirements of the six sections of the Florida ESOL Consent Decree with regards to meeting the needs of ELLs.
3. Comparing theories of language acquisition and identify associated theorists and traditions.
The students will plan for standards based instruction of ELLs by (ESOL Domain 4.1):
1. Selecting appropriate objectives.
2. Differentiating instruction dependent on language proficiency and student cognitive and cultural background knowledge.
3. Planning for comprehensible instruction using realia, manipulative, technology, and visuals.
The student will select, adapt and effectively use resources and technologies by (ESOL Domains 3.3, 4.2):
1. Identifying and planning for language proficiency levels in listening, speaking, reading and writing in a second language.
2. Instructing, evaluating and re-teaching content-based activity.
3. Analyzing models of sheltered content area instruction.
The student will evaluate and analyze language proficiency instrument to assess issues for both language proficiency and content area assessments by (ESOL Domain 5. 1):
1. Administering informal oral and written English proficiency assessments and analyzing results.
2. Creating and/or modifying content area and language proficiency assessments for ELLs.

Criteria Performance Standard

Upon successful completion of the course the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 1/20/2012, BOT 2/21/2012, Effective 20121(0460). C&I Approval: 11/30/2012, BOT Approval: 01/15/2013, Effective Term: Fall 2013 (475).