TSL 4081 - ESOL Issues: Principles & Practices II K-12

College of Education

Effective Term Fall 2023 (625)

Requisites

(Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) or
Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS)) and
Prerequisite TSL 3080 with a minimum grade of C and
(Prerequisite EDE 4304 with a minimum grade of C and
Prerequisite EDE 4943 with a minimum grade of C)

Course Description

This course is designed to serve as the culminating experience in the teaching of English to speakers of other languages (ESOL) for the education major. Its main goal is to make the connection between theory and practice. Special attention will be given to the areas of cross-cultural communications, second language acquisition theory and methods of teaching English language learners (ELLs). The 5 ESOL Domains are comprehensively covered throughout this course. Students will complete 20 hours of field experience.

Learning Outcomes and Objectives

  1. The student will examine the role of culture, family partnerships, and resources for teaching and learning of ELLs from diverse backgrounds and at varying proficiency levels in English. (ESOL Domain 1, Standard 1) by:
    1. Adapting methods, strategies, and techniques according to the diverse learning styles, cultural perspectives, and educational backgrounds of ELLs.
    2. Integrating community, school, and parental resources to facilitate successful interaction with ELLs.
  2. The student will examine the subfields of applied linguistics and theories of second language literacy development to support ELLs’ acquisition of English (ESOL Domain 2, Standards 1, 3) by:
    1. Interpreting data based on oral, written, and reading samples of an ELL.
    2. Constructing appropriate activities to support language and literacy development in English.
  3. The student will integrate theoretical and practical knowledge of language structure, use, and development (ESOL Domain 2, Standard 2) by:
    1. Examining the interference between English and other languages.
    2. Differentiating the use of language for social and academic purposes including culture specific behaviors.
    3. Examining the principles, characteristics, and terminology of current, first and second language acquisition theories.
  4. The student will apply appropriate teaching and learning strategies for ELLs using principles of Second Language Acquisition (SLA) (ESOL Domain 3, Standard 1) by:
    1. Identifying essential strategies for teaching speaking, listening, reading, and writing, including content-area instruction for ELLs.
    2. Facilitating social and academic language learning.
  5. The student will design appropriate instruction for ELLs and those students with limited formal schooling (ESOL Domain 3, Standard 2 & 3; ESOL Domain 4, Standards, 1 & 2) by:
    1. Developing a two-week unit plan which includes evidenced-based strategies to support ELLs’ content knowledge development and language proficiency development.
    2. Adapting materials and activities to support ELLs at differing levels of proficiency.
    3. Identifying appropriate technology to support the goals of the unit plan.
  6. The student will use a variety of assessment procedures and instruments to assess ELL’s language and literacy development based on state and federal guidelines. (ESOL Domain 5, Standards 1, 2, 3) by:
    1. Developing or adapting formal and informal assessments with appropriate accommodations to accurately assess ELLs on a variety of topics.
    2. Determining an ELL’s English language proficiency level.
    3. Identifying appropriate instructional strategies to support an ELL’s English language development.
    4. Differentiating indicators of learning disabilities and limited English proficiency.

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 9/24/02; BOT 10/17/02 Effective 20031. C&I 4/8/03, BOT 5/20/03, Effective 20031. C&I 1/24/06, BOT 2/21/06, Effective 20052(0360). Flex access 20073(0395). C&I 3/23/2010, BOT 4/21/2010, Effective 20093(0425). C&I 9/16/2011, BOT 10/2011, Effective 20122(0465). C&I Approval: 11/30/2012, BOT Approval: 01/15/2013, Effective Term: Fall 2013 (475). C&I Approval: , BOT Approval: , Effective Term: Fall 2021 (595).
C&I Approval: , BOT Approval: , Effective Term: Fall 2023 (625)

Related Programs

  1. Art Education with ESOL Endorsement (ARTED-BS) (670) (CS Approved)
  2. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  3. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  4. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  5. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  6. Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS) (660) (Active)
  7. Prekindergarten/Primary Education (age 3 through grade 3) with Reading Endorsement Apprenticeship (PKPEDA-BS) (660) (Active)
  8. Secondary English Education with Reading and ESOL Endorsement (ENGEDR-BS) (660) (Active)
  9. Secondary English Education with Reading Endorsement Apprenticeship (ENGEDRA-BS) (660) (Active)