Designed to assist student educators in constructing a welcome and supported learning environment for their English learners (ELs) regarding reading and literacy across the content areas. Appropriate literacy strategies, theorists, instruction, and assessments will be evaluated, and various aspects of first and second language acquisition will be examined. All aspects of English language development will be considered such as phonemic awareness, vocabulary, fluency, comprehension, and writing. Strategies to facilitate reading comprehension for ELs in K-12 will be addressed. Students will learn to adjust language instruction to meet the language developmental literacy needs of the ELs from various socio-cultural, educational, and linguistic backgrounds. Ten observation hours required.
- Apply concepts and theories of first and second language acquisition to facilitate ELs’ development of social and academic English language.
- Demonstrate the uses of major theories and research related to the nature and role of culture in instruction and social awareness.
- Understand how cultural groups and individual cultural identities affect language learning and school achievement by identifying and using the major principles, theories, and research related to the nature and role of culture on language learning, school achievement, and acculturation.
- Understand the nature and role of culture to construct learning environments to support Els’ cultural identities and academic needs, demonstrating the understanding of how cultural groups in the community, including the majority group, affect language learning, social adjustment, school achievement and acculturation.
- Use evidence-based practices and strategies to plan, implement, and manage standards-based ESOL and content instruction.
- Use performance-based assessment tools and techniques to inform instruction for classroom assessment.
- Demonstrate knowledge of history, research, and educational public policy.
