TEDX1331X - English Language Learner: Language Acquisition
Course Description
| Course Description |
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English Language Learner: Language Acquisition was written to help teachers understand concepts and terms related to educating students whose first language is not English. This course discusses developmental theories and how they apply to English language learners. The focus of this course is on the process of second language acquisition and the role of the classroom teacher. Included in this course is information about literacy development, integration of language, co-teaching, ELL instructional needs, the legal obligations of schools and teachers to provide services, and the types of programs schools might provide. Also included is information about communicating with parents/guardians.
Information provided in this course has been divided into four chapters, which should be completed in the order in which they are presented in the program. Once you have completed these four chapters, you should have a better understanding of the concept of second language acquisition. You are strongly encouraged to read additional journal articles, books, and research materials outside the course material to gain a better understanding of current issues related to educating students with disabilities in inclusive classrooms.
Chapter 1: Developmental Theories
This chapter focuses on developmental theories and their application to second language acquisition. This is foundational knowledge educators should have to understand how to teach students who are English language learners.
Chapter 2: Language Acquisition
Chapter 2 focuses on the process of first and second language acquisition and how students learn BICS and CALPS. Understanding the process of learning a language is fundamental to teaching English language learners.
Chapter 3: Culture & Language
This chapter focuses on the relationship between culture and language and the importance of that relationship. Included are strategies for learning about the culture of students and families. Without a foundational understanding of culture, educators will not be able to adequately relate to all students and families.
Chapter 4: Programs/Home
Chapter four focuses on the various types of English language learner programs schools and districts might use. Included is a discussion on how to effectively communicate with parents/guardians.
| Learning Objectives |
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As a result of taking this course, participants will be able to demonstrate their ability to:
- Identify key legislation that affects the education of English language learners
- Apply knowledge of developmental theories to teaching English language learners
- Analyze language acquisition theories and processes at various stage of language development
- Review and discuss literacy development for ELL students
- Apply knowledge of diversity theories, equity theories, biases, and stereotypes
- Develop strategies for co-teaching across subject areas with English language learners
- Identify a personal cultural identity and drive
- Design curriculum that integrates language into the content of instruction
- Analyze how environment, community, family, and culture influences English language learners
| Prerequisites |
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There are no prerequisites.
| Notes |
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As a student you will be expected to:
- Complete all four information sections showing a competent understanding of the material presented in each section.
- Complete all four section examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course. *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
- Complete a review of any section on which your examination score was below 50%.
- Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
- Complete a course evaluation form at the end of the course.
| Estimated Time of Completion |
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40 Hours
| Access Time |
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365 Days
| CEU / PDU Outcomes |
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4.0 CEUs
For Additional Information Visit: https://www.virtualeduc.com/html_syllabus/LA/LA_UP3_syllabus.htm