ESOL 01: Second Language Acquisition for Teachers of Adult ELLs 0.4 CEUs
Description: Second Language Acquisition (SLA) is a central area of content knowledge for all second language educators working with English Language Learners (ELLs). Language acquisition is a subconscious process that mirrors the process in the first language in many important ways. The primary focus of this topic is to understand how the English language works as a linguistic system as well as about the beliefs educators hold about the role of grammar teaching in SLA about which influences choices that teachers make in their curriculum and instruction.
Learning Outcomes:
ESOL 02: Planning and Instruction for ESL Beginners 0.6CEUs
Description: ESOL programs have a quarter of the ELLs who have not been schooled in their home language and are at the beginning literacy level. This topic is important for adult ESOL teachers to understand how adult beginning literacy learners have limited formal schooling and why it is important to understand some of the background experiences of this population to better teach them. Most teachers of adult ELLs have not been trained to work with these learners who are emergent readers and who are unaccustomed to western classroom language learning.
Learning Outcomes:
ESOL 03: Formative Assessment for Learning in Adult ESL 0.6 CEUs
Description: In addition to standardized assessment, teachers of adult ELLs need to understand the basics of assessment and how the results of assessment can be used to guide instructional decisions. Research shows that when teachers understand formative assessment and that when teachers carefully plan instruction with the end in sight, learners are able to demonstrate their learning and, thus, provide information to teachers about next steps in their teaching.
Learning Outcomes:
ESOL 04: Effective Lesson Planning for Adult ELLs 0.6 CEUs
Description: Instruction must be meaningful and relevant to a student’s life. Understanding how to plan and design instructional activities that are authentic and relate to learners’ lives outside of the classroom is critical for student success. For ELLs, instruction should: 1) emphasize the four language skills – listening, speaking, reading, and writing; 2) be thoughtfully planned to include interactive and collaborative activities; 3) integrate meaning and communication in explicit language teaching; 4) provide explicit feedback to learners; and 5) include communication and language-learning strategies.
Learning Outcomes:
ESOL 05: Principles and Techniques of ESL Methodology 0.6 CEUs
Description: Delivering effective instruction requires a strategic process for teaching English as a second language to non-native speakers. Language learning is no longer a matter of rote memorization and repetition. The researched-based principles and techniques of ESL methods of instruction are more engaging and creative approaches, yet there is a science to the underlying premises of each approach. When teachers are more informed about the variety of instructional approaches -- whole language approach, communicative approach, participatory approach, and more -- then instruction becomes more effective and student success increases. The art of teaching is enhance as teachers become proficient with these approaches and integrate their own teaching style.
Learning Outcomes:
Description: Second Language Acquisition (SLA) is a central area of content knowledge for all second language educators working with English Language Learners (ELLs). Language acquisition is a subconscious process that mirrors the process in the first language in many important ways. The primary focus of this topic is to understand how the English language works as a linguistic system as well as about the beliefs educators hold about the role of grammar teaching in SLA about which influences choices that teachers make in their curriculum and instruction.
Learning Outcomes:
- TLW understand how language works and how their beliefs influence how they teach
- TLW discuss with 95% accuracy the differences about language learning between a behaviorist’s and a constructivist’s belief system
- TLW explain how they would teach the applied knowledge by using sample student goals and then discussing lessons/activities they would use in their teaching practice.
ESOL 02: Planning and Instruction for ESL Beginners 0.6CEUs
Description: ESOL programs have a quarter of the ELLs who have not been schooled in their home language and are at the beginning literacy level. This topic is important for adult ESOL teachers to understand how adult beginning literacy learners have limited formal schooling and why it is important to understand some of the background experiences of this population to better teach them. Most teachers of adult ELLs have not been trained to work with these learners who are emergent readers and who are unaccustomed to western classroom language learning.
Learning Outcomes:
- TLW describe guiding principles for teaching beginning level literacy learners.
- TLW analyze how limited first language literacy (L1) affects second language literacy (L2).
- TLW discuss the relationship of shapes of letters and their sounds and how it impacts literacy development
- TLW discuss the understanding of phonics in English language learning.
- TLW observe demonstration lessons on using phonics to teach English literacy.
- TLW describe how they will implement this new learning in their teaching practice.
ESOL 03: Formative Assessment for Learning in Adult ESL 0.6 CEUs
Description: In addition to standardized assessment, teachers of adult ELLs need to understand the basics of assessment and how the results of assessment can be used to guide instructional decisions. Research shows that when teachers understand formative assessment and that when teachers carefully plan instruction with the end in sight, learners are able to demonstrate their learning and, thus, provide information to teachers about next steps in their teaching.
Learning Outcomes:
- TLW discuss how assessment is part of accountability in adult ESOL programs and how the assessment system works in their local agency for placement, diagnosing areas of strengths and weaknesses, and informing instruction.
- TLW identify one way they currently align summative assessment to lesson and curriculum planning.
- TLW define, compare, and contrast with 95% accuracy the assessment terms and concepts.
- TLW give three examples of assessment terms as it relates to their teaching experience and practice.
- TLW give an example of using differentiated instruction.
- TLW create a rubric to evaluate a speaking activity.
- TLW describe ways to implement more formative assessment in their instructional practice.
ESOL 04: Effective Lesson Planning for Adult ELLs 0.6 CEUs
Description: Instruction must be meaningful and relevant to a student’s life. Understanding how to plan and design instructional activities that are authentic and relate to learners’ lives outside of the classroom is critical for student success. For ELLs, instruction should: 1) emphasize the four language skills – listening, speaking, reading, and writing; 2) be thoughtfully planned to include interactive and collaborative activities; 3) integrate meaning and communication in explicit language teaching; 4) provide explicit feedback to learners; and 5) include communication and language-learning strategies.
Learning Outcomes:
- TLW will discuss the various teaching and learning styles.
- TLW describe their basic teaching style and discuss reflectively the implications of that teaching style and how it may influence lesson planning and the delivery of instruction.
- TLW discuss how lesson planning impacts the quality and delivery of instruction.
- TLW identify and describe components of effective lesson design.
- TLW select and describe appropriate instructional activities for each component or stage of a lesson.
- TLW describe important concepts for effective lesson design for multilevel classes.
- TLW analyze samples of multilevel lessons plans for instructional effectiveness.
- TLW describe ways to enhance their lesson planning in their instructional practice.
ESOL 05: Principles and Techniques of ESL Methodology 0.6 CEUs
Description: Delivering effective instruction requires a strategic process for teaching English as a second language to non-native speakers. Language learning is no longer a matter of rote memorization and repetition. The researched-based principles and techniques of ESL methods of instruction are more engaging and creative approaches, yet there is a science to the underlying premises of each approach. When teachers are more informed about the variety of instructional approaches -- whole language approach, communicative approach, participatory approach, and more -- then instruction becomes more effective and student success increases. The art of teaching is enhance as teachers become proficient with these approaches and integrate their own teaching style.
Learning Outcomes:
- TLW discuss the goals for acquiring proficiency in delivering instruction effectively using ESL methodologies and core principles of good language instruction.
- TLW identify and summarize the components of each of the five targeted language approaches.
- TLW design language practice activities to demonstrate comprehension of the approach.
- TLW identify specific techniques and principles for use in their instructional practice.
- TLW create a lesson/activity plan for implementing the techniques and principles of ESL teaching methodology.
- TLW demonstrate with 95% accuracy the understanding of an approach and make a presentation utilizing the approach.