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English Language Learners in Your Classroom

Price

English Language Learners in Your Classroom

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Number of: Hours 45
  • 3 university semester credits, 4 university quarter credits
    (university fees are additional)
  • System Requirements
What you need to know
Year End Special - $199

(Valid through December 31, 2014)

All 3 Credit Courses

3 – Credit Course/ 45 Hours

Use the following promo code at checkout:

YearEndSpecial2014


CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.


Humboldt State University (HSU):
HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course: English Language Learners in the Regular Classroom

As the school population of English Language Learners continues increasing rapidly across the United States, classroom teachers from K-12 are confronted with the great challenge of helping them acquire skills in English in addition to teaching them in the content areas. Many teachers do not have the training or knowledge to confront the task, and schools may not have the resources to assist them. This course provides them with the background necessary for meeting the needs of students from different countries and cultures including encouraging intercultural exchanges, information about assessment and the language learning process, cultural awareness, and a wide range of techniques and suggestions for offering a high quality learning experience for ELLs.

The course presents and analyzes the foundations of bilingual education for teachers to be able to understand and incorporate the most relevant aspects in their classrooms. As teachers gain expertise in the theory and methods of second language learning in general, they will learn to recognize the real level of ELLs, both in Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). In addition, becoming familiar with the way English is taught around the world and ways to access their students’ schemas, educators will gain insights into how their ELLs have been exposed to the language previously and how they are accustomed to learning.

One of the main points in the course is that good instructional practices for ELLs will benefit all learners. Recommendations for an eclectic approach include assigning buddies, cooperative learning, reading strategies, and incorporating the arts to create a learning environment that will motivate all students to reach their full potential as human beings as well as academically.

Course Objectives: Participants will

  • understand the needs of ELLs to work with them accordingly
  • become more familiar with the situation of immigrants in the United States
  • become more culturally aware to create a multicultural classroom environment
  • learn how to sensitize English Only students to be able to help their ELL peers
  • understand how immigration affects education
  • understand the principles of bilingual education to apply them in the classroom
  • understand the process of language acquisition
  • learn techniques and methods for teaching a second language
  • assess ELL students in terms of BICS and CALP and first language literacy
  • learn how to individualize instruction for ELLs
  • integrate lessons with creative arts in the regular curriculum
  • prepare lessons keeping in mind the schema and particular needs of ELLs
  • be able to accommodate lessons for ELLs with different forms of scaffolding
  • encourage ELLs to read extensively in English
  • learn about the specific problems ELLs face in reading in English and helping them overcome them
  • learn different techniques to incorporate in content area lessons
  • learn how to involve the family and the community in the multicultural learning environment
Syllabus
  • Course:
    English Language Learners in Your Classroom
  • Prerequisites:
    None

Course Description:

As the school population of English Language Learners continues increasing rapidly across the United States, classroom teachers from K-12 are confronted with the great challenge of helping them acquire skills in English in addition to teaching them in the content areas. Many teachers do not have the training or knowledge to confront the task, and schools may not have the resources to assist them. This course provides them with the background necessary for meeting the needs of students from different countries and cultures including encouraging intercultural exchanges, information about assessment and the language learning process, cultural awareness, and a wide range of techniques and suggestions for offering a high quality learning experience for ELLs.

The course presents and analyzes the foundations of bilingual education for teachers to be able to understand and incorporate the most relevant aspects in their classrooms. As teachers gain expertise in the theory and methods of second language learning in general, they will learn to recognize the real level of ELLs, both in Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). In addition, becoming familiar with the way English is taught around the world and ways to access their students’ schemas, educators will gain insights into how their ELLs have been exposed to the language previously and how they are accustomed to learning.

One of the main points in the course is that good instructional practices for ELLs will benefit all learners. Recommendations for an eclectic approach include assigning buddies, cooperative learning, reading strategies, and incorporating the arts to create a learning environment that will motivate all students to reach their full potential as human beings as well as academically.

  • comprehending the problem and identifying relevant data
  • analyzing the problem’s internal structure to determine what type of problem it is
  • selecting a viable solution process and carrying it out
  • explaining the solution process both orally and in writing.

Course Objectives: Participants will

  • understand the needs of ELLs to work with them accordingly
  • become more familiar with the situation of immigrants in the United States
  • become more culturally aware to create a multicultural classroom environment
  • learn how to sensitize English Only students to be able to help their ELL peers
  • understand how immigration affects education
  • understand the principles of bilingual education to apply them in the classroom
  • understand the process of language acquisition
  • learn techniques and methods for teaching a second language
  • assess ELL students in terms of BICS and CALP and first language literacy
  • learn how to individualize instruction for ELLs
  • integrate lessons with creative arts in the regular curriculum
  • prepare lessons keeping in mind the schema and particular needs of ELLs
  • be able to accommodate lessons for ELLs with different forms of scaffolding
  • encourage ELLs to read extensively in English
  • learn about the specific problems ELLs face in reading in English and helping them overcome them
  • learn different techniques to incorporate in content area lessons
  • learn how to involve the family and the community in the multicultural learning environment

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, the development of written lessons using differentiated strategies, classroom implementation of these strategies, and analysis of both the lesson and the students’ response to the lesson. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students are only eligible for “P” in-service credit.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a Overview
    • 1.b Immigration and the Changing School Population
  • Lesson 2
    • 2.a Importance of Cultural Awareness
    • 2.b Confronting Stereotypes and Prejudices
    • 2.c The English Language
    • 2.d Spanglish
    • 2.e Nonverbal Communication
    • 2.f Sign Language and Other Practical Applications for the Classroom
  • Lesson 3
    • 3.a The Controversy
    • 3.b Basis of Bilingual Education
    • 3.c Kinds of Programs
    • 3.d Classroom Applications
    • 3.e First Language Literacy
    • 3.f Good General Instructional Practices
  • Lesson 4
    • 4.a Language Fun
    • 4.b Five Stages of Language Acquisition
    • 4.c Acquisition vs. Learning
    • 4.d Grammar and Children
    • 4.e Error Correction
    • 4.f Overview of Other Methods and Techniques, From Traditional to Contemporary
    • 4.g Use of Creative Arts (Music, Poetry, and Theater) for Language Acquisition
    • 4.h Visuals - Thinking Maps, Foldables, and other Charts
  • Midterm
  • Lesson 5
    • 5.a Collectivist vs. Individualist Societies and Their Implications
    • 5.b Other Differences in Education Between the United States and Other Countries
    • 5.c Movements in Education
    • 5.d Assessment and Competencies
  • Lesson 6
    • 6.a Teaching Reading to ELLs - Introduction
    • 6.b Scaffolding – Support to Fill in Gaps
    • 6.c Vocabulary Development
    • 6.d Phonics
    • 6.e Reading Strategies
    • 6.f The Reading Hypothesis
  • Lesson 7
    • 7.a Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP)
    • 7.b Approaching Texts in the Content Areas
    • 7.c Information Texts for All Areas
    • 7.d Thinking Maps
    • 7.e Lesson Preparation
  • Lesson 8
    • 8.a Assessment and Evaluation
    • 8.b Assessment and Standardized Tests
    • 8.c Formal and Informal Forms of Evaluation
    • 8.d Competencies
    • 8.e Assessing English Language Skills
    • 8.f Reading
    • 8.g Writing
    • 8.h Student Self-Assessment
    • 8.i Learning Contracts
    • 8.j Conclusions
  • Lesson 9
    • 9.a Teacher as Facilitator
    • 9.b Emotional Factors
    • 9.c Filling in the Gaps
    • 9.d Factors in Rates of English Acquisition
    • 9.e Involving Parents and Community
  • Evaluation
  • Final Exam
Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based 
  • University credits available* 
  • Asynchronous – start at any time – 24/7
  • Self-paced – work at your own pace and convenience 
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills 

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits
   45 hours = 3 semester credits
   30 hours = 2 semester credits
   15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions
Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff