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Developing Listening Comprehension in English Language Learners

Price

Developing Listening Comprehension in English Language Learners

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Hours: 45.00
  • University Credits: 3.00
  • Promotions
What you need to know

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 Description:

This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.

Course Objectives: Participants will

  • Create pre-listening, while-listening, and after-listening (or post-listening) activities to build comprehension of spoken English, to help their students go through the steps that first language and second language listeners go through when they try to comprehend incoming information.
  • Use the five language-teaching approaches (grammar-translation; direct method; audio-lingual, communicative language teaching, and task-based approach) and identify how the teaching of listening is (or is not) incorporated into these approaches.
  • Create bottom-up, top-down, and interactive listening goals, and translate them into classroom activities and lessons appropriate for beginning, intermediate and advanced level learners. Participants will be able to use intensive, responsive, and selective kinds of listening activities for the word level, sentence level, and for mini-talks and conversations.
  • Create discrete-response tests of phonemic discrimination, paraphrase recognition, and response evaluation, with a cognitive understanding of the critical issues in testing and the purpose of the listening test to define the kind of test that will be created and used.
Syllabus
  • Course:
    Developing Listening Comprehension in English Language Learners
  • Prerequisites:
    None
  • Number of credits:
    3
  • Number of hours:
    45

Course Description:

This course explores a number of issues involved in helping learners to develop their listening comprehension of English as a second or foreign language. Participants will explore and understand factors that affect the success or failure of listening comprehension, examine an adaptable lesson template that can be used to develop the listening comprehension of students, and look at specific listening activities targeted at novice-level, intermediate-level, and advanced-level students. The course will also highlight effective assessment methods, including computerized testing of listening ability.

Course Objectives:

  • Create pre-listening, while-listening, and after-listening (or post-listening) activities to build comprehension of spoken English, to help their students go through the steps that first language and second language listeners go through when they try to comprehend incoming information.
  • Use the five language-teaching approaches (grammar-translation; direct method; audio-lingual, communicative language teaching, and task-based approach) and identify how the teaching of listening is (or is not) incorporated into these approaches.
  • Create bottom-up, top-down, and interactive listening goals, and translate them into classroom activities and lessons appropriate for beginning, intermediate and advanced level learners. Participants will be able to use intensive, responsive, and selective kinds of listening activities for the word level, sentence level, and for mini-talks and conversations.
  • Create discrete-response tests of phonemic discrimination, paraphrase recognition, and response evaluation, with a cognitive understanding of the critical issues in testing and the purpose of the listening test to define the kind of test that will be created and used

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 reflective journal exercises, short answers that are reviewed by a moderator, quizzes, and observation and analysis of lessons. 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 can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a The Iimportance of Teaching Listening Comprehension in L2 Learning
    • 1.b The Role of Listening in L1 and L2 Learning
    • 1.c Understanding spoken English
    • 1.d Helping students understand spoken English: What teachers need to do
    • 1.e Reading and listening
    • 1f. Supplementary Material
  • Lesson 2
    • 2.a Listening Situations: Why we listen and to whom
    • 2.b Types of Listening
    • 2.c Processing Spoken English
    • 2.d Understanding Spoken English: bottom-up and top-down processing
    • 2.e Exercises to practice bottom-up listening processes
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a Teaching English to speakers of other languages: approaches, methods, and techniques
    • 3.b The grammar-translation approach
    • 3.c The direct method
    • 3.d The audio-lingual approach
    • 3.e Alternative approaches
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a The Factors Affecting Listening Comprehension
    • 4.b Factors inside the head of the listener
    • 4.c Factors outside the head of the listener
    • 4.d Internal factors particular to L2 listeners
    • 4.e External factors in the message
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a "Real-life" listening situations
    • 5.b What does real-life listening sound like?
    • 5.c Establishing a purpose for listening
    • 5.d Setting goals or tasks for teaching listening
    • 5.e Figuring out listener functions and responses
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a The product approach to teaching listening
    • 6.b Product versus process models of teaching listening skills
    • 6.c Listening texts/input, listening functions/tasks, and listening content
    • 6.d Listening texts and contents
    • 6.e Selecting texts, tasks, and contents for listening practice and skill development: The multiple decisions teachers must make
    • 6.f Supplementary Material
  • Lesson 7: Curricular Integration- Graph Comparison
    • 7.a Bottom-up, top-down, and interactive listening activities
    • 7.b Bottom-up beginning-level listening exercises
    • 7.c Top-down beginning-level listening exercises
    • 7.d Interactive beginning-level listening exercises
    • 7.e Creating or using a story line for beginning level learners & recursive listening
    • 7.f Supplementary Material
  • Lesson 8: Curricular Integration- Measuring Tools
    • 8.a Who is an intermediate level learner? What kinds of listening texts and tasks will help them?
    • 8.b Bottom-up listening exercises for intermediate-level learners
    • 8.c Top-down listening exercises for intermediate-level learners
    • 8.d Interactive listening exercises for intermediate-level learners
    • 8.e Listening and speaking English
    • 8.f Supplementary Material
  • Lesson 9: Curricular Integration- Recording a Process
    • 9.a Teaching advanced-level learners of English as a foreign language
    • 9.b Bottom-up goals and activities for advanced-level learners
    • 9.c Top-down listening goals and exercises for advanced level learners
    • 9.d An interactive activity for advanced-level learners
    • 9.e Who is an advanced-level foreign language speaker?
    • 9.f Supplementary Material
  • Lesson 10: Curricular Integration- Word Families II
    • 10.a Issues of validity and reliability of a test
    • 10.b What kind of listening test do we want to make and use?
    • 10.c Creating the test: Collaborative or non-collaborative listening?
    • 10.d Forms of listening tests: The discrete-response test form
    • 10.e Additional kinds of discrete-point listening tests: Paraphrase recognition and Response evaluation
    • 10.f Supplementary Material
  • Lesson 11: Curricular Integration - Vocabulary
    • 11.a Integrative tests of listening comprehension
    • 11.b Standardized tests of listening comprehension
    • 11.c Computers in language testing
    • 11.d Advantages of using computers in language testing
    • 11.e To computer test or not to computer test? That is the question!
  • Lesson 12: Curricular Integration- Create and Implement Your Own Lesson
    • 12.a Interventions and Approaches
    • 12.b Providing helpful computer-based interventions
    • 12.c “High-tech” intervention to teaching listening
    • 12.d High, low, or no technology: the teacher as key to opening the door to learning
    • 12.e Research: Investigating the process and product of teaching/learning English-listening
    • 12.f Supplementary Material
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

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

Conducting the Parent Conference

  • $99 through June 30, 2015
  • Use promo code ParentConferences101 at checkout

Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

Click Here to Sign Up.

*Does not apply to all districts

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:

  • Standards-based
  • 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.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • 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
Reviews
  • The most important thing I am taking away from this class is probably the three-step process of teaching listening. When we first become teachers we are taught to have a lesson objective for every lesson. As a teacher to EL students, that lesson also requires a language objective. Now, I will also include a listening objective to my direct instruction. The three-step process of creating a pre-listening element, a while-listening piece, and a post-listening task will serve to make that objective meaningful to my students. While this will be more work for me in my lesson planning, it is simplified by the fact that I can look to what I already teach as a bottom-up, top-down or interactive lesson and plan my listening tasks to coincide with the lesson objectives already in place. I look forward to the 2013/14 school-year, when I can start using these new strategies in my classroom.

    What a participant from California said about Developing Listening Comprehension in English Language Learners
  • This was a very important course for me to take as a teacher. Many of my students do not speak English and helping them increase their listening comprehension skills is always a yearly goal. I have learned the importance of using motivating strategies to help students WANT to attend to your activity when they know that English is a hard skill for them. The use of webquest activities and TV commercials to interpret can be more motivating than a textbook. The use of weekly achievement tests can help the teacher and student address areas of teaching that may have been misunderstood or in need of more attention. Activities that incorporate all the modalities of listening, reading, writing, and speaking are very beneficial to students because it is rare to have to utilize listening skills in isolation out in the real world. Thank you for this class.

    What a participant from California said about Developing Listening Comprehension in English Language Learners
  • I have learned many different aspects in teaching ELL students and will be able to use those aspects in my own classroom. I have learned that listening skills is an important aspect of ELL students and that it is important for a test to be reliable and valid. I also learned that the use of computers in any type of assessment is important, whether it be top-down, bottom-up, or interactive. I have learned the different types of assessment I can use in my classroom to help my students with their listening comprehension. I also learned that a collaborative assessment and non-collaborative assessments have both its pros and cons. One particular aspect of computer based listening that I liked was the use of webquest. I have used webquest many times in my bio and chem class, but they were not catered to the needs of my ELL students. I think I can now modify those webquests so that it will be catered to my ELL students much better than my original webquests. I will be using more task- based assessments instead of using multiple choice questions and provide my students with more ways of doing the assessments, such as filling in the blank, matching, and crossword puzzles. From now on, I will also implement the use of webinars, podcast, and blogs in my classroom to better aid my ELL students.

    What a participant from California said about Developing Listening Comprehension in English Language Learners
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

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  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

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  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

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  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

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