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English Language Learners in Your Classroom

Price

English Language Learners in Your Classroom

Los Angeles Unified School District

  • Tuition: $349.00
  • Tuition: $249.00
  • (You Save: $100.00)
What you need to know

New Course Celebration!


We are happy to announce that 5 of our courses have just been approved for LAUSD educators. To celebrate, we are offering the following 2 courses for $219.99 each:

Just remember to use the promotion code EEASP17 at checkout! (celebration expires 2/28/2017)

The newsletter is the best way to keep up to date with course announcements and future exclusive promotions. Subscribe Today!


LAUSD has revised its policy on how many courses CE Credits Online may provide to LAUSD educators for Salary Points, which have been approved by the Joint Salary Point Committee. Participants are able to submit up to 12 credits/salary points from CE Credits Online per trimester by agreement with LAUSD. (Jan-Apr, May-Aug, Sept-Dec). 

All courses listed in the catalog on this landing page (LAUSD/UTLA Salary Points) are currently eligible for Salary Points.

Due to the Joint Salary Point Committee’s hiatus of approving courses, some have expired and need to be resubmitted for approval.  If and when they are approved, they will be added to the list of approved courses.  This includes all new CE Credits Online courses.

 For all courses that are not approved for salary points, please see LAUSD University Credits.

Any and all courses eligible for salary points, regardless of the provider, must meet the criteria established in the LAUSD/UTLA contract.

Our refund policy, as stated on our site and restated here is that you may receive a refund within two weeks of purchase if you have not started the course. Once you have started a course and submitted an assignment to be moderated, there are no refunds. There is a $30 processing fee to refund fees that are eligible for refund.  You have 105 days to complete any course, and your time does not start until you click the “Start” button.  Therefore, you may purchase courses, and only begin (Start) them when it is convenient for you to actually take the course.  You may also purchase two-week extensions for an additional $30 if you need the extra time to complete. 

For more information regarding the Salary Point Allocation Department, click on the link provided:

http://achieve.lausd.net//site/Default.aspx?PageID=7568

After you have selected your course(s) and created your account you will be required to provide the following information to CE Credits Online:

  • Name:
  • LAUSD Employee Number:
  • School where you are now teaching or most recent school assignment:

This information is required so CE Credits Online can process your completion paperwork to the salary point committee upon completion of your course(s). Below are the steps to ensure you obtain Salary Points, please read them to familiarize yourself with the process. We want your experience with CE Credits Online to be the best possible so please, if you have questions, call (425) 788-7275 ext. 104. You may also email info@cecreditsonline.org.

Steps to ensure you obtain Salary Points:

  1. Enroll in the course(s).
  2. Provide the required information described above.
  3. Complete your CE Credits Online course(s).
  4. Your completion paper work will be submitted directly to LAUSD Professional Development Unit by CE Credits Online along with the NA Claim for Staff Development Point Project form on the 1st of the month following your completion.
  5. Your portion of the NA form can be found on your Student Homepage. You will be able to see and print your portion of the NA form by selecting the NA Tab located in the upper right corner of your Student Homepage. You will see your completed courses listed and if the completion paperwork has been sent to LAUSD Professional Development Unit there will be a date listed showing when it was sent in. If it has not been processed yet it will say “Not Processed Yet."
  6. PLEASE DO NOT SUBMIT ADDITIONAL PAPERWORK If you decide to request university academic credits for your completed course, and this course is still eligible for Salary Points (all courses listed in the catalog on the LAUSD/UTLA Salary Point landing page are eligible for Salary Points) the official transcript you receive from the university will be for your own personal records. You may only submit the course once for Salary Points and we submit all the paperwork necessary for you to receive your Salary Points. Salary Point courses are less expensive because there is not the additional expense of university credit fees, which are charged by the University.
  7. ATTENTION: Salary point credit approval for NA Forms is done by the Professional Development Unit and may take up to 3 months to process. The delay in processing your salary points will not affect the eligibility date of your schedule advancement, as they are backdated to the date of completion. If the points from your NA Form have not been posted to your account on the LAUSD website at the end of 3 months, please contact the Salary Allocation Unit at 213-241-5100.
  8. We highly recommend that you check the number of salary points you have in your account before you complete your CE Credits Online course(s). Then check again eight weeks after receiving notification on your Student Homepage that your completion paperwork has been processed and submitted to the Salary Point Committee by CE Credits Online. Since the new salary points are added to your account without identifying the coursework for which you earned the salary points this will help you to identify receiving the additional salary point(s).

CE Credits Online and Los Angeles Unified School District / UTLA are pleased to offer you Salary Point approved online professional development courses.

  • Standards-based, research-driven, supports California Standards for the Teaching Profession
  • Immediate classroom impact
  • Start at any time, user friendly
  • Video modeling and instruction
  • One-on-one facilitation
  • Completely online – no commuting, parking, missed classes and no dress code!
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 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 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

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

*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

Are your flowers dead?


Is your candy gone? Oh well... Have a post-Valentine discount from us to you, because we love professional development 365 days of the year.

Get the following courses for $299.99 when you use the promotion code: ValentinesDay17 

Just remember to use the promotion code ValentinesDay17 at checkout. (expires 2/24/2017)

Our monthly newsletter is the best way to keep up to date with course announcements and exclusive promotions. Subscribe Today!

*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
  • A little over a month ago, I got a new student that came from Vietnam and does not speak, read or write English. On her first day, I assessed her on the English alphabet letter recognition and sounds. She knew a little over half of the alphabet. I have been scaffolding the lessons in many ways. I arranged for her to spend 20 minutes each morning in the Kindergarten classroom when they are doing their morning alphabet and number routines. I also paired her up with an older student who is relatively new to our school from Vietnam. In the mornings, my student uses Rosetta Stone for 40 minutes. Other ways I have tried to scaffold are pairing her with a capable reader that I can rely on to point to the words of the story as it is read to her. In my lessons I am incorporating more TPR to help her understand and follow along. This class has provided great insight on the many ways that I can accommodate my ELLs and increase their speaking, listening, reading and writing skills. The most useful tool gained from this class is the speaking, listening, reading, and writing checklist that was provided in Lesson 8. I really like how it is organized into function, survival needs, grammar and pronunciation and I find it to be very helpful in assessing individual students and to use as a guideline when planning my ELD lessons.

    What a participant from California said about English Language Learners in Your Classroom
  • Lessons were clear, focused, and to the point. I appreciated the supplemental materials and suggestions for further reading as well. I feel that the Safety, Order and Rights value set is something that almost any educator or even administrator could get on board with. It's simple, and it emphasizes the need for classroom behavior to promote learning in all students. In my experience, I know that the script for giving directives is effective and will remain an important part of my classroom management.

    What a participant from Colorado said about English Language Learners in Your Classroom
  • Thoroughly enjoyed this course, and found it easygoing in a way to best fit my schedule. The timing for the course was just right--I had a few things come up that made it necessary for me to complete the course at different times, and this format was very fitting. I feel like the subject I tend to leave these out of more than others is math, and with all of the complicated language that goes into a math lesson, I feel it is crucial to use more visual aids. For example, I posted into the forum a few months back about using cue cards for rounding 3 digit numbers in small groups, and this I will continue to do in the future. Over the past few months, taking this course has given me an insight to the lives of ELL students that I wouldn’t have had through my own experiences with the children. I have learned numerous strategies and have been given many resources, but I think the most valuable thing I’ve learned is the importance of stepping into an ELL child’s shoes and walking around in them (so to speak). This course gave me the opportunity to see just how many things I wasn’t doing for my ELL students that are simple to implement, but I hadn’t thought of doing so. Of all the information I’ve taken in over the past months, the knowledge that conversational language and academic language are very, very different is something I will always carry with me.

    What a participant from Indiana said about English Language Learners in Your Classroom
  • 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.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • 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".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • 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!!                                

    What a participant from California said about Conducting the Parent Conference
  • 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.                                

    What a participant from California said about Differentiating Instruction in Your Classroom