English Language Learner: Language Acquisition

 

Instructor Name:          Dr. Karen Lea

Phone:                         509-891-7219

Office Hours:               8 a.m. to 5 p.m. PST Monday - Friday

Email:                          karen_lea@virtualeduc.com

Address:                      Virtual Education Software

                                    16201 E Indiana Ave, Suite 1450

                                    Spokane, WA 99216

Technical Support:       support@virtualeduc.com

                                                                                                                                                                                   

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.

 

This computer-based instruction course is a self-supporting program that provides instruction, structured practice, and evaluation all on your home or school computer. Technical support information can be found in the Help section of your course.

                                                                                                                                                                                   

Course Materials (Online)

Title:                English Language Learner: Language Acquisition

Instructor:        Dr. Karen Lea

Publisher:         Virtual Education Software, inc. 2019, Revised 2021

                                                                                                                                                                                   

Academic Integrity Statement

The structure and format of most distance-learning courses presume a high level of personal and academic integrity in completion and submission of coursework. Individuals enrolled in a distance-learning course are expected to adhere to the following standards of academic conduct.

 

Academic Work

Academic work submitted by the individual (such as papers, assignments, reports, tests) shall be the student’s own work or appropriately attributed, in part or in whole, to its correct source. Submission of commercially prepared (or group prepared) materials as if they are one’s own work is unacceptable.

 

Aiding Honesty in Others

The individual will encourage honesty in others by refraining from providing materials or information to another person with knowledge that these materials or information will be used improperly.

 

Violation of these academic standards will result in the assignment of a failing grade and subsequent loss of credit for the course.

                                                                                                                                                                                   

Level of Application

This course is designed as an informational course for K–12 teachers, administrators, parents, and related service personnel. Information discussed is designed to help you better understand second language acquisition and current educational models being used to educate English language learners. This course will allow you to compare and identify how school districts in your own area are implementing English language learning programs, handling current issues, and some of the practices teachers are using to educate students and communicate with parents/guardians.

                                                                                                                                                                                   

Expected Learning Outcomes

As a result of taking this course, participants will be able to demonstrate their ability to:

1.       Identify key legislation that affects the education of English language learners

2.       Apply knowledge of developmental theories to teaching English language learners

3.       Analyze language acquisition theories and processes at various stage of language development

4.       Review and discuss literacy development for ELL students

5.       Apply knowledge of diversity theories, equity theories, biases, and stereotypes

6.       Develop strategies for co-teaching across subject areas with English language learners

7.       Identify a personal cultural identity and drive

8.       Design curriculum that integrates language into the content of instruction

9.       Analyze how environment, community, family, and culture influences English language learners

                                                                                                                                                                                   

Course Description

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.

                                                                                                                                                                                                                                                                                                                               

Student Expectations 

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.

                                                                                                                                                                                                                                               

Examinations

At the end of each chapter, you will be expected to complete an examination designed to assess your knowledge. You may take these exams a total of three times. Your last score will save, not the highest score.  After your third attempt, each examination will lock and not allow further access.  Your final grade for the course will be determined by calculating an average score of all exams.  This score will be printed on your final certificate.  As this is a self-paced computerized instruction program, you may review course information as often as necessary. You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete all questions, your information will be lost. You are expected to complete the entire exam in one sitting.

                                                                                                                                                                                                                                               

Karen Lea holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching at the K–12 level and another fourteen years’ experience teaching education courses at the undergraduate and post-graduate levels. Currently she is a Team Lead/Assessment Developer/Instructional Developer at Western Governor’s University. Dr. Lea has been professionally published more than fifteen times and has served on more than a dozen panels and boards, including serving on the NCATE (CAEP) Board of Examiners.

                                                                                                                                                                                   

Contacting the Instructor

You may contact the instructor by emailing karen_lea@virtualeduc.com or by calling (509) 891-7219 Monday through Friday. Calls made during office hours will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per day, given that this is a self-paced instructional program. Please do not contact the instructor about technical problems, course glitches, or other issues that involve the operation of the course.

                                                                                                                                                                                   

Technical Questions

If you have questions or problems related to the operation of this course, please try everything twice. If the problem persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help section of your course.

 

If you need personal assistance then email support@virtualeduc.com or call (509) 891-7219. When contacting technical support, please know your course version number (it is located at the bottom left side of the Welcome Screen) and your operating system, and be seated in front of the computer at the time of your call.

 

Minimum Computer Requirements

Please refer to VESi’s website: www.virtualeduc.com or contact VESi if you have further questions about the compatibility of your operating system.

                                                                                                                                                                                   

Refer to the addendum regarding Grading Criteria, Course Completion Information, Items to be Submitted and how to submit your completed information. The addendum will also note any additional course assignments that you may be required to complete that are not listed in this syllabus.

                                                                                                                                                                                   

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Zazulak, S. (2015). 4 English teachers share their motivation secrets. Retrieved from https://www.english.com/blog/teachers-motivate-learners

 

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7/15/21 JN