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
	23403 E Mission Avenue, Suite 220F
	Liberty Lake, WA 99019
Technical Support:	support@virtualeduc.com

Introduction

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
Publisher:	Virtual Education Software, inc. 2019, Revised 2021, Revised 2025
Instructor:	Dr. Karen Lea

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.

Instructor Description

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.

Bibliography (Suggested reading)

Altunel, V. (2015). The impact of extroversion and introversion on language learning in an input-based EFL setting (Master’s dissertation). University of Kansas, Lawrence, KS. Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/21595/ALTUNEL_ku_0099M_14242_DATA_1.pdf?sequence=1&isAllowed=y

American Councils for International Education. (2017). Dual language immersion will change achievement in American public schools. Retrieved from https://www.americancouncils.org/news/language-news/dual-language-immersion-will-change-achievement-american-public-schools

Anisah, N., & Nasarullah, N. (2023). Code-switching in English as a second language (ESL) classroom settings: A strategy or a problem? ASATIZA Jurnal Pendidikan, 4(3), 137–155. https://doi.org/10.46963/asatiza.v4i3.859

Arola, S. (2023). From preproduction to fluency: The 5 stages of language learning. Retrieved May 27, 2025, from https://blog.moominls.com/en/5-stages-of-language-learning

Baldasaro, T. (2012, September 10). Embracing introversion: Ways to stimulate reserved students in the classroom. Edutopia. Retrieved May 27, 2025, from https://www.edutopia.org/blog/introverted-students-in-classroom-tony-baldasaro

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Banks, J. A., & McGee Banks, C. A. (1989). Multicultural education. Allyn & Bacon.

Barbosa, A. (2024, October 29). What is dual language education? And how does it work? Retrieved May 27, 2025, from https://www.participatelearning.com/blog/what-is-dual-language-education/

Boros, T. (2016). Language acquisition. University of Debrecen. Retrieved May 30, 2025, from https://dea.lib.unideb.hu/dea/handle/2437/226738?show=full

Breiseth, L. (2015). What you need to know about ELLs: FAQs. Colorin’ Colorado. Retrieved June 2, 2025, from https://www.colorincolorado.org/article/what-you-need-know-about-ells-faqs

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Bruner, J. (1983). Child’s talk: Learning to use language. Oxford University Press.

Cabreana, A. (2024). Second language acquisition for general educators: An accessible professional development course [Capstone project]. Retrieved May 30, 2025, from https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=2017&context=hse_cp

Carrizales, D., & Greenlees, L. (2022). The effects of teacher preparation special population courses for multispecialty certification. Educational Research and Development Journal, 25 (1), 26–46. https://files.eric.ed.gov/fulltext/EJ1360927.pdf

Chatham, A. (2023). U.S. detention of child migrants. Council of Foreign Relations. Retrieved May 30, 2025, from https://www.cfr.org/backgrounder/us-detention-child-migrants

Cherry, K, (2024). Erik Erikson’s stages of psychosocial development. Retrieved May 30, 2025, from https://www.verywellmind.com/erik-eriksons-stages-of-psychosocial-development-2795740

Chomsky, N. (1965). Aspects of the theory of syntax. MIT Press.

Collier, S., Burston, B., & Rhodes, A. (2016). Teaching STEM as a second language: Utilizing SLA to develop equitable learning for all students. Journal for Multicultural Education, 10(3), 257–273. https://doi.org/10.1108/JME-01-2016-0013

Colorado Springs School District 11. (n.d.). Instructional coach corner: Instructional practices: Eight components of Sheltered Instruction Observational Protocol (SIOP). Retrieved May 30, 2025, from http://hopemiddle.weebly.com/-8-components-of-siop.html

Cooper, A. (2017). Preparing all teachers to teach ELLs. Colorin Colorado! Retrieved May 30, 2025, from http://www.colorincolorado.org/article/preparing-all-teachers-teach-ells

Country Navigator. (2023, February 13). Stereotypes, bias, and culture. Retrieved May 30, 2025, from https://www.countrynavigator.com/blog/stereotypes-bias-and-culture

Damen, L. (1987). Culture learning: The fifth dimension on the language classroom. Addison-Wesley.

Education Commission on the States. (2013). The progress of education reform. http://www.ecs.org/clearinghouse/01/10/20/11020.pdf

Education Commission of the States. (2020). 50-state comparison: English learner policies. Retrieved May 30, 2025, from https://www.ecs.org/50-state-comparison-english-learner-policies/

Education Week. (2017, February 22). Jim Rollins recognized for leadership in managing growth & demographic change. Leaders to Learn From. Retrieved May 20, 2025, from https://leaders.edweek.org/profile/jim-rollins-superintendent-managing-growth-demographic-change/

Elsac. (n.d.). Stages of language acquisition. Elsac2’s blog. Retrieved May 30, 2025, from https://enlsac2max.wordpress.com/stages-of-language-acquisition/

Filgona, J., Sakiyo, J. ,Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/AJESS/2020/v10i430273

Fiske, S. (2015). A neural link between affective understanding and interpersonal attraction. National Academy of Sciences of the United States of America, 113(6), E2248–E2257. https://doi.org/10.1073/pnas.1516191113

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Basic Books.

Ghazo, A. (2023). The effect of self esteem and language anxiety on learning English as a foreign language. International Journal of English Language Education, 11. https://doi.org/10.5296/ijele.v11i1.20771

Goldin-Meadow, S. (2019). Theories of language acquisition. https://cpb-us-w2.wpmucdn.com/voices.uchicago.edu/dist/c/1286/files/2019/10/2019_theories-of-language-acquistion.pdf

Guy-Evans, O. (2024). Bronfenbrenner’s ecological systems theory. Simply Psychology. Retrieved May 30, 2025, from https://www.simplypsychology.org/Bronfenbrenner.html

Hartley, R., Causey, C., & Prado, J. (2023). Piaget and the ESL classroom: Meaning making and language learning. https://waesol.org/wp-content/uploads/2023/01/Hartley-R.-Causey-C.-Prado-J.-2023.-Piaget-and-the-ESL-classroom-Meaning-making-and-language-learning.-WAESOL-Educator-481-26-29.pdf

Hawk, B., & Rieder, D. (2017). About enculturation. Enculturation: A journal of writing and culture. Retrieved May 30, 2025, from http://enculturation.net/about

Hayes, A., & Mansour, N. (2016). Confidence in the knowledge base of English language learners studying science: Using agency to compensate for the lack of adequate linguistic identity. Research in Science Education, 47(2), 353–371. Retrieved May 30, 2025, from https://link.springer.com/article/10.1007/s11165-015-9504-8

Huseyin, O. (2014). Five big personality traits and willingness to communicate among foreign learners in Turkey. Social Behavior and Personality, 42(9), 1473–1482. https://www.sbp-journal.com/index.php/sbp/article/view/4118

Hwang, H. (2023, September 11). Wanna contraction in first language acquisition, child second language acquisition, and adult second language acquisition. Bilingualism: Language and Cognition, 27(3), 322–333. https://doi.org/10.1017/S1366728923000640

Josselson, R. (1987). Finding herself: Pathways to identity development in women. Jossey-Bass.

Josselson, R. (1996). Revising herself: The story of women's identity from college to midlife. Oxford University Press.

The IRIS Center. (2021). Page 1: English learners. Retrieved May 30, 2025, from https://iris.peabody.vanderbilt.edu/module/ell/cresource/q1/p01/

The IRIS Center. (2008). RTI (part 5): A closer look at tier 3. Retrieved May 30, 2025, from https://iris.peabody.vanderbilt.edu/module/rti05-tier3/

The IRIS Center. (2006). RTI (part 3): Reading instruction. Retrieved May 30, 2025, from https://iris.peabody.vanderbilt.edu/module/rti03-reading/

IRIS Center. (2011). Teaching English language learners: Effective instructional practices. Retrieved May 30, 2025, from https://iris.peabody.vanderbilt.edu/module/ell/

Iris Center. (2016). What do teachers need to know about students who are learning to speak English? Retrieved May 30, 2025, from https://iris.peabody.vanderbilt.edu/module/dll/cresource/q1/p01/

Kohlberg, L. (1981). The meaning and measure of moral development. Clark University Press.

Kolke, D., & Lacorte, M. (2014, June 16). Toward intercultural competence: From questions to perspectives and practices of the target culture. Journal of Spanish Language and Teaching, 1, 15–30. https://doi.org/10.1080/23247797.2014.898497

Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford England: Pergamon.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Prentice-Hall International.

Kung, H., Lee, C-Y., & Jiaoyu, S. (2016). Factors influencing junior high school students’ English language achievement in Taiwan: A Bronfenbrenner’s ecological system approach. Journal of Educational Practice and Research, 29(1), 35–66. Retrieved May 30, 2025, from https://www.ingentaconnect.com/content/doaj/19935633/2016/00000029/00000001/art00002;jsessionid=2m8kcp2weqqjt.x-ic-live-03

Language & Literacy. (2024). What we learned from education research in 2023. https://languageandliteracy.blog/what-we-learned-from-education-research-in-2023

Lederach, J. P. (1995). Preparing for peace: Conflict transformation across cultures. Syracuse University Press.

Lee, J., & Heinz, M. (2016). English language learning strategies reported by advanced language learners. Journal of International Education Research, 12(2), 67–76. https://files.eric.ed.gov/fulltext/EJ1096670.pdf

Lim, J., Kessler, M. (2023). Multimodal composing and second language acquisition. Language Teaching, 57(2), 183–202. https://doi.org/10.1017/S0261444823000125

Linton, R. (1945). The cultural background of personality. D. Appleton-Century.

Livermore, D. (2015). Leading with cultural intelligence: The real secret to success. American Management.

Mansori, M. (2016, March 16). 4 parent engagement strategies for English language learners. Getting Smart. Retrieved May 30, 2025, from from http://www.gettingsmart.com/2016/03/4-parent-engagement-strategies-english-language-learners

Marcia, J. E., Waterman, A. S., Matteson, D. R., Archer, S. L., & Orlofsky, J. L. (1993). Ego identity: A handbook for psychological research. Springer-Verlag.

Maslow, A. (1954). Motivation and personality. Harper & Row.

McGowan, K. (2013). When we stop counting: An interview with Supt. Kyle McGowan. Colorin Colorado! Retrieved May 30, 2025, from http://www.colorincolorado.org/article/when-we-stop-counting-interview-supt-kyle-mcgowan

Menu, J. (2023). Teacher perceptions of preparedness to teach a diverse group of English language learners with different literacy levels and languages in the mainstream elementary classroom [Doctoral Dissertation]. Retrieved May 30, 2025, from https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1480&context=fse_etd

Mevs, I. M. (2020). Drawing inspiration from her “heroes and sheroes.” Colorin Colorado. Retrieved May 30, 2025, from https://www.colorincolorado.org/article/drawing-inspiration-her-heroes-and-sheroes

Modi, R. (2024, July 1). The science of baby babbling—And why it can take on accents. Retrieved May 30, 2025, from https://theconversation.com/the-science-of-baby-babbling-and-why-it-can-take-on-accents-233671

Mwanza, D. S. (2017). The eclectic approach to language teaching: Its conceptualization and misconceptions. International Journal of Humanities Social Sciences and Education, 4(2), 53–67. http://dx.doi.org/10.20431/2349-0381.0402006

Najarro, I. (2024, June 19). The English-learner student population in charts. Retrieved May 27, 2025, from https://www.edweek.org/teaching-learning/the-english-learner-student-population-in-charts/2024/06

National Center for Education Statistics. (2024). English learners in public schools. U.S. Department of Education, Institute of Education Sciences. Retrieved May 30, 2025, from https://nces.ed.gov/programs/coe/indicator/cgf

National Education Association. (2020, July). English language learners. Retrieved May 30, 2025, from https://www.nea.org/resource-library/english-language-learners

New America. (n.d.). Education policy. Retrieved May 30, 2025, from https://www.newamerica.org/education-policy/topics/english-learners/state-legislation/

Noonoo, S. (2017, April 2). How apps are helping ELL parents learn alongside their student. Getting Smart. Retrieved May 30, 2025, from http://www.gettingsmart.com/2017/04/smartphone-apps-helping-ell-parents-learn-alongside-student/

Ohio Department of Education. (2021). English learners. Retrieved May 30, 2025, from http://education.ohio.gov/Topics/Student-Supports/English-Learners

Pankaew, D. (2024, August 5). Noam Chomsky’s theory of language acquisition. Retrieved May 30, 2025, from https://www.listening.com/blog/noam-chomskys-theory-of-language-acquisition/

Pennsylvania Department of Education (PDE). (2021). English as a second language. Retrieved May 30, 2025, from http://www.education.pa.gov/Teachers%20-%20Administrators/Curriculum/English%20As%20A%20Second%20Language/Pages/default.aspx#tab-1

Porter, M. (2017, January 29; updated 2018, December 12). For children of bilingual parents, West Hartford School offers parent read-aloud program. Hartford Courant. Retrieved May 30, 2025, from http://www.courant.com/community/west-hartford/hc-west-hartford-webster-school-cantonese-read-aloud-20170127-story.html

Psychologist World. (2021). Language acquisition. Retrieved May 30, 2025, from https://www.psychologistworld.com/cognitive/psycho-linguistics/language-acquisition.php

Quinton, S. (2013, November 11). Good teachers embrace their students’ cultural backgrounds. The Atlantic. Retrieved May 30, 2025, from https://www.theatlantic.com/education/archive/2013/11/good-teachers-embrace-their-students-cultural-backgrounds/281337/

Repetto, C. Natale, A. F. D. Villani, D. Triberti, S. Germagnoli, S., & Riva, G. (2021). The use of immersive 360° videos for foreign language learning: A study on usage and efficacy among high-school students. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1863234

Resilient Educator. (2018, October 4). Five stages of second language acquisition. Retrieved May 30, 2025, from https://resilienteducator.com/classroom-resources/five-stages-of-second-language-acquisition/

Robertson, K. (n.d.). Fifteen things teachers can do to support ELLs in the new year. https://www.colorincolorado.org/article/fifteen-things-teachers-can-do-support-ell-success-new-year

Robertson, K., & Ford, K. (n.d.). Language acquisition: An overview. Retrieved May 30, 2025, from https://www.colorincolorado.org/article/language-acquisition-overview

Rosado, L. A. (2013). PRAXIS II English to speakers of other languages. Research & Education Association.

Rubio, F. (2007). Self-esteem and foreign language learning. Cambridge Scholars.

Rutgers. (2017, March 21). How teachers can reduce stereotype threat in the classroom. Retrieved May 30, 2025, from https://njalternateroute.rutgers.edu/blog/how-teachers-can-reduce-stereotype-threat-classroom

Sanchez, C. (2017, February 23). English language learners: How your state is doing. Nashville Public Radio. Retrieved May 30, 2025, from http://www.npr.org/sections/ed/2017/02/23/512451228/5-million-english-language-learners-a-vast-pool-of-talent-at-risk

Sapir, E. (1958). Culture, language and personality. University of California Press.

SIL International. (2017). Why language and culture studies? Retrieved May 30, 2025, from https://www.sil.org/why-language-culture-studies

Sottile, L. (n.d.). Integrating cultural context in language learning: A comprehensive approach for 2024. Retrieved May 30, 2025, from https://scalar.chapman.edu/scalar/learner/integrating-cultural-context-in-language-learning-a-comprehensive-approach-for-2024

Stewner-Manzanares, G. (1988). The Bilingual Education Act: Twenty years later. NCBE, 6. https://ncela.ed.gov/files/rcd/BE021037/Fall88_6.pdf

Stovall, L. (2024). Chapter 2: Theoretical perspectives on learning a second language. In ESL writers: A guide for writing center tutors (2nd ed.). Heinemann. Retrieved May 30, 2025, from https://mc.libguides.com/c.php?g=39012&p=247972

Taylor, T. J. (2021). The audio-lingual teaching method. TJ Taylor blog. Retrieved May 30, 2025, from https://blog.tjtaylor.net/method-audio-lingual/

Teach Beyond. (2022). Strategies to motivate English language learners. Retrieved May 30, 2025, from https://teachbeyond.org/article/strategies-to-motivate-english-language-learners

Téllez, K., & Manthey, G. (2015). Teachers’ perceptions of effective school-wide programs and strategies for English language learners. Learning Environments Research, 18(1), 111–127. https://people.ucsc.edu/~ktellez/tellez_manthyLERa.pdf

Torres, K. M., & Turner, J. E. (2015). Heritage language learners’ perceptions of acquiring and maintaining the Spanish language. International Journal of Bilingual Education and Bilingualism, 20(7), 1–12. https://doi.org/10.1080/13670050.2015.1113927

Useem, J., Useem, R. H., & Donaghue, J. D. (1963). Men in the middle of the third culture: The roles of American and non-Western people in cross-cultural administration. Human Organization, 22(3), 169–179. https://doi.org/10.17730/humo.22.3.5470n44338kk6733

U.S. Department of Education. (2020, May 18). Providing services to English learners during the COVID-19 outbreak. Retrieved May 30, 2025, from https://www2.ed.gov/documents/coronavirus/covid-19-el-factsheet.pdf

U.S. Department of Education. (2024). Office of English language acquisition. Retrieved May 30, 2025, from https://www.ed.gov/about/ed-offices/oela

Vong, W. K., Wang, W., Orhan, A. E., & Lake, B. M. (2024). Grounded language acquisition through the eyes and ears of a single child. Science, 383(6682), 504–511. https://doi.org/10.1126/science.adi1374

Wade, K. (2016, May 17). 5 tips to engage parents using technology they already use. 3School News. Retrieved May 30, 2025, from http://www.eschoolnews.com/2016/05/17/5-tips-to-engage-parents-using-technology-they-already-use/

Walldén, R. (2021). “You Know, the World Is Pretty Unfair”—Meaning perspectives in teaching social studies to migrant language learners. Scandinavian Journal of Educational Research, 66(1), 179–191. https://doi.org/10.1080/00313831.2020.1869073

Whorf, B. L. (1940). Science and linguistics. Technology Review, 35, 229–231, 247–248. http://web.mit.edu/allanmc/www/whorf.scienceandlinguistics.pdf

Woodson, K. (2017). 10 ESL strategies that successfully motivated my students to reach the next level. Fluent U. English Educator. Retrieved May 30, 2025, from http://www.fluentu.com/english/educator/blog/effective-esl-teaching-strategies-motivation/

Workforce Essentials. (2024). Overcoming language barriers: Success stories from ESL students. https://workforceessentials.com/overcoming-language-barriers-success-stories-from-esl-students/

Wright, W. (2017). Landmark court rulings regarding English language learners. Retrieved May 30, 2025, from http://www.colorincolorado.org/article/landmark-court-rulings-regarding-english-language-learners

Yakashko, O., Mack, T., & Iwamoto, D. (2015). Minority identity development model. In K. D. Keith (Ed.), Encyclopedia of cross-cultural psychology (pp. 627–629). Wiley.

Zazulak, S. (2015). 4 English teachers share their motivation secrets. Retrieved May 30, 2025, from https://www.english.com/blog/teachers-motivate-learners

Course content is updated every three years. Due to this update timeline, some URL links may no longer be active or may have changed. Please type the title of the organization into the command line of any Internet browser search window and you will be able to find whether the URL link is still active or any new link to the corresponding organization’s web home page.

9/18/25 JN