English Language Learner: Methods &
Materials
|
Dr.
Karen Lea |
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Phone: |
509-891-7219 |
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Office
Hours: |
8
a.m. to 5 p.m. PST Monday – Friday |
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Email: |
|
|
Address: |
Virtual
Education Software |
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23403
E Mission Avenue, Suite 220F |
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Liberty
Lake, WA 99019 |
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Technical
Support: |
English Language
Learner: Methods & Materials was written to help teachers understand
concepts and terms related to educating students whose first language is not
English. This course discusses how to apply instructional methods in
creating lessons; how to create a motivating and caring learning environment; how
to integrate teaching reading, writing, speaking, and listening skills; how to
differentiate instruction for English language learners; and how to identify
culturally appropriate curriculum and instructional resources.
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: Methods & Materials |
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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 and handling current issues, along with 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.
Apply instructional
methods in creating lessons
2.
Create a motivating and
caring learning environment
3.
Create standards-based
lessons
4.
Integrate the teaching of
reading, writing, speaking, and listening skills
5.
Differentiate instruction
for English language learners
6.
Identify culturally
appropriate curricula and instructional resources
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 methods and materials for teaching English language learners. 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 who are learning English as a second language.
Chapter 1: English Language Learners
This chapter focuses on who English language learners are and on instructional methods that research tells us work best with individuals who are learning a second language, learning academic content, and perhaps also continuing to learn their native language at home and in the community.
Chapter 2: Instructional Strategies
Chapter 2 focuses on instructional methods and theories for teaching individuals who are learning English as a second language.
Chapter 3: Methods
This chapter focuses on specific strategies/methods for teaching reading, writing, speaking, and listening when teaching individuals who are learning English as a second language.
Chapter 4: Culturally Responsive Instruction
Chapter four focuses on how to choose and create culturally sensitive classroom and/or school materials.
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%, and successfully complete ALL writing assignments 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 all course
journal article and essay writing assignments with the minimum word count shown
for each writing assignment.
·
Complete a course
evaluation form at the end of the course.
Examinations
At the end of each course section, 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. The average from your exam scores will be printed on your certificate. However, this is not your final grade since your required writing assignments have not been reviewed. Exceptionally written or poorly written required writing assignments, or violation of the academic integrity policy in the course syllabus, will affect your grade. 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.
Writing Assignments
All assignments are
reviewed and may impact your final grade. Exceptionally or poorly written
assignments, or violation of the Academic Integrity Policy (see course syllabus
for policy), will affect your grade. Fifty percent of your grade is determined
by your writing assignments, and your overall exam score determines the other
fifty percent. Refer to the Essay Grading
Guidelines, which were sent as an attachment with your original course link.
You should also refer to the Course
Syllabus Addendum, which was sent as an attachment with your original course
link, to determine if you have any writing assignments in addition to the
Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing assignments must meet the minimum word count and are not to include the question or your final citations as part of your word count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs that you are required to complete. You will need to write a minimum of 500 words (maximum 1,000) per essay. You should explain how the information that you gained from the course will be applied and clearly convey a strong understanding of the course content as it relates to each CTQ. To view the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back at any point to edit your essay, but you must be certain to click SAVE once you are done with your edits.
You
must click SAVE before you write another essay or move on to another part of
the course.
Journal Article Summations
You are required to write, in
your own words, a summary on a total of three peer-reviewed or scholarly
journal articles (one article per JAS), written by an author with a Ph.D.,
Ed.D., or similar, on the topic outlined within each JAS section in the
“Required Essays” portion of the course (blogs, abstracts, news articles, or
similar are not acceptable). Your article choice must relate specifically to
the discussion topic listed in each individual JAS. You will choose a total of
three relevant articles (one article per JAS) and write a thorough summary of
the information presented in each article (you must write a minimum of 200
words with a 400-word maximum per JAS). Be sure to provide the URL or the
journal name, volume, date, and any other critical information to allow the
facilitator to access and review each article.
To write your summary, click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A writing program will automatically launch where you can write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to edit your summaries, but you must be certain to click SAVE once you are done with your edits. For more information on the features of this assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Instructor Description
Karen Lea holds a PhD in education. Dr. Lea has 15 years’ experience teaching at the K–12 level and another 14 years’ experience teaching education courses at the undergraduate and post-graduate levels. Currently she is an Assessment Developer/Instructional Designer at Western Governor’s University. Dr. Lea has been professionally published over 15 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, 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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