Skip to main content

National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

United Federation of Teachers Educational Foundation | Evaluated Learning Experience

Language, Culture, and Learning for English Language Learners


45 hours (approximately 15 weeks). 

52 Broadway, New York City and the four other UFT borough offices.

April 2019 - Present. 

Instructional delivery format: 
Traditional classroom model
Learner Outcomes: 

Upon successful completion of the course, students will be able to: examine language acquisition theory and research; apply language acquisition theory and research to instructional design; determine the difference between social and academic language and how it impacts learning; identify and discuss the stages of second language acquisition and what students are able to do at each stage; utilize best practices for academic language learning; employ a variety of differentiated strategies to support learners at all levels of language development; analyze the connections between language and culture and discuss how they impact learning; examine aspects of cultural competence and culturally responsive teaching with the lens of increasing student achievement; describe the significance of federal law as it relates to equity and access for diverse learners; examine state law, procedures and policies and their impact on instruction and assessment of diverse learners.


Major topics include: cultural and language development factors that impact the achievement of students learning English as a new language; research-based pedagogical practices to support the design of content-area instruction that meets the needs of English Language Learners; and tools and techniques to foster academic achievement for ELLs at varying levels of language and literacy development.  Instructional methods and course activities include: the modeling of best practices for ELLs; required scholarly readings done in and out of class; frequent use of video and collaborative learning (such as discussion and role playing); a midterm assessment and short papers; and a culminating project which includes the design of a performance task and rubric in a content area of their choice for students at varied language proficiency levels.

Credit recommendation: 

In the graduate degree category, 3 semester hours in Education (8/19).