United Federation of Teachers Educational Foundation | Evaluated Learning Experience
Methods of Teaching Language and Literacy for English Language Learners
45 hours (approximately 15 weeks).
March 2022 - Present.
Upon successful completion of the learning experience, students will be able to: analyze the connections between language and literacy development for English Language Learners (ELLs); identify and examine the components of literacy instruction; assess the role of vocabulary instruction and its implications for academic achievement; employ researched–based best practices that foster literacy skills and reading comprehension; integrate writing for multiple purposes; create learning conditions to promote discussion and interaction that contribute to literacy development; create an instructional plan that utilizes literacy best practices for ELLs; develop authentic tasks and projects that will provide multiple opportunities for ELLs to demonstrate their literacy skills and reading comprehension; facilitate engagement that motivates and promotes the literacy achievement of ELLs; apply strategies that increase the academic language production of ELLs; formulate knowledge building learning experiences that increase comprehension across the content areas; examine and apply a variety of differentiated strategies to support learners at all levels of language development; identify and design inclusive practices that incorporate culturally-responsive pedagogy; design summative and formative assessments to inform teaching and learning; identify and recommend meaningful strategies to strengthen parental engagement; and create an effective parent engagement plan to target specific academic outcomes for ELLs.
This course covers best practices to foster reading comprehension for English Language Learners (ELLs); the role of discussion protocols in supporting reading and writing; and strategies to foster the use of academic language across content areas. 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; a midterm assessment and research paper; and a culminating project which includes the design of a performance task incorporating listening, speaking, reading, and writing in a content area for students at varied language proficiency levels.
In the graduate degree category, 3 semester hours in Education, Early Childhood Education, Teaching English as a Second Language, Teacher Leadership, or Curriculum and Instruction (12/22).
