Course Content and Outcome Guide for ED 291 Effective Fall 2015
- Course Number:
- ED 291
- Course Title:
- Bilingual and ESL Strategies
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
- Special Fee:
Course DescriptionIn depth approach to analyzing best practices and teaching strategies for assisting English language learners in the K-12 setting. Enhances students' ability to assess, design and provide appropriate instruction and communication for and to ELLs. Explores relevant linguistic and cultural theories and issues, and offers students a chance to connect theory to practice. Prerequisites: WR 115, RD 115. Audit available.
Intended Outcomes for the course
OUTCOMES OF THE COURSE:
Upon successful completion of the course, students will be able to:
- Compare and contrast theories and methods of language acquisition versus language learning.
- Differentiate between ESL, Bilingual, Sheltered and Hybrid approaches; articulate historical, political and linguistic rationales as well as fiscal and human resources realities that affect program choices.
- Explore basic structure of English language.
- Develop strategies for working with students in early stages of language acquisition, as well as more advanced students.
- Explore immigrant perspectives and the relevant cultural impact on language learning.
- Assemble effective tools to assist ELL students into a usable format for future use.
- Apply theoretical framework to real-life classroom situation.
Course Activities and Design
The course will function as a lecture class with a hands-on, cooperative format. The student will be able to create necessary strategies within the curriculum to produce appropriate, clearly defined, comprehensible content for English Language Learners, as well as supplementary materials, adaptation of content, and meaningful activities for English Language Learners.
Outcome Assessment Strategies
Students will be evaluated, and criteria developed for assigning a course grade using the following tools:
- written assignments
- presentation of instructional materials
- participation in group and class discussion
- position paper analyzing major concepts within the class
- lesson plan
- final binder containing effective tools for working with ELLs.
Course Content (Themes, Concepts, Issues and Skills)
- Develop an assessment for ELLs
- Create a lesson plan for ELLs in early stages of language acquisition
- Assemble effective tools for future use with ELLs
- Develop heightened awareness of critical issues within different styles of program delivery, specifically ESL bilingual and sheltered instructional programs
- Develop intercultural competencies, specifically for assisting immigrant youth and their families in their interactions with the US American K-12 educational system.
GUIDELINES FOR CORE OUTCOMES:
Graduates of Portland Community college should be able to:
COMMUNICATION: Communicate effectively by determining the purpose of communication; analyze audience and content to ensure appropriate language and modality; and by responding to feedback to achieve clarity, coherence, and effectiveness.
COMMUNITY AND ENVIRONMENTAL RESPONSIBILITY: Apply scientific, cultural, and political perspectives in understanding the natural and social worlds and in addressing the consequences of human activity both globally and locally, demonstrating and understanding of social change and social action.
CRITICAL THINKING AND PROBLEM SOLVING: Think critically and creatively to solve problems, understanding and using various methods of reasoning and evaluating information and it sources.
CULTURAL AWARENESS: Demonstrate and understanding of the varieties of human cultures, perspectives, and forms of expressions as well as their own culture's complexities.
PROFESSIONAL COMPETENCE: Demonstrate mastery in a discipline of profession at a level appropriate to program and transfer requirements through the application of concepts, skills, processes, and technology in the performance of authentic tasks that enhance community involvement and employability.
SELF -REFLECTION: Self-appraising in applying the knowledge and skills they have learned examining and evaluating personal beliefs and comparing them with the beliefs of others.