ESL03 Literacy Acquisition
Course Description: This course helps educators understand how English learners (ELLs) develop literacy in a second language and how to support them at different stages. Teachers will explore the five key components of reading (phonemic awareness, phonics, vocabulary, fluency, comprehension), learn differentiated writing strategies, and apply effective techniques to improve literacy for both ELLs and native English speakers in K-12.
Course Description: This course helps educators understand how English learners (ELLs) develop literacy in a second language and how to support them at different stages. Teachers will explore the five key components of reading (phonemic awareness, phonics, vocabulary, fluency, comprehension), learn differentiated writing strategies, and apply effective techniques to improve literacy for both ELLs and native English speakers in K-12.
Course Description: This course helps educators understand how English learners (ELLs) develop literacy in a second language and how to support them at different stages. Teachers will explore the five key components of reading (phonemic awareness, phonics, vocabulary, fluency, comprehension), learn differentiated writing strategies, and apply effective techniques to improve literacy for both ELLs and native English speakers in K-12.
OVERVIEW
Master’s Credits: 3 graduate-level credits (Carlow University transcript)
Course Instructor: Renee Parker, PhD
Course Duration: 8 Weeks; may take up to 3 years to complete
Course Type: 100% Online, Facilitated
Course Sponsor: Carlow University
Course Objectives - Participants will demonstrate the ability to:
Recognize language as an integrative system made up of component parts (phonology, morphology, syntax, pragmatics and semantics) and apply this knowledge to identify aspects of English that are difficult for ELLs.
Develop a variety of instructional techniques to assist ELLs in developing and using vocabulary (idioms, cognates, and collocations) and L2 literacy appropriately in written and spoken language, including contextualized practice.
Plan effective lessons in all domains (Reading, Writing, Speaking, and Listening) using a variety of materials, texts, activities, strategies and assessments appropriately based on consideration of the learners’ differing English language proficiency, L1 literacy and prior knowledge, age and developmental stages, grade levels, learning styles and socio-cultural needs.
Develop and implement communicative activities in K-12 classrooms that promote authentic interactions for social and academic purposes and that integrate all language skills, i.e., reading, writing, speaking, and listening.
Plan and provide evidence-based reading and writing instruction that includes various cueing systems (i.e. graphic, syntactic, and semantic cues) appropriate for ELLs.
Model the use of culturally and linguistically responsive techniques and dispositions, so as to support the learning of other school professionals working with ELLs.
Demonstrate understanding of the interdependence of language and culture to facilitate students’ transition between the home culture/language and U.S. school culture/language.
Use research in the field of ESL to articulate a personal educational philosophy for instructing ELL’s.
Create a personal professional development plan based on interests and reflection, taking advantage of opportunities to support those goals in professional associations and other academic organizations.