ESL223N Full Course- SEI English Language Teaching: Foundations
and Methodologies
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ESL223N
Full Course- SEI English Language Teaching: Foundations and Methodologies
ESL
223N Full Course
ESL
223N Week 1 Discussion Question 1
Recently,
Sheltered English Instruction, also known as Structured English Immersion
(SEI), has replaced bilingual education in a few states. Arizona is one of
those states. Looking at the SEI model and bilingual education model, compare
and contrast these two methods, citing advantages and disadvantages of each. As
a future educator, which model would you prefer to see implemented and why?
ESL
223N Week 1 Discussion Question 2
Two-way
dual immersion programs are gaining popularity in many states. As a
future educator, what are your thoughts on this type of program for ELLs?
What information from the assigned readings and videos support your opinion?
ESL
223N Week 1 Assignment Key Events
Details:
Based on
key legislation pertaining to English language learners (ELLs) from your state
and from your readings, create a brochure, newsletter, or Glogster to be used
to inform parents in your community about English immersion policies and
programs. Include the following:
1. Historical
developments that led to the policies regarding the role of English in their
children’s classrooms.
2. Pros for
the English immersion program in the community or school you have chosen.
3. At least
two websites that enable parents to get additional information about the
English immersion programs that parents would need to know about.
4. A
description of the characteristics of a relevant English immersion program in
terms of instructional strategies, time spent in the classroom with other ELL
students, and time spent in regular classrooms with native speakers. You can
find this information on the Arizona Department of Education website or from
the Department of Education website of your state.
5. Definitions
for any terms that parents would need to know.
You are
required to submit this assignment to Turnitin.
ESL
223N Week 2 Discussion Question 1
Why is
it important for teachers to discern the cultural differences among their
students? How can a teacher learn more about the cultures of their students?
How could this new information influence lesson planning and student learning?
ESL
223N Week 2 Discussion Question 2
Based on
your educational experiences provide an example where the cultural needs of you
or your peers were not addressed. How should it have been handled?
ESL
223N Week 2 Assignment Cultural Diversity and Classroom Learning
Details:
Use
resources from the required readings or the GCU Library to create a 10-15 slide
PowerPoint or Prezi presentation to be shown to your colleagues informing them
of specific cultural norms and sociocultural influences affecting student
learning at your school.
Choose a
culture to research. State the country or countries of origin of your chosen
culture and your reason for selecting it. Include sociocultural influences on
learning such as:
·
Religion
·
Dress
·
Cultural Norms
·
Food
·
Socialization
·
Gender Differences
·
Home Discipline
·
Education
·
Native Language
Include
presenter’s notes, a title slide, in-text citations, and a reference slide that
contains three to five sources from the required readings or the GCU Library.
GCU
format is required for essays only. Solid academic writing is always expected.
For all assignment delivery options, documentation of sources should be
presented using GCU formatting guidelines, which can be found in the GCU Style
Guide, located in the Student Success Center.
You are
required to submit this assignment to Turnitin.
ESL
223N Week 3 Discussion Question 1
Review
the information found in “Key Terms” on the “ESL Database.” Choose two terms
from the database to paraphrase. How are these terms used in relation to
English language learners or education in general?
ESL
223N Week 3 Discussion Question 2
Review
the “Introduction to BICS/CALP” and “Basic Interpersonal Communicative Skills
and Cognitive Academic Language Proficiency” in this topic. Explain why the
distinction between BICS and CALP is important. Which takes longer to develop?
ESL
223N Week 3 Assignment Language Acquisition Factors
Details:
Each
scenario in the “Language Acquisition Factors: Scenarios I and II” that
includes at least three factors that affect the students’ language acquisition.
Think of the language factors present for each student. Choose one scenario,
and answer the following questions in a 500-word essay:
1.
Identify what you see as a positive or negative force in their
English language acquisition abilities.
2.
How might any of these factors also affect the rate of language
acquisition?
3.
What other contributing factors can you identify as an obstacle
or asset to your selected case study acquiring English proficiency skills?
GCU Style
is not required, but solid academic writing is expected.
You are
not required to submit this assignment to Turnitin.
ESL
223N Week 4 Discussion Question 1
Review
the achievement mandates for ELLs in Arizona or in your state. In your opinion,
are these mandates beneficial to ELLs? Explain.
ESL
223N Week 4 Discussion Question 2
How can
you meet the mandates of the Common Core Standards when teaching ELLs?
ESL
223N Week 4 Assignment ELL Classroom Observation Using SIOP
Details:
Your
required practicum/field experience hours for this course will be spent
observing, interviewing, and being mentored by ELL instructors or
administrators in a Title I setting.
For this
assignment, observe and assess at least one lesson involving ELLs using the SIOP
checklist from Appendix A in the textbook.
Submit a
copy of the checklist with a 250-word reflection on this experience. Address
the following questions in your reflection:
1.
Were the students aware of the class language and content
objectives?
2.
How did the teacher instruct the content and language
objectives?
3.
What type of student group configurations were used? How
many different types of student configurations were used?
4.
How did the teacher accommodate for different ELP levels?
Log the
time that you spend on-site in your Practicum/Field Experience Observation and
Activity Log.
You are
not required to submit this assignment to Turnitin.
ESL
223N Week 4 Assignment Proficiency Standards
Details:
Using
the Office of English Language Acquisition Services (OELAS) website or the
department of education website in your state, choose one ELL proficiency
standard from each of the following sections:
1.
Listening and speaking
2.
Reading
3.
Writing
For each
standard, complete the attached chart by including the following:
1.
The ELP standard
2.
The correlating language arts standards or Common Core Standard
3.
The teacher activity
You may
use the “English Language Proficiency Chart” as a guide to complete this
assignment.
GCU
style is not required, but solid academic writing is expected.
You are
not required to submit this assignment to Turnitin.
ESL
223N Week 5 Discussion Question 1
Effective
teachers do more than just go through the motions of writing their lesson
content and language objectives on the board. Getting the students involved in
thinking about the objectives is important. How would you get students
involved in learning the lesson content and language objectives? List at least
two ideas.
ESL
223N Week 5 Discussion Question 2
The
following three features or objectives are contained within the Component 2:
Building Background video:
1.
Teaching concepts must be bridged to students’ backgrounds.
2.
The teacher should create links between the students’ past
learning and new learning in the classroom.
3.
Students must learn new key vocabulary words for each lesson.
How
would you utilize each objective in teaching your content area? Provide one
example for each objective.
ESL
223N Week 5 Instructional Strategies in the Virtual Classroom
Details:
Review
the ESL “Virtual Classroom.” Explore the learning environment and observe the
lesson. Complete the “Adapted Lesson Plan Worksheet” based on what you observed
in the lesson in the virtual classroom.
GCU
style is not required, but solid academic writing is expected.
You are
not required to submit this assignment to Turnitin.
ESL
223N Week 5 Assignment Key Vocabulary Game
Details:
Create
an engaging vocabulary game to be used to teach key vocabulary words to ELLs in
your selected content area. Your vocabulary words should address Tier One, Tier
Two, and Three Tier words from your required reading which include:
1.
Common words, which most children acquire in daily conversations
in their first language;
2.
Content specific technical words, which may be commonly used or rarely
used; and
3.
Words that define written text which are generally more
sophisticated and precise than words used in conversation or academic
vocabulary from academic texts.
Your
submission should include:
1.
A list of all of the Tier One, Tier Two and Tier Three key
vocabulary words.
2.
A detailed description of the game rules, number of players, and
how the game is played.
3.
The students’ grade level, core content area, and ELP level on
your submission document.
Utilize
this game during your practicum experience within one of your classrooms for
ELLs.
Write a
250-word summary regarding whether the game was beneficial to your students,
whether there were any problems that occurred while playing the game, and any
changes that you would make to the game based on your observations.
GCU
style is not required, but solid academic writing is expected.
You are
required to submit this assignment to Turnitin.
ESL
223N Week 6 Discussion Question 1
Effective
SIOP teachers provide scaffolding for their students to acquire academic
success. Select a content subject and a topic you will teach to students who
are English language learners. List and describe the type of scaffolds
that you must put in place for your students to achieve their content and
language objectives.
ESL
223N Week 6 Discussion Question 2
Select a
content subject and a topic that you are teaching to English language
learners. List and describe three different grouping configurations that
could be used for teaching and learning this new concept. What would you
expect the students to do in each of the three different group configurations?
ESL
223N Week 6 Assignment SIOP Teaching Model
Details:
Teachers
who use the SIOP Model effectively plan, write, and teach their lessons while
connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP
components and at least two features from each component on the worksheet.
In
addition, record on your worksheet how the teacher used the following within
this lesson:
1. Lesson
Preparation: Content and language objectives, content concepts appropriate for
age, supplementary materials used, adaptation of content for all student
proficiency levels, meaningful activities that integrate lesson concepts with
language practice.
2. Building
Background: Concepts linked to students’ background experiences, links
explicitly made between past learning and new concepts, key vocabulary
emphasized.
3. Comprehensible
Input: Speech appropriate for students’ proficiency levels, clear explanation
of academic tasks, and variety of techniques to make content concepts clear
4. Strategies:
Ample opportunities for students to use learning strategies, scaffolding
techniques consistently used, a variety of questions or tasks the promote
higher-order thinking.
5. Interaction:
Frequent opportunities for interaction and discussion, grouping configurations
support language and content objectives, sufficient wait time for student
responses, ample opportunity for students to clarify key concepts.
GCU
style is not required, but solid academic writing is expected.
You are
not required to submit this assignment to Turnitin.
ESL
223N Week 7 Discussion Question 1
How do
state ELL proficiency tests, such as the AZELLA (AZ) or the WIDA (other
states), guide data-informed decision making? How do these test results affect
lesson planning?
ESL
223N Week 7 Discussion Question 2
When
assessing ELLs, teachers must use a variety of assessments in order to get the
most accurate snapshot of academic and language progress. What are some ways
teachers can assess students in the classroom to include all four domains of
language (reading, writing, listening, and speaking)?
ESL
223N Week 7 Assignment Benchmark – SIOP Presentation
Details:
For this
benchmark, create an in-depth, 15-20 slide PowerPoint presentation to inform
other teachers in your school district of the benefits of using the SIOP model
as a teaching framework. This presentation should elaborate on the empirical
research that shows the benefits of the SIOP framework when used with general
education students as well as with ELLs. Your presentation should include:
1. A brief
historical overview of some of the major educational policies that have shaped
ELL instruction.
2. A brief
description of socioeconomic, political, and legal influences on instruction
for ELLs.
3. The
eight interrelated components of the SIOP model, their application, and a
teaching example for each component. Include a benefit for each SIOP component
regarding how it contributes to an engaging curriculum and learning experience.
The eight SIOP components are as follows:
o
Lesson Preparation
o
Building Background
o
Comprehensible Input
o
Strategies
o
Interaction
o
Practice and Application
o
Lesson Delivery
o
Review and Assessment
4. Make a
case for the importance of engaging in ongoing learning regarding innovative
ways to utilize SIOP in your teaching.
5. Include
considerations about meeting ELL needs, such as access to academic classes,
appropriate resources, and instructional technology, while working
collaboratively with other school professionals from the perspective of an
advocating leader.
Include
title slide, presenter’s notes, in-text citations, and a reference slide that
contains 3-5 sources from the required readings or the GCU Library.
While
GCU style format is not required for the body of this assignment, solid
academic writing is expected. For all assignment delivery options,
documentation of sources should be presented using GCU formatting guidelines,
which can be found in the GCU Style Guide, located in the Student Success
Center.
This
assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion.
You are
required to submit this assignment to Turnitin.
Submit
this assignment to your instructor in LoudCloud.
You will
also submit this assignment to Taskstream along with your completed
practicum/field experience log.
ESL
223N Week 8 Discussion Question 1
With any
type of new learning, students need practice and application of newly acquired
skills to ensure mastery of content concepts. Can you list and describe
two hands-on activities and identify materials, including manipulatives, to
enable students to forge connections between abstract concepts and concrete
concepts in a less language-dependent way?
ESL
223N Week 8 Discussion Question 2
How
would you respond to a teacher who says: “Well, if I follow the SIOP Model and
make sure my English learners are able to access content using these
activities, techniques, and approaches, my on-level kids and native English
speakers will be bored.”
ESL
223N Week 8 Assignment Creating a SIOP Lesson Plan SEI Strategies
Details:
Create a
lesson plan that integrates language objectives, content objectives, and best
instructional practices for ELLs, as well as a method for authentic assessment.
In this assignment you will complete a SIOP Lesson Plan based on the Background
Information below and your own grade level selection and content area of
choice.
Background
Information
You are
the teacher of a class of 10 ELL students in the same grade, but with differing
English proficiency levels. Select your potential grade level and core content
area of interest before you begin. Using the SIOP Lesson Plan template in the
Student Success Center, design a lesson for those students by completing the
following sections of the SIOP lesson plan:
1. Standards
2. Theme
3. Lesson
Topic
4. Objectives
(Content and Language)
5. Learning
Strategies
6. Key
Vocabulary
7. Materials
8. Motivation
(Building Background)
9. Presentation
(Language and content objectives, comprehensible input, strategies,
interaction, feedback)
10. Practice
and Application (Meaningful activities, interactions, strategies, feedback)
11. Assessment
and Extension (Review objectives, and vocabulary, assess learning)
GCU
style is not required, but solid academic writing is expected.
This
assignment uses a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the expectations for successful completion.
You are
required to submit this assignment to Turnitin.
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