English Language Learning Endorsement Coursework

All candidates seeking the ESL PreK-12 Endorsement will take the following 12 credit hours of ELL coursework.

EGEL 5013 Theory and Practice in Second Language Acquisition (3)
This is an introductory course in second language acquisition which will expose students to terminology and concepts specific to the field of language acquisition. Students in this course will explore the human capacity for language and will discuss and encounter myths specific to language acquisition. Likewise, students will trace the development of the field by examining the ideas of theorists such as Chomsky, Krashen, Camale and Swain, Piaget, Vygotzky and others. Key concepts presented include interlanguage development, transfer, comprehensible input, learner variables, language immersion vs. classroom instruction and the role culture and society play in language acquisition.

EGEL 5033 Grammar for ELL Teachers (3)
This course provides a description of English grammar for those planning to teach English. In this course, students will be reminded of theories of language learning previously studied and will compare grammatical structures and patterns present in different languages of the world. Theories related specifically to grammar instruction will be presented and students will be able to design their own activities as a result of this course. Specific models presented in this course include input processing (structure input and output) and the PACE model. A discussion of what it means to teach grammar in terms of language acquisition is also substantive to the course and will include ways in which language (i.e. grammar) has historically been taught. Specific goals for students in this course include developing an understanding of English grammar (prescriptive and descriptive), analyzing methods by which grammar has been taught and designing and evaluating materials designed to teach grammar. Additionally, students will be exposed to issues related to phonetics, linguistics and transcription using the International Phonetic Alphabet.

EGEL 5043 Curriculum Design and Instruction in the ELL Classroom (3)
The course is designed to give students the skills that they need to effectively teach in an ELL classroom. Students will be responsible for analyzing and critiquing lesson plans, for creating language and content objectives, for developing lesson and unit plans with appropriate sequencing of activities, for choosing authentic spoken and written materials in order to differentiate instruction and for preparing and teaching rigorous curriculum in engaging ways for ELL learners. Specifically, students will consider principles critical to ELL classroom which include making content comprehensive and participating in jointly constructed activities with students. Students will explore ways to teach that building their students’ academic language, a key process for ELL students. As a result of this course, students will be able to give clear instructions and directions, will learn effective ways to gauge comprehension, will provide effective instruction in terms of language content and will be able to reflect on the lesson and units they create in order to make appropriate modifications and/or adaptations for future lessons. Additionally, students will be provided with specific strategies related to reading and writing instruction and the development of academic literacy.

EGEL 5053 Culture, Communication and Community in the ELL Classroom (3)
In this course, students will discuss the broader issues connected to the ELL teaching profession. Selected articles and texts will be chosen to stimulate students’ thinking about such topics as language and identity and language and power. Likewise, students will develop an understanding of cultural competence and factors related to participating in a culture other than one’s native culture. Further, this course will discuss cultural issues related to managing the second language classroom environment, and will also discuss the significance of culture and school as it relates to building literacy in a second language.