P005-0157.1S18 - English Language Learners in Your Classroom
As the school population of English Language Learners continues increasing rapidly across the United States, classroom teachers from K-12 are confronted with the great challenge of helping them acquire skills in English in addition to teaching them in the content areas. Many teachers do not have the training or knowledge to confront the task, and schools may not have the resources to assist them. This course provides them with the background necessary for meeting the needs of students from different countries and cultures including encouraging intercultural exchanges, information about assessment and the language learning process, cultural awareness, and a wide range of techniques and suggestions for offering a high-quality learning experience for ELLs. As teachers gain expertise in the theory and methods of second language learning in general, they will learn to recognize the real level of ELLs, both in Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). In addition, becoming familiar with the way English is taught around the world and ways to access their studentsâ€™ schemas, educators will gain insights into how their ELLs have been exposed to the language previously and how they are accustomed to learning. One of the main points in the course is that good instructional practices for ELLs will benefit all learners. Recommendations for an eclectic approach include assigning buddies, cooperative learning, reading strategies, and incorporating the arts to create a learning environment that will motivate all students to reach their full potential as human beings as well as academically.
Some of the research: Bryson, Bill. 1990. The Mother Tongue, English and How It Got That Way. New York: William Morrow and Company, Inc. Moran, Partrick. 2001. Teaching Culture: Perspectives in Practice. Boston: Heinle ELT. Cummins, Jim. 1981. â€œThe Role of Primary Language Development in Promoting Educational Success for Language Minority Students.â€ In Schooling Language Minority Students: A Theoretical Framework. Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles. Freeman, Yvonne S. and Freeman, David E. 2006. Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms. Portsmouth NH: Heinemann. Krashen, Stephen. 1996. Under Attack: The Case Against Bilingual Education. Culver City, CA: Language Education Associates
|Status: Closed for Registration||Registration Deadline: 04/02/2018||Start Date: 02/05/2018||End Date: 06/08/2018|
|Location: Online||Prof. Dev. Hours: 36||No. of P-Credits: 3||Categories: English Language Learners|
|Restricted: No||CTLE Area: English Language Learning||Grades: K,1,2,3,4,5,6,7,8,9,10,11,12|
1b : Demonstrating Knowledge of Students
3c : Engaging Students in Learning
|Education Partner Information|
|Education Partner: CE Credits Online/Riesling Group||Contact: firstname.lastname@example.org|
|Instructor # 1: Lenore Cohen||Instructor # 2:|
|ASPDP Fee: $125.00||Education Partner Fee: $189.99||Materials Fee: $0.00||Total Fees: $314.99|
|ASPDP Payment Instruction:
Step 1: Register
Register and pay a non-refundable course fee of $125 on the ASPDP website. Once payment has been made with the ASPDP, the participant will receive an email confirmation from ASPDP.
Step 2: Enroll
Enroll and pay a $189.99 Education Partner fee by credit card at www.cecreditsonline.org/ASPDP. Or pay by check or money order via mail (mailing address is provided at the end of the CE Credits Online enrollment process). Please note that participants must complete both steps of the registration process to receive P credit.