Teaching English Language Learners: Culture, Theory, and Methods

The intent of this program is to  introduce  undergraduate students to the foundational theories, research and strategies specific to teaching English language learners (ELLs) in adult and K-12 classroom or adult settings. This program focuses on culture, language acquisition theory, literacy and curriculum development and assessment. Students will explore the history, program models and practices of K-12 ELL education in the United States. Students will consider how ELLs lived experiences influence the language learning. In addition, they will be introduced to the central theories presented in language acquisition research.

Our program will also focus on the study of language as a system with an emphasis on literacy, development and assessment based on Washington’s K-12 English Language Development competencies and/or the TESOL (Teachers of English to Speakers of Other Language) standards for adult ELLs. Among the topics addressed will be ELL methods for teaching and developing literacy, conversational and academic language (BICS and CALP), and instruction in the four language domains: listening, speaking, reading, and writing. Students will learn the principles of backward design unit planning and present lesson demonstrations with an emphasis in providing ELLs comprehensible input and output in the content areas.

To successfully participate in this program fall quarter students need access to a computer, internet, Microsoft office, and Google suites. Students should expect to use Zoom and Canvas for synchronous meetings for three, full-day sessions per week (14-15 hours total). Our approach will emphasize participation in synchronous (live) sessions. However, if students find themselves unable to participate due to technology concerns (Internet access), caregiving obligations, economic disruption, health risk, or illness, they can work with faculty to pursue alternate options to earn variable credit.