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| Semester: | Spring 2021 |
| Number: | 0804-602-001 |
| Instructor: | Diana Schwinge |
| Days: | Tuesday 6:30 pm - 8:20 pm |
| Note: | Online, Both synchronous and asynchronous |
| Location: | Online |
| Credits: | 3 |
| Notes: |
For majors and non-majors |
| Course Materials: | View Text Books |
| Description: |
Examine current theories that guide method, material, and assessment design for teaching English as a second language through content area instruction, P-12, to diverse students. Learn about the development of literacy and technology skills across the curriculum. Design curriculum that meet State and National ESL standards (25 hours of fieldwork). |
| Learning Goals: |
Performance Outcomes – Based on the 6 goals of the Conceptual Framework Scholarship• Understand the rationale for content-based instruction based on theoretical foundations• Identify models of content-based instruction and their use in K-12 second language settings in the United States and around the world• Describe and use learning strategies and curriculum adaptations effective in teaching Limited English Proficient students in the content areas.• Design unit and lesson plans which incorporate content-based ESL or EFL instruction and which meet New York State and National standards• Incorporate meaningful and effective technology skills into the curriculumReflective Practice• Reflect critically on one’s own and others’ approaches to ESL and EFL curriculum development to ensure quality instructionSocial Justice• •Develop a unit which provides content-area instruction to ensure that English language learners have access to the core curriculumInclusive Community• Identify and implement instructional methodologies which meet the emotional, social, and academic needs of diverse English language learnersWellness• Model respect for others in interpersonal situations• Recognize cultural differences among students from diverse backgrounds, and integrate students’ cultures into the curriculumCreativity and the Arts• Utilize a variety of visual, tactile, and auditory strategies to address diverse student learning styles• Incorporate a range of formative and summative assessments to evaluate students’ ongoing learning and inform instructional planning. *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
| Prerequisites: |
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