English Language Learner: Language Acquisition
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Dr. Karen
Lea |
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Phone: |
509-891-7219 |
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Office
Hours: |
8 a.m. to 5
p.m. PST Monday - Friday |
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Email: |
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|
Address: |
Virtual
Education Software |
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23403 E
Mission Avenue, Suite 220F |
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Liberty
Lake, WA 99019 |
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Technical
Support: |
English Language Learner: Language Acquisition was written to help teachers understand concepts and
terms related to educating students whose first language is not English. This
course discusses developmental theories and how they apply to English language
learners. The focus of this course is on the process of second language
acquisition and the role of the classroom teacher. Included in this course is
information about literacy development, integration of language, co-teaching,
ELL instructional needs, the legal obligations of schools and teachers to
provide services, and the types of programs schools might provide. Also
included is information about communicating with parents/guardians.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation all on your home or school
computer. Technical support information can be found in the Help section of
your course.
Course Materials (Online)
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Title: |
English Language Learner: Language Acquisition |
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Publisher: |
Virtual Education Software, inc. 2019, Revised 2021 |
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Instructor: |
Dr. Karen Lea |
Academic Integrity Statement
The structure
and format of most distance-learning courses presume a high level of personal
and academic integrity in completion and submission of coursework. Individuals
enrolled in a distance-learning course are expected to adhere to the following
standards of academic conduct.
Academic Work
Academic work
submitted by the individual (such as papers, assignments, reports, tests) shall
be the student’s own work or appropriately attributed, in part or in whole, to
its correct source. Submission of commercially prepared (or group prepared)
materials as if they are one’s own work is unacceptable.
Aiding Honesty in Others
The individual
will encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or
information will be used improperly.
Violation of
these academic standards will result in the assignment of a failing grade and
subsequent loss of credit for the course.
Level of Application
This course is
designed as an informational course for K–12 teachers, administrators, parents,
and related service personnel. Information discussed is designed to help you
better understand second language acquisition and current educational models
being used to educate English language learners. This course will allow you to
compare and identify how school districts in your own area are implementing
English language learning programs, handling current issues, and some of the practices teachers are using to educate students and
communicate with parents/guardians.
Expected Learning Outcomes
As a result of
taking this course, participants will be able to demonstrate their ability to:
1.
Identify
key legislation that affects the education of English language learners
2.
Apply
knowledge of developmental theories to teaching English language learners
3.
Analyze
language acquisition theories and processes at various stage of language development
4.
Review
and discuss literacy development for ELL students
5.
Apply
knowledge of diversity theories, equity theories, biases, and stereotypes
6.
Develop
strategies for co-teaching across subject areas with English language learners
7.
Identify
a personal cultural identity and drive
8.
Design
curriculum that integrates language into the content of instruction
9.
Analyze
how environment, community, family, and culture influences English language learners
Course Description
Information
provided in this course has been divided into four chapters, which should be
completed in the order in which they are presented in the program. Once you
have completed these four chapters, you should have a better understanding of
the concept of second language acquisition. You are strongly encouraged to read
additional journal articles, books, and research materials outside the course
material to gain a better understanding of current issues related to educating
students with disabilities in inclusive classrooms.
Chapter 1: Developmental Theories
This chapter
focuses on developmental theories and their application to second language
acquisition. This is foundational knowledge educators should have to understand
how to teach students who are English language learners.
Chapter 2: Language Acquisition
Chapter 2
focuses on the process of first and second language acquisition and how
students learn BICS and CALPS. Understanding the process of learning a language
is fundamental to teaching English language learners.
Chapter 3: Culture & Language
This chapter
focuses on the relationship between culture and language and the importance of
that relationship. Included are strategies for learning about the culture of
students and families. Without a foundational understanding of culture,
educators will not be able to adequately relate to all students and families.
Chapter 4: Programs/Home
Chapter four
focuses on the various types of English language learner programs schools and
districts might use. Included is a discussion on how to effectively communicate
with parents/guardians.
Student Expectations
As a student
you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully
complete ALL writing assignments to pass this course. *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete a review of any section on which your
examination score was below 50%.
·
Retake
any examination, after completing an information review, to increase that
examination score to a minimum of 50%, making sure to also be achieving an
overall exam score of a minimum 70% (maximum of three attempts). *Please
note: Minimum exam score requirements may vary by college or university;
therefore, you should refer to your course addendum to determine what your
minimum exam score requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the
course.
Examinations
At the end of
each course section, you will be expected to complete an examination designed
to assess your knowledge. You may take these exams a total of three times. Your
last score will save, not the highest score. After your third attempt, each
examination will lock and not allow further access. The
average from your exam scores will be printed on your
certificate. However, this is not your final grade since your required writing
assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade. As this is a self-paced computerized
instruction program, you may review course information as often as necessary.
You will not be able to exit any examinations until you have answered all questions. If you try to exit the exam before you complete
all questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Writing Assignments
All assignments are reviewed and may impact your final grade. Exceptionally or poorly written assignments, or
violation of the Academic Integrity Policy (see course syllabus for policy),
will affect your grade. Fifty percent of your grade is determined by your
writing assignments, and your overall exam score determines the other fifty
percent. Refer to the Essay Grading
Guidelines which were sent as an attachment with your original course link.
You should also refer to the Course
Syllabus Addendum which was sent as an attachment with your original course
link, to determine if you have any writing assignments in addition to the
Critical Thinking Questions (CTQ) and Journal Article Summations (JAS). If you
do, the Essay Grading Guidelines will
also apply.
Your writing
assignments must meet the minimum word count and are not to include the
question or your final citations as part of your word count. In other words,
the question and citations are not to be used as a means to
meet the minimum word count.
Critical Thinking Questions
There
are four CTQs that you are required to complete. You will need to write a
minimum of 500 words (maximum 1,000) per essay. You should explain how the
information that you gained from the course will be applied and clearly convey
a strong understanding of the course content as it relates to each CTQ. To view
the questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to
course submission, you may go back at any point to edit your essay, but you
must be certain to click SAVE once you are done with your edits.
You must click
SAVE before you write another essay or move on to another part of the course.
Journal Article Summations
You are
required to write, in your own words, a summary on a total of three
peer-reviewed or scholarly journal articles (one article per JAS), written by
an author with a Ph.D., Ed.D. or similar, on the topic outlined within each JAS
section in the “Required Essays” portion of the course (blogs, abstracts, news
articles or similar are not acceptable). Your article choice must relate
specifically to the discussion topic listed in each individual JAS. You will
choose a total of three relevant articles (one article per JAS) and write a
thorough summary of the information presented in each article (you must write a
minimum of 200 words with a 400 word maximum per JAS).
Be sure to provide the URL or the journal name, volume, date, and any other
critical information to allow the facilitator to access and review each
article.
To
write your summary, click on REQUIRED ESSAYS and choose the JAS that you would
like to complete. A writing program will automatically launch where you can
write your summary. When you are ready to stop, click SAVE. Prior to course submission you may go back at any point to
edit your summaries but you must be certain to click
SAVE once you are done with your edits. For more information on the features of
this assignment, please consult the HELP menu.
You must click
SAVE before you write another summary or move on to another part of the course.
Instructor Description
Karen Lea
holds a Ph.D. in education. Dr. Lea has fifteen years’ experience teaching at
the K–12 level and another fourteen years’ experience teaching education courses
at the undergraduate and post-graduate levels. Currently she is a Team Lead/Assessment
Developer/Instructional Developer at Western Governor’s University. Dr. Lea has
been professionally published more than fifteen times and has served on more
than a dozen panels and boards, including serving on the NCATE (CAEP) Board of
Examiners.
Contacting the Instructor
You may
contact the instructor by emailing karen_lea@virtualeduc.com or by calling
(509) 891-7219 Monday through Friday. Calls made during office hours will be
answered within 24 hours. Phone conferences will be limited to ten minutes per
student, per day, given that this is a self-paced instructional program. Please
do not contact the instructor about technical problems, course glitches, or
other issues that involve the operation of the course.
Technical Questions
If you have
questions or problems related to the operation of this course, please try
everything twice. If the problem persists please check
our support pages for FAQs and known issues at www.virtualeduc.com and also the
Help section of your course.
If you need
personal assistance then email support@virtualeduc.com
or call (509) 891-7219. When contacting technical support, please know your
course version number (it is located at the bottom left side of the Welcome
Screen) and your operating system, and be seated in
front of the computer at the time of your call.
Minimum Computer Requirements
Please refer
to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about
the compatibility of your operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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