EDUC 604: Theoretical Foundations of

Teaching ESL and Bilingual Education

Benedictine University’s Conceptual Framework:

Benedictine University educators are effective practitioners,

committed to scholarship, lifelong inquiry, leadership and social
responsibility.
As a result of this course, you will be expected to demonstrate:
● scholarship by developing a firm understanding of the content of the
course;
● lifelong inquiry by actively seeking out answers to your emerging
questions;
● leadership by assuming roles that improve practice, such as
initiating discussions, serving as a group leader, and
volunteering;
● social responsibility by exploring ways to maximize the
potential of all learners.

REQUIRED TEXT
Brown, H. Douglas. (2014). Principles of Language Learning and Teaching, 6th ed.
Englewood Cliffs, NJ: Prentice Hall Regents. ISBN-10: 0133041948
ISBN-13: 978-0133041941

Course Online Materials

● Mora Modules http://moramodules.com/ALMMethods.htm
● Center for Applied Linguistics: www.cal.org
● National Association for Bilingual Education: www.nabe.org
● National Council of Teachers of English: www.ncte.org
● International Literacy Association: www.reading.org
● Teachers of English to Speakers of Other Languages: www.tesol.org
● Stanford University Understanding Language site - http://ell.stanford.edu/
● Stanford ELL CLAD site - http://web.stanford.edu/dept/gse/cgi-bin/clad/
● Center for Applied Linguistics - CAL has resources and databases dedicated to
linguistics teaching, assessing and policy-making. http://www.cal.org
● National Clearinghouse for English Language Acquisition (NCELA) - This
website provides a broad range of research and resources that support an
inclusive approach
EDUCto604:
high qualityFoundations
Theoretical education of for ELLs. www.ncela.gwu.edu
Teaching English Language Learners Page
PAGE 1 of 7
 ● Center for Research on Education, Diversity, and Excellence - CREDE
promotes research by university faculty and graduate students and provides
educators with a range of tools to help them implement best practices in the
classroom. http://crede.berkeley.edu/

COURSE DESCRIPTION
This course will help practicing and prospective teachers to understand current
research and theories of second language acquisition (SLA), specifically as they relate
to teaching English as a second language and bilingual education. Through readings,
critical analysis and thoughtful discussion, students will learn about the current
theories of second language learning and acquisition and bilingual education. This
course is intended to help prospective teachers create a rationale for their teaching by
exposing them to a broad range of theory and research in psycholinguistics, applied
linguistics, learning theory, sociolinguistics and the various teaching methodologies
which are rooted in these fields. Students will examine the major theories, concepts
and guiding hypotheses in the field of Applied Linguistics and Teaching English to
Speakers of Other Languages (TESOL) in terms of English language and bilingual
learners’ performance. Students will explore the many factors that affect school
performance of these learners. Students will investigate and develop useful and
relevant models of SLA, engage and debate the merits of various theories, and learn
the vocabulary of the field. (Includes 20 clinical hours in a bilingual setting).

IDEA COURSE OBJECTIVES FOR EVALUATION PURPOSES

● Gaining factual knowledge (terminology, classifications, methods, trends) (E)
● Learning fundamental principles, generalizations, or theories (E)
● Learning to apply course material (to improve thinking, problem
solving, and decisions (I)
● Developing specific skills, competencies, and points of view needed by
professionals In the field most closely related to this course (E)

COURSE OBJECTIVES (CO)

1. Candidates will be able to generalize and apply theoretical foundations in
linguistics and language acquisition to classroom practice. (TESOL/CAEP
Standards 1.b, 2, 3.a, 3.b, 3.c, 4.a, 4.b, 4.c, 5.a, 5.b IPTS 2. L., 2.C., 3.E., 3.K. 5.S.
6.C.,.E.8.A., 8.D., 8.E., 8.F., 8.G., 8.H., 8. J. 9.A., 9.B., 9.F. 105 ILCS 5/21B-20(1), ESL ISC
25.25. IRA: 2.3, 4.1, 4.2, 4.3, 5.2 CF: Scholarship, Lifelong Inquiry, Social Responsibility,
Leadership)
2. Candidates will be able to develop and deliver effective academic programs for
English language learners based on a sound understanding of language
development theory and language learning pedagogical principles and on
personal reflection concerning one’s own professional practice. (TESOL/CAEP
Standards 1.a,1.b, 2, 3.a, 3.b, 3.c, 4.a, 4.b, 4.c, 5.a, 5.b IPTS 2. L., 2.C., 3.E., 3.K. 5.S.
6.C.,.E.8.A., 8.D., 8.E., 8.F., 8.G., 8.H., 8. J. 9.A., 9.B., 9.F. 105 ILCS 5/21B-20(1), ESL ISC
25.25. IRA: 2.3, 4.1, 4.2, 4.3, 5.2 CF: Scholarship, Lifelong Inquiry, Social Responsibility,
Leadership)
EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
 3. Candidates will be able to demonstrate an understanding of current theories of
Second and First Language Acquisition (FLA & SLA). Standards 1.a,1.b, 2, 3.a, 3.b,
3.c, 4.a, 4.b, 4.c, 5.a, 5.b IPTS 2. L., 2.C., 3.E., 3.K. 5.S. 6.C.,.E.8.A., 8.D., 8.E., Scholarship,
Lifelong Inquiry, Social Responsibility, Leadership)
4. Candidates will be able to identify the unique characteristics of ELL students in
a school setting using sociolinguistic, psycholinguistic, applied linguistic,
learning theory, and SLA theory as the foundation for ESL best practices. 8.H., 8.
J. 9.A., 9.B., 9.F. 105 ILCS 5/21B-20(1), ESL ISC 25.25. IRA: 2.3, 4.1, 4.2, 4.3, 5.2 CF:
Scholarship, Lifelong Inquiry, Social Responsibility, Leadership)
5. Candidates will be able to generate a repertoire of cognitive strategies and
techniques that positively impact the learning process for ELL (Scholarship,
Lifelong Inquiry, Leadership) . (TESOL/CAEP Standards 1.a,1.b, 2, 3.a, 3.b, 3.c, 4.a, 4.b,
4.c, 5.a, 5.b IPTS 2. L., 2.C., 3.E., 3.K. 5.S. 6.C.,.E.8.A., 8.D., 8.E., 8.F., 8.G., 8.H., 8. J. 9.A.,
9.B., 9.F. 105 ILCS 5/21B-20(1), ESL ISC 25.25. IRA: 2.3, 4.1, 4.2, 4.3, 5.2 CF: Scholarship,
Lifelong Inquiry, Social Responsibility, Leadership)

COURSE GUIDELINES AND REQUIREMENTS

Class time will be divided into personal inquiry and reflection, interactive
discussions, student presentations, and group work. Students will be expected to
read the assigned text materials and any supplemental readings prior to class.

Course Alignment Table

Name of Key Assessment Conceptual Professional Standards Scoring

1. Language Theory Annotation
Collect a lesson from your archives or
the internet that exemplifies each of
the Top Language Learning Theories.
Using Google docs and comments,
prepare a lesson plan analysis to
discover practical applications of each
theory and application by annotating
the plans to identify those theories.
Framework
(TESOL/CAEP Standards
Scholarship, Rubric
1.a,1.b, 2, 3.a, 3.b, 3.c, 4.a,
Lifelong
4.b, 4.c, 5.a, 5.b (ISBE A: 1c,
Inquiry, Social
1e)IPTS 2. L., 2.C., 3.E., 3.K.
Responsibility,
5.S. 6.C.,.E.8.A., 8.D., 8.E.,
Leadership
8.F., 8.G., 8.H., 8. J. 9.A., 9.B.,
9.F. 105 ILCS 5/21B-20(1),
Reading I, ii, iii, iv, v, vi, ESL
ISC 25.25. IRA: 2.3, 4.1, 4.2,
4.3, 5.2 CF: Scholarship,
Lifelong Inquiry, Social
Responsibility, Leadership)

2. Theoretical Stance Lesson &

Implementation (TESOL/CAEP Standards
Scholarship, Rubric
Apply theory to practice by writing a 1.a,1.b, 2, 3.a, 3.b, 3.c, 4.a,
Lifelong
lesson plan that exemplifies your ESL 4.b, 4.c, 5.a, 5.b (ISBE A: 1c,
Inquiry, Social
learning/theoretical stance. After 1e)IPTS 2. L., 2.C., 3.E., 3.K.
designing one lesson that exemplifies Responsibility,
5.S. 6.C.,.E.8.A., 8.D., 8.E.,
your stance then implement it in the Leadership
8.F., 8.G., 8.H., 8. J. 9.A., 9.B.,
classroom and write a next steps and 9.F. 105 ILCS 5/21B-20(1),
implications paragraph to share in Reading
EDUC 604: Theoretical Foundations of I, ii, iii, iv, v, vi, ESL
Teaching English Language Learners Page
PAGE 1 of 7
session 10 to support how you would ISC 25.25. IRA: 2.3, 4.1, 4.2,
transform your instruction by focusing 4.3, 5.2 CF: Scholarship,
on language techniques. Lifelong Inquiry, Social
Responsibility, Leadership)

Key Assessment 1
Language Theory Annotation
Prepare a lesson plan analysis to discover practical applications of each theory and
application by annotating lesson plans to identify those areas where theory is demonstrated
and or applied. Please use Google sheets and use the comment box to add in annotations in
the document to designate the intersections between theory and practice. You will explore the
links between second language acquisition theories, ESL theories and lesson plans and
assessments in use in schools. You will select a unit or set of five lesson plans with
assessments. You will analyze the lesson/unit plan with assessments in regards to ESL and
second language acquisition theory. The focus of this assignment is to explain the theories
behind the practices, strategies and activities presented in the lesson or assessment. This
assignment is about the connection between theory and practice and you are to demonstrate
that you are able to identify when you see the application of theories for through the lessons.
Such as in a lesson where you use a Language Experience Approach or Total Physical
Response approach and then you collect this sample and annotate it to demonstrate how it
exemplifies the theory.
1. You will collect one per each of the top 10 most represented theories from our class.
2. Then create a top ten list in your Google docs that gives the name of each, a video
sample from YouTube or elsewhere and or a noted web site location URL or other
items to help make an example of the theory in practice. This will be your lesson
portfolio header page.
3. Find one example lesson plan on the Internet that gives a great sample of the
application of each theory. Load all 10 of the lessons into Google Docs using pdf to
convert them if necessary.
4. Title each of them with theoretical perspective and make it clear how they demonstrate
the theoretical stance.
5. Using Google Comments, annotate the points in the lesson and or locations in the
lessons where the theory is best exemplified.
6. Tell how you see the intersection and what makes it a good example. See the samples
done for you in the theory lessons folder on D2L.
7. Tell also how this example of the theory works best or can be improved upon or added
to for greater impact.
8. Share your portfolio
9. Give feedback in the comments on two other portfolios of two class peers.

Key Assessment 1
Name: Last, ID# Faculty: Maj Cours Term/Yr Campus
First Last, or e#
First
EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
 KA #1 - Language Theory Annotation
0 1 2 3 4
Criteria Missing Unsatisfac Emerging Proficient Exemplary Score
tory
Identify Has a There are There are All of the All of the WEIGHTED
10 lesson per only half of only a few theories are theories are BY 10
Theories: each of the lessons lessons connected connected
Alignment: the 10 and they given but to a lesson to the Please
(TESOL/CAE theories. are not they are and they lessons and Circle One
P Standards
1.a,1.b, 2, 3.a, annotated. annotated. are the 01234
3.b, 3.c, 4.a, annotated. annotations
4.b, 4.c, 5.a,
5.b IPTS 2.
are 0=0
L., 2.C., 3.E., advanced in 1=1-30
3.K. 5.S. their 2=31-33
6.C.,.E.8.A.,
8.D., 8.E., connection 3=34-36
8.F., 8.G., to theory, 4=37-40
8.H., 8. J. practice and
9.A., 9.B., 9.F.
105 ILCS application
5/21B-20(1), of ESL.
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF:
Scholarship,
Lifelong
Inquiry,
Social
Responsibilit
y,
Leadership)
Example Examples Examples Examples Detailed Detailed WEIGHTED
of the for the are are given Examples examples BY 10
theory theory are minimally but are are given are given
(site or not given. given and unsupporte and and Please
video) unsupporte d. supported supported Circle One
Alignment: d. with many by tech 01234
(TESOL/CAE tech tools. tools and
P Standards extended to
1.a,1.b, 2, 3.a,
0=0
3.b, 3.c, 4.a, include their 1=1-30
4.b, 4.c, 5.a, research 2=31-33
5.b IPTS 2.
L., 2.C., 3.E.,
and 3=34-36
3.K. 5.S. application 4=37-40
6.C.,.E.8.A., connections
8.D., 8.E.,
8.F., 8.G., .
8.H., 8. J.
9.A., 9.B., 9.F.
105 ILCS
5/21B-20(1),
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF:
Scholarship,
Lifelong EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
Inquiry,
Social
Responsibilit
y,
Leadership)
Lesson Lesson Lesson Lesson Lesson Lesson WEIGHTED
example examples examples examples examples examples BY 10
of each are are not are given are given, are given,
theory missing. given for but are accurate accurate Please
Alignment each of the inaccurate. and fully and fully Circle One
s 10 developed. developed 01234
(TESOL/CAE theories. and also
P Standards
1.a,1.b, 2, 3.a, include 0=0
3.b, 3.c, 4.a, extensions 1=1-30
4.b, 4.c, 5.a,
5.b IPTS 2.
to research 2=31-33
L., 2.C., 3.E., and 3=34-36
3.K. 5.S. practice. 4=37-40
6.C.,.E.8.A.,
8.D., 8.E.,
8.F., 8.G.,
8.H., 8. J.
9.A., 9.B., 9.F.
105 ILCS
5/21B-20(1),
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF:
Scholarship,
Lifelong
Inquiry,
Social
Responsibilit
y,
Leadership)
Annotatio Annotatio Annotation Annotation Annotations Annotations WEIGHTED
ns for ns are s are s are are given, are given, BY 10
each missing. partially given, but connected connected
connectio included. not to best to best Please
n. informed practice and practice and Circle One
Alignment by also also 01234
(TESOL/CAE research informed by informed by
P Standards
1.a,1.b, 2, 3.a, research research 0=0
3.b, 3.c, 4.a, and expand 1=1-30
4.b, 4.c, 5.a,
5.b IPTS 2.
on the 2=31-33
L., 2.C., 3.E., cultural and 3=34-36
3.K. 5.S. linguistic 4=37-40
6.C.,.E.8.A.,
8.D., 8.E., lesson
8.F., 8.G., connections
8.H., 8. J. .
9.A., 9.B., 9.F.
105 ILCS
5/21B-20(1),
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF:
EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
Scholarship,
Lifelong
Inquiry,
Social
Responsibilit
y,
Leadership)
Modificati Modificati Modificatio Modificatio Modification Modification WEIGHTED
ons to the ons to the ns to the ns to the s to the s to the BY 10
Theory lesson lesson are lesson are lesson are lesson are
Lesson plan are partially given but fully developed, Please
Alignment missing. given. unclear. developed expanded Circle One
s and also upon and 01234
(TESOL/CAE clear. also
P Standards
1.a,1.b, 2, 3.a, connected 0=0
3.b, 3.c, 4.a, to research. 1=1-30
4.b, 4.c, 5.a,
5.b IPTS 2. 2=31-33
L., 2.C., 3.E., 3=34-36
3.K. 5.S. 4=37-40
6.C.,.E.8.A.,
8.D., 8.E.,
8.F., 8.G.,
8.H., 8. J.
9.A., 9.B., 9.F.
105 ILCS
5/21B-20(1),
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF:
Scholarship,
Lifelong
Inquiry,
Social
Responsibilit
y,
Leadership)
Share Lesson is Lesson is Lesson is Lesson is Lesson is WEIGHTED
your not partially shared but shared. shared, BY 10
Lesson shared. shared. difficult to organized
Alignment access. and easily Please
s accessible. Circle One
(TESOL/CAE 01234
P Standards
1.a,1.b, 2, 3.a,
3.b, 3.c, 4.a, 0=0
4.b, 4.c, 5.a,
5.b IPTS 2. 1=1-30
L., 2.C., 3.E., 2=31-33
3.K. 5.S. 3=34-36
6.C.,.E.8.A.,
8.D., 8.E., 4=37-40
8.F., 8.G.,
8.H., 8. J.
9.A., 9.B., 9.F.
105 ILCS
5/21B-20(1),
ESL ISC
25.25. IRA:
2.3, 4.1, 4.2,
4.3, 5.2 CF: EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
Scholarship,
Lifelong
Inquiry,
Social
Responsibilit
y,
Leadership)
Expert Expert The The Feedback is The WEIGHTED
Feedback feedback feedback is feedback is reported feedback is BY 10
IPTS 8.E, is missing. given but is given but and is reported
9.A, 9.B, not clear. does not clearly and Please
9.F, pertain to connected incorporate Circle One
CF: the activity and useful d in a way 01234
Scholarshi and is not in the that
p, Lifelong well interactive expands the 0=0
Inquiry, organized. read aloud thinking of 1=1-30
Social the 2=31-33
Responsib feedback 3=34-36
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Leadershi incorporatio
p n of the
feedback in
the
implementat
ion.
WRITING NA The paper The paper WEIGHTED
& Paper Errors in
contains spelling follows is error free BY 5
MECHANIC normal in terms of
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Spelling errors in grammar conventions mechanics. Please
Grammar & spelling, exist and of spelling Transitions Circle One
Flow
grammar, present and help 01234
and/or some grammar establish a
APA throughout. sound 0=0
STYLE & sentence issues
structure related to Errors do scholarly 1=1-15
FORMAT
IPTS 3.E, that makes understand not interfere argument 2=16
5.S, 6.E understand ing all significantly and aid the 3=17-18
CF:
ing the elements with reader in 4=19-20
Scholarship, comprehen following
Lifelong logic of the of the
Inquiry paper paper. sion. APA the writer’s
extremely APA style, logic. The
difficult. convention conventions paper is
APA s are and format consistent
Manual followed. are used with the
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and would
meet the
EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
 guidelines
for a
professional
publication.
Total Score __________
Score __________
Penalties
Final Score __________

Key Assessment 2
Theoretical Stance Lesson and Implementation

Apply theory to practice by writing a lesson plan that exemplifies your major ESL
learning/theoretical stance (you can use more than one if two converge but this must be fully
explained). This needs to be clear to the reader by identifying them by theorist and theory.
The lesson consists of the following components: Central to all consideration and discussion
in the book is the notion of theory. Theory underpins the design of the projects and activity in
schools and informs project findings. Within a sociocultural frame, teaching is seen to mediate
learning, a dialogic approach to teaching and learning is taken as the norm and constructs
such as scaffolding and funneling become recognized or instantiated in practice. Teachers
and researchers, reflecting on experienced and observed classroom practice, issues in
teaching, and students’ learning, relate their insights to theoretical perspectives in order to
synthesize from experience. The theoretical stance lesson and implementation key
assessment needs to have the following components to fully include all aspects of the rubric:
1. Create a visual model for the top ten theories presented in class.
2. Choose one of the LANGUAGE theoretical models to represent your own teaching
based on how it would best integrate into your current learning theories and models.
3. State your theoretical preferences and how they apply to your teaching style and
methods.
4. State how you will apply this and what changes you need to make to your current
classroom format and how you will use this in all future class sessions.
5. Create an application lesson plan based on the chosen theoretical stance that
exemplifies the theory best and gives each aspect of the theory full implementation and
design.
6. Have this lesson approved and then peer reviewed. Take in the feedback and report
on how you used this information in the lesson plan.
7. Implement this lesson in the classroom.
8. Write a reflection statement that summates the theory and how it was implemented
and the results and ramifications of this change to your daily teaching.
9. Submit in the final session and share your lessons with others in the class. Be sure
and remove the title and theoretical identifying features and ask students to try and
identify the theory you used in your lesson plan.

EDUC 604: Theoretical Foundations of

Teaching English Language Learners Page
PAGE 1 of 7
 Key Assessment 2
Name: La ID# Faculty: Ma Course Term/Yr Campus
st, First Last, First jor #
KA 2 - Theoretical Stance Lesson and Implementation
0 1 2 3 4
Criteria Missin Unsatisf Emerging Proficient Exemplary Score
g actory
Visual This The The visual The visual The visual WEIGHTED BY
Model part of visual model model has model is a 5
Alignme the model incorporate all of the 10 metaphoric
nt assign does not s most of models image of all Please Circle
(TESOL/CA ment is incorpora the 10 displayed of the One
EP
Standards missin te all of theories. as a theories and 01234
1.a,1.b, 2, g. the 10 metaphor of also
3.a, 3.b, 3.c,
4.a, 4.b, 4.c,
theories. language contains an 0=0
5.a, theory. explanation 1=1-15
5.b IPTS 2. of their 2=16
L., 2.C.,
3.E., 3.K. imagery. 3=17-18
5.S. 4=19-20
6.C.,.E.8.A.,
8.D., 8.E.,
8.F., 8.G.,
8.H., 8. J.
9.A., 9.B.,
9.F. 105
ILCS 5/21B-
20(1), ESL
ISC 25.25.
IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarshi
p, Lifelong
Inquiry,
Social
Responsibi
lity,
Leadership
)
Identify The The The The The WEIGHTED BY
Model identifi identificat identificatio identificatio identification 10
and its cation ion and n and n and and
explicit and explanati explanatio explanation explanation Please Circle
applicati explan on of the n of the of the of the One
on ation of models models are models are models are 01234
Alignme the are missing. missing. missing. 0=0
nts models missing.
(TESOL/CAEP are
Standards 1=1-30
1.a,1.b, 2, 3.a, missin 2=31-33
3.b, 3.c, 4.a,
4.b, 4.c, 5.a, g. 3=34-36
5.b IPTS 2. L.,
2.C., 3.E., 3.K. 4=37-40
5.S. 6.C.,.E.8.A.,
8.D., 8.E., 8.F.,
8.G., 8.H., 8. J.
9.A., 9.B., 9.F. EDUC 604: Theoretical Foundations of
Teaching English Language Learners Page
PAGE 1 of 7
105 ILCS 5/21B-
20(1), ESL ISC
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarship,
Lifelong
Inquiry, Social
Responsibility,
Leadership)

Stance Stance Stance Stance Stance and Stance and WEIGHTED BY

and app and and and application application 10
lication applica applicatio application of the of the stance
Alignme tion of n of the of the stance are are given Please Circle
nts stance stance stance are given and and One
(TESOL/CAEP are are given but clearly explanation 01234
Standards
1.a,1.b, 2, 3.a,
3.b, 3.c, 4.a,
missin minimally unclear. stated. and
4.b, 4.c, 5.a, g. included. application 0=0
5.b IPTS 2. L.,
2.C., 3.E., 3.K. has many 1=1-30
5.S. 6.C.,.E.8.A.,
8.D., 8.E., 8.F., details and 2=31-33
8.G., 8.H., 8. J.
9.A., 9.B., 9.F.
extensions 3=34-36
105 ILCS 5/21B-
20(1), ESL ISC 4=37-40
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarship,
Lifelong
Inquiry, Social
Responsibility,
Leadership)

Lesson Lesson Lesson Lesson Lesson Lesson WEIGHTED BY 5

annotati annotat annotatio annotation annotations annotations Please Circle One
01234
on and ion is ns are s are and design and design 0=0
design missin included included are and are very 1=1-15
Alignme g. but are and appropriate detailed and 2=16
nts insufficie sufficient and also expanded to 3=17-18
(TESOL/CAEP 4=19-20
Standards
nt to give but lack detailed include
1.a,1.b, 2, 3.a,
3.b, 3.c, 4.a,
justificatio details. enough to many
4.b, 4.c, 5.a, n for the see additions for
5.b IPTS 2. L.,
2.C., 3.E., 3.K. theory connections methods/tec
5.S. 6.C.,.E.8.A.,
8.D., 8.E., 8.F., . hniques and
8.G., 8.H., 8. J.
9.A., 9.B., 9.F.
strategies.
105 ILCS 5/21B-
20(1), ESL ISC
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarship,
Lifelong
Inquiry, Social
Responsibility,
Leadership)

Peer Peer Peer Peer Peer review Peer review WEIGHTED BY

review review review review is is detailed is detailed 10
process proces informatio noted and and the and reaction
Alignme s is n is developed reaction and Please Circle
nts missin identified but is and or modification One
(TESOL/CAEP g. but not unclear modification included and 01234
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1.a,1.b, 2, 3.a,
3.b, 3.c, 4.a,
fully how it was based on also
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4.b, 4.c, 5.a,
5.b IPTS 2. L., develope used. the expands on 0=0
2.C., 3.E., 3.K.
5.S. 6.C.,.E.8.A.,
d. feedback is new ideas or 1=1-30
8.D., 8.E., 8.F.,
8.G., 8.H., 8. J.
fully techniques 2=31-33
9.A., 9.B., 9.F.
105 ILCS 5/21B-
developed. from this 3=34-36
20(1), ESL ISC feedback. 4=37-40
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarship,
Lifelong
Inquiry, Social
Responsibility,
Leadership)

Lesson Provid Provides Provides Provides Provides WEIGHTED BY

objective es no content partially fully fully 10
s and langua but no developed developed developed
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3.b, 3.c, 4.a,
4.b, 4.c, 5.a, and 2=31-33
5.b IPTS 2. L.,
2.C., 3.E., 3.K. differentiated 3=34-36
5.S. 6.C.,.E.8.A.,
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9.A., 9.B., 9.F.
Standards
105 ILCS 5/21B-
20(1), ESL ISC
and
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
Common
5.2 CF: Core/Illinois
Scholarship,
Lifelong Learning
Inquiry, Social
Responsibility, Standards.
Leadership)

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n and not n is Reflects on and and 10
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P Standards
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3.b, 3.c, 4.a,
4.b, 4.c, 5.a,
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effectiv or no detail or indicate indicate
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5.2 CF:
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discussing discussing it
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practicing practicing
teacher). teacher).
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 Provides a
research-
based
rationale for
future
practices.
Identify Include Includes Includes Evaluates Includes WEIGHTED BY
two peer s no discussio discussion own discussion of 10
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9.A., 9.B., 9.F.
105 ILCS 5/21B-
20(1), ESL ISC
25.25. IRA: 2.3,
4.1, 4.2, 4.3,
5.2 CF:
Scholarship,
Lifelong
Inquiry, Social
Responsibility,
Leadership)

WRITING NA The paper The paper is WEIGHTED BY

MECHANI Paper Errors in
contains spelling follows error free in 5
CS
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grammar, present and help 01234
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STYLE & and/or some
sentence issues throughout. sound 0=0
FORMAT
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CF: Schol
makes ing all significantly and aid the 3=17-18
arship, with reader in
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EDUC 604: Theoretical Foundations of
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 ns are mistakes the paper. no errors
not are and would
followed evident. meet the
consisten guidelines
tly. for a
professional
publication.
300 Total Score _____________
points Score _____________
Penalties
Final Score _______

Other COURSE ASSIGNMENTS

1. ELL Toolkit [100 points]
The focus of the small group ELL Tool Box activity is to move from theory to practice
by identifying critical tools (Strategies, Skills and Methods) for ELLs, providing
rationale for those strategies, skills and methods in a template to use as a resource
in the field. The information included in each ELL Tool Box will help ELL instructors
to better support ELL students while working in tandem with mainstream classroom
teachers.
Students will have the opportunity to demonstrate their understanding of how theory
moves to practice by:
● Completing an ELL Toolkit Template with practices and strategies that influence
teaching ELLs and publishing it electronically.

● Uploading an individually organized and compiled "ELL Toolbox" that includes 10 of

their own research based strategies, skills and methods provided by their own
ideas and 10 more from the class presentations. Each Toolkit will contain 20
research based Methods, strategies and or skills by the end of the course that they
feel are important to take into the field as a method of supporting their students.
You will create a three part assignment. Part 1: Create an ESL/Bilingual Strategies
Inventory that addresses at least 10 tools. Part 2: Add in 10 more tools from the
presentations of others in the class that you feel you would benefit from adding into
your toolkit. Part 3: Consult with an experienced ESL/Bilingual teacher to gather
feedback about the tools you have collected and if there are any missing tools they
feel are important to your practice as an ESL teacher.. Then share your electronic
toolkit with the professor.

Name: ID# Faculty: Major Course # Term/Yr

Last, Last,
First First
0 1 2 3 4
Criteria Missing Unsatisfa Emerging Proficient Exemplary
ctory

EDUC 604: Theoretical Foundations of

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Electronic Electronic Electronic Electronic Electronic Electronic WEIGHTED
Notebook notebook is notebook notebook is notebook is notebook is BY 25
Organizatio missing. is organized and organized with organized Please Circle
One
n incomplete includes sections for all and includes
01234
. sections for required materials and 0=0
IRA 1.1, 1.2, most required elements and resources 1=1-15
1.3, 6.1, 6.2, elements but includes beyond 2=16
6.3, 6.4 does not reflections on minimum 3=17-18
include the uses of the requirements 4=19-20
reflections. resource. and
IPTS 1J, 2A-
H, 6A-J
insightful
reflections.

CF:
Scholarship
Rationale of Rationale is Rationale Rationale is Rationale is Rationale is WEIGHTED
Tool missing. is organized and organized with organized BY 25
IRA 1.1, 1.2, incomplete includes sections for all and includes Please Circle
One
1.3, 6.1, 6.2, . sections for required materials and
01234
6.3, 6.4 most required elements and resources 0
elements but includes beyond 1234
IPTS 1J, 2A- does not reflections on minimum 0=0
H, 6A-J include the uses of the requirements 1=1-15
reflections. resource. and 2=16
CF:
insightful 3=17-18
Scholarship reflections. 4=19-20

Possible Uses for the Suggestio General Suggestions Suggestions WEIGHTED

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One
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01234
notebook notebook are specific and thorough, 0
IRA 1.1, 1.2, are listed. practical. useful and 1234
1.3 insufficient span many 0=0
. possible 1=1-15
responsibiliti 2=16
IPTS 9A
es and tasks 3=17-18
required of 4=19-20
CF: an ESL
Leadership teacher
Number of The tools There There are The kit is The kit WEIGHTED
BY 6
Tools is are are less not 20 tools complete gives 20 Please Circle
sufficient missing than 10 given but and gives 20 tools and One
1.1, 1.2, 1.3, tools the kit is tools. they are 01234
6.1, 6.2, 6.3, given almost well
6.4
complete supported
by skills,
IPTS 1J, 2A 01234
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 and 0=0
methods. 1=1-15
2=16
3=17-18
4=19-20
ESL Feedback A A feedback A feedback A feedback WEIGHTED
statement is BY 9
Mentor statement feedbac statement statement is Please Circle
given and
Feedback is missing k is given but given and also gives
One
visible stateme is unclear. supports 01234
application of 0
IRA 1.1, 1.2, nt is how that feedback. 1234
1.3, 6.1, 6.2, given information 0=0
6.3, 6.4
but is was used. 1=1-15
2=16
incomple
IPTS 1J, 2A- 3=17-18
H, 6A-J te. 4=19-20

CF:
Scholarship
Total Points 100 points
Penalty total
Points
Final Score

Syllabus Table

SESSION ACTIVITY DESCRIPTION DUE

DATE
READINGS ACTIVITIES

Session 1
Topics: Readings: • Review the entire syllabus
Top Theories Brown Ch 4 • Discussion: Using the Language definition in
of Language Brown, chapter 1, define it using a technology tool to
Articles
Learning depict it visually.
• Discussion: Come up with a visual and a class
definition for Linguistics and give a new literacies
version of why this is important to teachers today.
• Short Answer: Begin to think about what it is that
you might agree/disagree and or emulate/not emulate
about each of the top Language Theories as you
think about how they will or will not fit within your own
theoretical perspectives of teaching.
• SR Journal: As a result of chapter readings, please
respond to the following questions in the self-
reflection:
1. What are two to three questions you have from
the readings?
EDUC 604: Theoretical 2.
Foundations
What isofone application from this chapter to your
Teaching English Language Learners Page
PAGE 1 of 7
 classroom?
3. What are two new insights into instruction and
assessment that you have as a result of the
readings?
Session 2
Topics/ Readings: • Discussion: Create a visual model of the two
Objectives: Brown Ch 2 methods in the topics column for the session using a
and 3 technology tool from the technology folder article.
First and
second
language • Discussion: Create a list of online resources that
Articles: best apply the two methods for this session. Then
acquisition
give the basic tenets using one of the Buehl models
Age and Tabor article for graphics. Explain why you chose it to represent
acquisition your theory and then fill it out to deepen the level of
Buehl article understanding and application of the theory. Do this
for both theories.

2 Methods - • Short Answer: Using a technology tool from the

technology folder create a list of application lessons
and techniques that belong to the two methods.
● Grammar- Create a visual model of the two items for the session
Translation using a technology tool from the technology folder
Approach article.
● Direct
Approach
• Short Answer: Using the theory article by Tabor,
select any additional information that you glean from
this article that helps to enhance your 2 definitions
and also any additional top ten. Argue why these
additions should be part of the top ten or not.

Session 3
Topics and Readings: • Discussion: Create a list of online resources that
Objectives: Brown Ch 1 best describe the two methods for this session. Then
and 5 give the basic tenets using one of the Buehl models
Language for graphics. Explain why you chose it to represent
Learning and Articles: your theory and then fill it out to deepen the level of
Teaching understanding and application of the theory. Do this
for both theories.
Individual
Differences • Discussion: Create a visual model of the two
models for the session using a technology tool from
Content the technology folder article.
Instruction • Short Answer: Using the website here
https://www.mydigitalchalkboard.org/portal/default/Co
2 Methods – ntent/Viewer/Content?action=2&scId=100051&sciId=
● Reading 1405.
Approach
● Audiolingual Give a rationale for why the author put the outdated
models in the column and the up to date current
Approach
models in the second category. Do you agree with
this categorization, why or why not.

Discuss as a class the difference between the words

model, theory and methods in this session and
discuss how they differ for our purposes.

• SR Journal: As a result of chapter readings, please

EDUC 604: Theoretical Foundations of following questions in the self-
respond to the
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 reflection:
1. What are two to three questions you have from
the readings?
2. What is one application from this chapter to your
classroom?
3. What are two new insights into instruction and
assessment that you have as a result of the
readings?
Session 4 Topics/Object
Readings: • Discussion Create a list of online resources that
Brown Ch 6 best describe the two methods for this session. Then
ives: Articles: give the basic tenets using one of the Buehl models
Affective for graphics. Explain why you chose it to represent
Factors your method and then fill it out to deepen the level of
Personality understanding and application of the method. Do this
for both methods.
• Short Answer: Using the Meyers Briggs format and
underpinnings – state the cultural implication and
2 Methods - also the instructional ramification of this test. For a
better understanding, go to www.16personalities.com to
learn about your own results on the Meyers-Briggs.
● Community Also explore the Big Five alternative test to the
Language MBTI. http://pages.uoregon.edu/sanjay/bigfive.html
Learning
● The Silent Analyze the other personality/affective models and
Way how they measure up and their implications for
classroom instruction and assessment.

• Discussion: Create a visual model of the two

methods for the session using a technology tool from
the technology folder article.

Session 5 Topics and

Readings: • Discussion Create a list of online resources that
Brown Ch 7 best apply the two methods for this session. Then
Objectives: Articles: give the basic tenets using one of the Buehl models
Language, for graphics. Explain why you chose it to represent
Culture and your method and then fill it out to deepen the level of
Identity understanding and application of the theory. Do this
for both methods.

2 Methods -
• Discussion: Create a visual model of the two
language methods for the session using a technology
● Total tool from the technology folder article.
Physical
Response
Approach • Short Answer: Using the following TPR videos
create a list of TPR tenets and determine how these
● The Natural practices support ESL strategies and techniques.
Approach Videos:
https://www.youtube.com/watch?v=bkMQXFOqyQA
https://www.youtube.com/watch?v=1Mk6RRf4kKs

• SR Journal: As a result of chapter readings, please

respond to the following questions in the self-
reflection:
1. What are two to three questions you have from
the readings?
2. What is one application from this chapter to your
classroom?
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 3. What are two new insights into instruction and
assessment that you have as a result of the
readings?
Topics and Readings:
Session 6 Brown Discussion: Create a list of online resources that best
Objectives: describe the two methods for this session. Then give
Communicativ Chapter 8 and
9 the basic tenets using one of the Buehl models for
e Competence graphics. Explain why you chose it to represent your
Interlanguage theory and then fill it out to deepen the level of
Articles: understanding and application of the theory. Do this for
Interlanguage both theories.
2 Methods - article by
● The Tarone
Communic • Discussion: Create a visual model of the two
ative methods for the session using a technology tool from
Approach the technology folder article.
● Functional
Notional • Discussion: After reading the article by Tarone, what
Approach are the basic elements of Interlanguage and how
does this concept apply to the ESL classroom and
instruction and assessment.

• Short Answer Using the four areas of

communicative competence four competence areas:
linguistic, sociolinguistic, discourse, and strategic;
what are the classroom applications or strategies that
can be used to help students build these
communicative competencies.

• For Session 7 please bring in an audio sample on

ESL student discourse of thirty minute or more.
Either from your own class or that of the ESL teacher.
Then analyze this discourse for interlanguage cues in
Session 7.

Session 7
Topics: Readings: • Discussion Create a list of online resources that
Theories of Brown Ch 10 best describe the “other” methods for this session.
SLA and 11 There are many methods that have not been
Cross Articles: explored and it is important to see the many other
Linguistic methods and models for the entire scope of
Transfer theoretical perspective. Then give the basic tenets
using one of the Buehl models for graphics. Explain
why you chose it to represent your method and then
fill it out to deepen the level of understanding and
application of the theory. Do this for both methods.
Methods:
Other Methods • Discussion: What does the theory of cross linguistic
transfer mean for the classroom? In the classroom
and
use children's literature trade books to create sample
Approaches lesson application s of cross linguistic transfer and
present them to the class.
• Short Answer: Second Language Acquisition
theories are
• Discussions: Collect a sample of language used in
the classroom on your cell phone or other recording
device. In the sample analyze interlanguage. In the
area of Interlanguage is the type of language
produced by second- and foreign- language learners
EDUC 604: Theoretical Foundations of
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PAGE 1 of 7
 who are in the process of learning a language. In
language learning, learner’s errors are caused by
several different processes. These include:
a. borrowing patterns from the mother tongue
b. extending patterns from the target language.
c. Expressing meanings using the words and
grammar which are already known
In groups From Richards, Jack C et al. 1992.
Dictionary of Language Teaching & Applied
Linguistics

• SR Journal: As a result of chapter readings, please

respond to the following questions in the self-
reflection:
1. What are two to three questions you have from
the readings?
2. What is one application from this chapter to your
classroom?
3. What are two new insights into instruction and
assessment that you have as a result of the
readings?
Topics and Articles: Discussion: create a list of 5 accommodations and or
Session 8
Objectives: modifications for the lesson you are planning and then
share how they would help enhance your theory stance
Strategies, lesson.
Accommodatio
Discussion: Using the graphic organizers from the
ns and Buehl model folder give three that best fit a theory and
Modifications support why this best attaches to the theory you chose.
Support your answer with connections and research.

Discussion: In the session give a rationale for the

choice of one theory over another as a best practice
theoretical perspective. Argue in a CCSS model.
Given in the CCSSs model folder below: Be sure to
attach the argument to the shifts and or the domain
items in the model graphics.

Short Answer: Given the language sample from

session 7, what types of accommodations and or
modifications can you suggest to enhance language
instruction for your students in the language sample.
See the accommodation list in the accommodations
folder. Add 10 strategies/activities/techniques that can
be added to the accommodations form

Topics and Articles:

Session 9
Objectives: • Discussion: What stance have you considered and
Theoretical what theory and method tends to be your theoretical
implications of go to and what methods match this theoretical
stance. How can you use these theories to help
Methods and improve instruction for ELLs in your classroom?
Models
Using the visual models for the language methods we
have focused in the course give a comparison and
contrast using a venn diagram for each of the methods
you have studied.
EDUC 604: Theoretical Foundations of
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PAGE 1 of 7
 • Discussion: Using the article in session 8 folder,
Contrastive Analysis, Error Analysis, Interlanguage
and the Implication to Language Teaching by
Katharina Rustipa Stikubank University (Unisbank)
Semarang, describe how the three theories impact
ELLs and ESL instruction. How will you employ
contrastive analysis, interlanguage and error analysis
in the ESL classroom. Give three instructional
implications of each.
• Short Answer: Given the metaphors for theories
mentioned in the Metaphors for Theories article, give
a metaphor for the theoretical perspective for the
following methods:

This is a two step process - first come up with a

theory to match the practice the practice then draw a
parallel to the metaphor for each of the following
methods:
The CALLA cycle of instruction, Sheltered Instruction
Observation Protocol (SIOP), Specially Designed
Academic Instruction in English (SDAIE), Bilingual
Cooperative Integrated Reading and Composition
(BCIRC), Improving Literacy Transitional
Instructional Program (ILTIP).

• SR Journal: As a result of chapter readings, please

respond to the following questions in the self-
reflection:
1. What are two to three questions you have from
the readings?
2. What is one application from this chapter to your
classroom?
3. What are two new insights into instruction and
assessment that you have as a result of the
readings?
Topics and Articles:
Session 10 Discussion: Electronic ELL Toolkit should be
Objectives:
shared with the class and the professor. Each
student must look through and find two additions
to their own toolkit from other toolkits and mention
those who have aided in their additions and how
those items will enhance their collection of
artifacts for their toolkit.
Discussion: Each student will share their own
Language Theory Annotation project and share
their thoughts in about how it enhanced their
thinking about the application of theory and how
theory and practice must go hand in hand. Also
share how this project aided in your own deeper
understandings of the theories.

Discussion: Each student will share their

Theoretical Stance Lesson & Implementation
Project and then share how this project helped to
EDUC 604: Theoretical Foundations of
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 give them clear indications of the need for
application and theoretical perspective to be
clearly connected. The use of the theory along
with the choice of their stance and the application
for the stance in lesson format gives a deeper
development of theory.

Short Answer: Given the methods mentioned in the

Methods article, give a theoretical perspective for the
following: The CALLA cycle of instruction, Sheltered
Instruction Observation Protocol (SIOP), Specially
Designed Academic Instruction in English (SDAIE),
Bilingual Cooperative Integrated Reading and Composition
(BCIRC), Improving Literacy Transitional Instructional
Program (ILTIP).

LATE WORK
Late projects will be accepted at the next class meeting after the due date. However,
in all fairness to students who do complete assignments on time, points will be
deducted from your grade.

STYLE REQUIREMENTS
All assignments are reviewed for grammar, mechanics, usage, and spelling in addition
to content. All written work completed outside of class is to be word processed, spell-
checked, and edited prior to submission. Please adhere to the APA format for stylistic
and reference guidelines. Back-up copies of computer files are expected and
assignments submitted late due to computer or printer problems remain late
assignments.

UNIVERSITY POLICY STATEMENTS

Academic Honesty
Evidence of plagiarism; taking credit for work completed by another person or
student in this class; or any other form of academic dishonesty will result in an F on
the assignment in question or an F in the course depending upon the extent of the
dishonesty.

Academic Honesty Policy

The search for truth and the dissemination of knowledge are the central missions of
a university. Benedictine University pursues these missions in an environment
guided by our Roman Catholic tradition and our Benedictine heritage. Integrity and
honesty are therefore expected of all members of the University community,
including students, faculty members, administration, and staff. Actions such as
cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple
submissions, solicitation, and misrepresentation, are violations of these
expectations and constitute unacceptable
EDUC 604: Theoretical Foundationsbehavior
of in the University community.
Teaching English Language Learners Page
PAGE 1 of 7
 The penalties for such actions can range from a private verbal warning, all the way
to expulsion from the University. The University’s Academic Honesty Policy is
available at http://www.ben.edu/degree-programs/academic-honesty-policy.cfm and
students are expected to read it.

Attendance Policy
Because of the accelerated nature of the MED program, student attendance is
mandatory at all class meetings. Nevertheless, we realize that there will be unusual
circumstances from time to time that prevent a student from attending class.
Students are responsible for contacting their instructor prior to the absence.
A student who is absent from two or more classes in any course will receive an “F”
grade and will not receive credit for the course. At the discretion of the instructor,
the student may receive a lower grade because of an absence.

Academic Accommodations for Religious Obligations (AAFRO) policy

A student whose religious obligation conflicts with a course requirement may
request an academic accommodation from the instructor. Students must make such
requests in writing by the end of the first week of the class.
Special Needs
If you have a documented learning, psychological, or physical disability, you may be
eligible for reasonable academic accommodations or services. To request
accommodations or services, contact the Academic Resource Center in Kindlon
Hall, Room 249. All students are expected to fulfill essential course requirements.
The University will not waive any essential skill or requirement of course or degree
program.

GRADE DETERMINATION
All student work submitted must be the student’s individual and original work.

Assessment Items Score

D2L Discussions (20 pts per session
– 5 Sessions Total) 100 points

Short Answers (20 pts – 5

sessions) 100 points

Self-Reflective Journal (20 pts 100 points

– 5 sessions)
ESL Electronic Toolkit 100 points

EDUC 604: Theoretical Foundations of

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Key Assessment 1
300 points

Key Assessment 2
300 points
Total Points 1000 points

GRADING SCALE
900 – 1000 A
800 – 899 B
700 – 799 C
600 – 699 D

Theoretical Overview
Top Theories and Methods
of Language Learning
A. Top Theories for Language Learning
First Language
Behaviorist
Universal Grammar Theory
Krashen’s Monitor Theory
Cognitive Theory
Conversation Theories
Schumann’s Acculturation Theory
Theories of First Language Acquisition
Behavioral Approaches
The Nativist Approach
Functional Approaches
Theories of Second Language Acquisition
Semantic theory
Sociocultural theory
Universal grammar
Input hypothesis
Monitor model
Interaction Hypothesis
Output hypothesis
Competition model
Connectionism and second-language acquisition
Noticing hypothesis
EDUC 604: Theoretical Foundations of
Processability
Teaching English Language Learners Page
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 Automaticity
Declarative/procedural model
Memory and second-language acquisition

B. Methods

Top 10 Methods of Language Learning

● Grammar-Translation Approach
● Direct Approach
● Reading Approach
● Audiolingual Approach
● Community Language Learning
● The Silent Way
● The Communicative Approach
● Functional Notional Approach
● Total Physical Response Approach
● The Natural Approach

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 Our ESL Program is coded for each of the following sets of National Standards
List of Current State Standards
TESOL/CAEP Standards
Standard 1.a,1.b, 2, 3.a, 3.b, 3.c, 4.a, 4.b, 4.c, 5.a, 5.b

Standard 1a-- Candidates demonstrate understanding of language as a system,

including phonology, morphology, syntax, pragmatics and semantics, and support
ELLs as they acquire English language and literacy in order to achieve in the content
areas.

Standard 1b -- Candidates understand and apply theories and research in language

acquisition and development to support their ELLs’ English language and literacy
learning and content-area achievement.

Standard 2 - Candidates know, understand, and use major concepts, principles,

theories, and research related to the nature and role of culture and cultural groups to
construct supportive learning environments for ELLs.

Standard 3a - Candidates know, understand, and apply concepts, research, and best
practices to plan classroom instruction in a supportive learning environment for ELLs.
They plan for multilevel classrooms with learners from diverse backgrounds using
standards-based ESL and content curriculum.

Standard 3b - Candidates know, manage, and implement a variety of standards-based

teaching strategies and techniques for developing 0and integrating English listening,
speaking, reading, and writing. Candidates support ELLs’ access to the core
curriculum by teaching language through academic content.
Standard 3.c. Using Resources and Technology Effectively in ESL and Content
Instruction Candidates are familiar with a wide range of standards-based materials,
resources, and technologies, and choose, adapt, and use them in effective ESL and
content teaching.
Standard 4.a. Issues of Assessment for English Language Learners Candidates
demonstrate understanding of various assessment issues as they affect ELLs, such as
accountability, bias, special education testing, language proficiency, and
accommodations in formal testing situations.
Standard 4.b. Candidates know and can use a variety of standards-based language
proficiency instruments to show language growth and to inform their instruction. They
demonstrate understanding of their uses for identification, placement, and
reclassification of ELLs.

Standard 4.c. Candidates know and can use a variety of performance-based

assessment tools and techniques to inform instruction for in the classroom.
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Standard 5.a. Candidates keep current with new instructional techniques, research
results, advances in the ESL field, and education policy issues and demonstrate
knowledge of the history of ESL teaching. They use such information to reflect on and
improve their instruction and assessment practices. Candidates work collaboratively
with school staff and the communities to improve the learning environment, provide
support, and advocate for ELLs and their families.

Standard 5.b. Candidates take advantage of professional growth opportunities and

demonstrate the ability to build partnerships with colleagues and students’ families,
serve as community resources, and advocate for ELLs.

IPTS
1.A. understands the spectrum of student diversity and the assets that each student
brings to learning across the curriculum
1.E. understands the impact of linguistic and cultural diversity on learning and
communication
1.F. understands his or her personal perspectives and biases and their effects on
one’s teaching
1.H. analyzes and uses student information to design instruction that meets the
diverse needs of students and leads to ongoing growth and achievement
1.K. facilitates a learning community in which differences are respected
1.L. uses information about students’ individual experiences, families, cultures, and
communities to create meaningful learning opportunities and enrich instruction for all
students
2.L. demonstrates fluency in technology students, uses technology to support
instruction and enhance student learning, and designs learning experiences to
develop student skills in the application of technology appropriate to the disciplines
2.C. understands cultural, linguistic, cognitive, physical, and social and emotional
differences, and considers the needs of each student when planning instruction
3.E. understands the appropriate role of technology, including assistive technology, to
address student needs, as well as how to incorporate contemporary tools and
resources to maximize student learning
3.K. incorporates experiences into instructional practices that relate to a student’s
current life experiences and to future life experiences
5.S. implements appropriate evidence-based instructional strategies
6.C. understands communication theory, language development, and the role of
language in learning
6.E. knows and models standard conventions of written and oral communications
8.A. understands schools as organizations within the larger community context

ILA
2.3 use a wide range of texts (e.g. narrative, expository, and poetry) from traditional
print, digital, and online resources.
4.1 recognize, understand, and value the forms of diversity that exist in society and
their importance in learning to read
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4.2 use a literacy curriculum and engage in instructional practices that positively
impact students’ knowledge, beliefs, and engagement with the features of diversity
4.3 develop and implement strategies to advocate for equity
5.2 design a social environment that is low risk and includes choice, motivation, and
scaffolded support to optimize students’ opportunities for learning to read and write.
(Reading specialists may have responsibilities for teaching students who struggle with
learning to read and must also be able to support teachers in their efforts to provide
effective instruction for all students.)
6.3 participate in, design, facilitate, lead, and evaluate effective and differentiated
professional development programs 2.3, 4.1, 4.2, 4.3, 5.2, 6.3

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