This course offers students an introduction to theory, research and practice in teaching English language learners in the middle grades. The course begins with an overview of sociocultural characteristics of ELLs, legal responsibilities, and educational and language policies in the United States. Students will also learn the basic theories and principles associated with second language acquisition. Students will explore the philosophies of bilingual and ESL education as well as different program models that address the education of linguistically diverse students. Students will be introduced to an array of contemporary, research-based instructional approaches, including content-based instruction, task-based language teaching, and sheltered English instruction. As a result, they will gain an understanding of how to adapt standards-based lessons for English language learners. Through a practicum component, students will learn to design lessons and assessments for small-group instruction. Students will also develop cross-cultural competence through interactions with ELLs, teachers and school staff in the middle grades. NOTE: Background clearances required.

An investigation of what texts ought to be taught in secondary schools, of how to teach them most effectively, and of the extent to which different student populations require different approaches. NOTE: As part of the course, students spend 2-3 hours each week assisting in a language arts classroom.

An examination of the knowledge that writers employ when they compose different kinds of texts, of the instructional contexts that are most effective in helping secondary students develop that knowledge, and of the extent to which different student populations require different approaches. NOTE: As part of the course, students spend 2-3 hours each week assisting in a language arts classroom.