MCCCD Program Description

Introduction to Serving English Language Learners (ELL)

Course: EDU220

First Term: 2022 Spring

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Historical overview of current educational and legal issues for serving English Learners (EL). Comparison and evaluation of various types of language educational models including Structured English Immersion (SEI), Sheltered English Instruction, and bilingual/Dual Language Immersion (DLI). Includes SEI, Sheltered English Instruction, and bilingual/DLI strategies.

MCCCD Official Course Competencies
1. Trace the historical and legislative foundations of programs of instruction for English Learners (EL). (I) 2. Identify and explain theories of first and second language acquisition. (II) 3. Identify the role of asset based behaviors and expectations to support English Learners. (II) 4. Compare and contrast English Language Development (ELD) programs (Sheltered English Instruction (SEI), bilingual, dual language instruction) for serving learners including related terminology. (III) 5. Identify multiple strategies to improve English learners’ academic achievement. (IV) 6. Compare and contrast various types of assessment and data collection appropriate for English Learners (EL). (V) 7. Identify English Language Proficiency (ELP) proficiency standards and ways to integrate them into content areas. (V) 8. Identify instruments used to assess language skills and describe how they can be used to guide instruction. (V) 9. Explain the relevance of state-mandated achievement levels for English learners. (V) 10. Use English Language Proficiency (ELP) standards to plan, deliver and evaluate instruction. (V-VI) 11. Apply instructional and assessment strategies to support English language learners. (VI)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Historical and legislative foundations of programs for English Language Learners (ELL) in the U.S. A. National educational policies and legislation B. Arizona educational policies and legislation C. Significant court cases II. Language acquisition A. Theory of first language acquisition B. Theory of second language acquisition C. Role of culture in learning III. Philosophical and theoretical foundations of program models for serving English Language Learners A. Sheltered English Instruction (SEI) models B. English as a Second Language (ESL) models C. Bilingual/Dual Language Instruction (DLI) models IV. Overview of SEI/ESL and bilingual/DLI strategies A. Comprehensible input B. Ongoing, specific, and immediate feedback C. Grouping structures and techniques D. Building background and vocabulary development E. Student engagement V. Standards and assessment A. ELL proficiency standards B. State academic standards C. Assessment instruments 1. State-mandated assessment tests a. English language proficiency assessment b. Standardized academic assessments 2. Alternative assessment methods VI. Practicum experience A. Classroom observation B. Application of instructional strategies C. Reflection

MCCCD Governing Board Approval Date: October 26, 2021

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.