MCCCD Program Description

Introduction to Serving English Language Learners (ELL)

Course: EDU220

First Term: 2021 Fall

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

Description: Rationale for and current educational and legal issues for serving English Language Learners (ELL). Comparison and evaluation of various types of language educational models including Structured English Immersion (SEI), English as a Second Language (ESL) and bilingual/Dual Language Immersion(DLI). Includes SEI, ESL, and bilingual/DLI strategies.

MCCCD Official Course Competencies
1. Trace the historical and legislative foundations of programs of instruction for English Language Learners (ELL). (I) 2. Identify and explain theories of first and second language acquisition. (II) 3. Identify the role of culture in learning. (II) 4. Explain the philosophical and theoretical foundations of SEI, ESL, and bilingual/DLI education programs. (III) 5. Compare and contrast program models for serving language learners. (III) 6. Identify and describe SEI/ESL and bilingual/DLI strategies for serving various age and language groups including related terminology. (IV) 7. Integrate multiple strategies to improve student achievement. (IV) 8. Identify the alignment between ELL proficiency standards and state academic standards. (V) 9. Identify ELL proficiency standards and ways to integrate them into content areas. (V) 10. Use ELL proficiency standards to plan, deliver and evaluate instruction. (V, VI) 11. Identify instruments used to assess language skills and describe how they can be used to guide instruction. (V) 12. Explain the relevance of state-mandated achievement levels for English language learners. (V) 13. Apply instruction and assessment strategies in a PK-12 classroom. (VI) 14. Summarize the practicum experience. (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 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. SEI models B. ESL models C. Bilingual/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: June 28, 2016

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.