Course Number and Title:
EDC 215 Teaching Literacy for English Learners
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 125, EDC 151 and EDC 160
Course Credits and Hours
3 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course addresses language and literacy development and effective methods for supporting English learners in building language and literacy skills. Teacher candidates will explore resources and evidence-based strategies that value cultural and linguistic differences.
Additional Materials
None
Core Course Performance Objectives (CCPOs)
-
Analyze first language literacy development and second language literacy development. (CCC 1,2,5; PCG 1)
-
Analyze the impact of socio-cultural, psychological, and political influences on the process of learning English. (CCC 1,2,5; PCG 1)
-
Plan a culturally diverse and welcoming classroom literacy environment. (CCC 2,4; PGC 1,2,3,4,6)
-
Evaluate technology for use in second language literacy instruction. (CCC 1,3,5,6; PGC 3,4)
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Plan activities, tasks, and assessments that develop authentic use of language for English Learners (ELs) at multiple levels of language proficiency. (CCC 1,3,5,6; PGC 2,3,4)
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Develop supports and interventions to benefit English language learners within curriculum requirements/ guidelines. (CCC 1,2,3,4,5,6; PGC 1,2,3,5,6)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
Analyze first language literacy development and second language literacy development.
Explain the stages of language acquisition for first languages and subsequent languages.
Explain major theories on language acquisition.
Describe the needs of English Learners (ELs) at various stages of language development.
Analyze interventions and supports for the different levels of language acquisition.
Summarize the Teaching English to Speakers of Other Languages (TESOL) principles for teaching ELs.
Describe the importance of vocabulary instruction for ELs.
Analyze the impact of socio-cultural, psychological, and political influences on the process of learning English.
Explain the Delaware English Language Learner Strategic Plan.
Discuss characteristics of different populations in Delaware.
Compare educational programs from different parts of the world.
Analyze cultural implications of educational experiences of families and their students.
Define the terms associated with ELs.
Describe how to advocate for ELs in the school and community.
Plan a culturally diverse and welcoming classroom literacy environment.
Apply the Delaware Department of Education English Learner Guidebook to instructional decisions.
Develop a plan for creating equitable, supportive, and diverse classroom spaces.
List literacy resources that respect diverse cultures.
Evaluate technology for use in second language literacy instruction.
Explain the benefits and appropriate use of technology in literacy development for second language learners.
Evaluate online resources for accuracy and bias.
Identify equitable and effective technology for literacy instruction.
Identify instructional technology resources appropriate for the age level, needs and background of students.
Evaluate online resources for communication between home and school.
Plan activities, tasks, and assessments that develop authentic use of language for ELs at multiple levels of language proficiency.
Locate World Class Instructional Design and Assessment (WIDA) themes and strategies.
Explain the impact of phonemic awareness on the fluency development of ELs.
Plan differentiated learning experiences based on multiple levels of ELs.
Plan instructional strategies for vocabulary acquisition for second language learners in reading.
Plan a lesson to foster comprehension for second language learners..
Create authentic assessments to support literacy acquisition.
Develop supports and interventions to benefit English language learners within curriculum requirements/ guidelines.
Modify standards-based activities to include appropriate cultural references.
Adapt lesson plans for multiple levels of English language proficiency.
Modify content-area and standards-based texts for EL instruction.
Rewrite assessments to represent diverse populations.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
Evaluation Measures | Percentage of final grade |
Reflection papers (2-3 equally weighted) (Summative)
| 35% |
Teaching Strategies Activities (3-5, equally weighted) (Summative) | 30% |
Standards Application Artifacts (2-3, equally weighted) (Summative)
| 15% |
The course will contain an equitable number of formative assessments including but not limited to: assignments/exit tickets quizzes discussions journals group activities |
20% |
TOTAL | 100% |
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
-
Apply knowledge of the physical, social, emotional, cognitive and language development of K-6 children in a classroom setting.
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Demonstrate supportive classroom practices that utilize positive behavioral supports, foster character development, and promote a healthy and safe environment.
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Demonstrate content area knowledge in literacy, mathematics, science, and social sciences.
-
Apply understanding of multicultural education and sensitivity to and a respect for diversity.
-
Access and employ educational technology.
-
Communicate information about student learning and behaviors in a collaborative manner with school, family and community members.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.