Registration now open!
Spring 2019: Feb 2 – June 6
Are you a hard-working NY teacher who is trying your best to teach your English Language Learners but is honestly frustrated and confused about how to help them advance academically?
The approximately 5 million English Language Learners (ELLs), or emergent bilinguals, nationwide constitute a diverse group of learners with unique needs: Besides needing to learn English, many ELLs lack foundational literacy skills and formal academic knowledge, typically resulting in them being unable to keep up with the rigorous academic demands of school and pass standardized assessments.
In many classrooms around the country, and especially in New York City, teachers struggle to meet the demands of teaching both content and language and literacy at the same time. Many classrooms are over 50% ELLs, with different levels of English proficiency, from absolute beginners to those with more advanced proficiency.
Teacher preparation and training, even in TESOL programs, is inconsistent, often with insufficient attention given to the components of linguistic knowledge and acquisition of a new language that provides teachers with the foundation necessary to meet the needs of these learners.
This course – Linguistics for Teachers of Emergent Bilinguals – aims to teach teachers about the fundamentals of linguistic knowledge, how a speaker of another language acquires English as a new language, and how to use this knowledge to improve outcomes for emergent bilinguals.
We will cover:
- the components of phonology, vocabulary knowledge, syntax, morphology, and pragmatic/conceptual knowledge.
- how acquisition of oral English progresses from entering or emerging levels to transitioning and commanding levels, and its relationship to the acquisition of reading and writing.
- the differences between general oral proficiency and the unique characteristics of academic language.
- specific insights into the science of reading and what it means in your classroom.
Students in the course will learn specific research-based strategies and scaffolding techniques that maximize language and literacy acquisition, including:
- building up background schema and vocabulary around a topic
- oral reading for fluency
- partnered reading, and writing instruction.
Coursework will involve linguistically analyzing a curriculum unit that you are currently teaching your students, and creating customized instructional templates for academic oral language development, reading, and writing instruction that you will recycle throughout your unit.
In addition, participants will read critically important research and pedagogical articles, demonstrate their knowledge of the material through online quizzes, and communicate in an online forum.
The good news is – what’s good for emergent bilinguals is good for all students. You will graduate from this course armed with the linguistic expertise you need to advance your emergent bilinguals toward academic success!
This course is worth 36 CTLE and 3 P credits.