READ 550: Literacy Development for English Language Learners (3 cr)

COURSE
DESCRIPTION

This graduate-level course is an introduction to the theory and practice of second language education instruction in the United States. Overview and comparison of second language education (including ESL, bilingual education, foreign language education) and second language literacy programs, practices, and goals will be presented. Assumptions about the nature and value of second language and literacy instruction in different program approaches will be explored. History of second language education in the U.S. will be discussed, as will political and social implications of language education. Emerging concepts central to culturally responsive pedagogy for language learners will also be explored.

PREREQUISITES

There are no required prerequisites for this course. However, learners are assumed to be teachers with access to elementary and/or secondary ELL students.

COURSE
STRUCTURE

Readings and other assignments, reflections on readings, responses to peer postings, integrated unit plan, "take home" final exam.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
2.1	Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.

PRACTICAL
APPLICATIONS

Learners will develop an integrated unit that incorporates content-based second-language learner teaching strategies into the teacher's curriculum.

CORE/ELECTIVE

This graduate course can be used as 3 core credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Dr. Kerri Wenger, Assistant Professor, School of Education and Business, Eastern Oregon University. Site Coordinator, ESOL program at EOU branch campus. 10 years K-adult experience as French and Spanish foreign language teacher, English as a Second Language (ESL) teacher, language arts and family literacy specialist. (B.A., English, B.A., Secondary Education, University of Wyoming; Ed.M., Ph.D., Washington State University)

TARGET
AUDIENCE

pK-12 teachers with English language learners in their classrooms; Reading Endorsement or ESOL Endorsement candidates.

TIME
COMMITMENT

Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.

TEXTBOOK

A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.

COST

Partial tuition assistance is available for this course to Oregon Teachers who fill out a ReadOregon application and a Tuition Assistance application.

No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees, for students in the ReadOregon program.

CONTACT(S)

For more details on this course, please contact Dr. Kerri Wenger, Eastern Oregon University.