ESL 233N SEI English Language Teaching: Foundations and Methodologies Entire Course
ESL 233N Topic 1 Assignment Key Events
Based on key legislation pertaining to English language learners (ELLs) from your state and from your readings, create a brochure, newsletter, or Glogster to be used to inform parents in your community about English immersion policies and programs. Include the following:
Historical developments that led to the policies regarding the role of English in their children’s classrooms.
Pros for the English immersion program in the community or school you have chosen.
At least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about.
A description of the characteristics of a relevant English immersion program in terms of instructional strategies, time spent in the classroom with other ELL students, and time spent in regular classrooms with native speakers. You can find this information on the Arizona Department of Education website or from the Department of Education website of your state.
Definitions for any terms that parents would need to know.
GCU style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
ESL 233N Topic 2 Assignment Cultural Diversity and Classroom Learning
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
GCU format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
ESL 233N Topic 3 Assignment Language Acquisition Factors
Each scenario in the “Language Acquisition Factors: Scenarios I and II” includes at least three factors that affect the students’ language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500‐word essay:
Identify what you see as a positive or negative force in their English language acquisition abilities.
How might any of these factors also affect the rate of language acquisition?
What other contributing factors can you identify as an obstacle or asset to your selected case study acquiring English proficiency skills?
GCU Style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
ESL 233N Topic 4 Assignment Proficiency Standards
Using the Office of English Language Acquisition Services (OELAS) website or the department of education website in your state, choose one English language proficiency standard from each of the following sections:
Listening and speaking
Reading
Writing
For each standard, complete the “English Language Proficiency Chart” by including the following:
The ELP standard
The correlating language arts standards or Common Core Standard
The teaching activity
GCU style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
ESL 233N Topic 4 Assignment Clinical Field Experience A: ELL Classroom Observation Using SIOP
Allocate at least 4 hours in the field to support this field experience.
Utilizing the SIOP Checklist from Appendix A in the textbook, observe and assess at least one lesson in a Title I setting that involves ELLs.
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.
Submit a copy of the checklist with a 250‐word reflection on this experience. Address the following questions in your reflection:
Were the students aware of the class language and content objectives?
How did the teacher instruct the content and language objectives?
What type of student group configurations were used? How many different types of student configurations were used?
How did the teacher accommodate for different ELP levels?
GCU format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ESL 233N Topic 5 Assignment Clinical Field Experience B: Instructional Strategies in an ELL Classroom
Allocate at least 3 hours in the field to support this field experience.
Spend time making observations in at least one Title I classroom setting that involves ELLs.
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.
Complete the “Adapted Lesson Plan Worksheet” based on your observations.
GCU style is not required, but solid academic writing is expected.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ESL 233N Topic 5 Assignment Clinical Field Experience C: Key Vocabulary Game
Allocate at least 3 hours in the field to support this field experience.
Spend time making observations in at least one Title I classroom setting that involves ELLs.
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.
Create an engaging vocabulary game to be used to teach key vocabulary words to ELLs in your selected content area. Your vocabulary words should address Tier One, Tier Two, and Three Tier words from your required reading which include:
Common words, which most children acquire in daily conversations in their first language;
Content specific technical words, which may be commonly used or rarely used; and
Words that define written text which are generally more sophisticated and precise than words used in conversation or academic vocabulary from academic texts.
Your submission should include:
A list of all of the Tier One, Tier Two and Tier Three key vocabulary words.
A detailed description of the game rules, number of players, and how the game is played.
The students’ grade level, core content area, and ELP level on your submission document.
Utilize this game during your practicum experience within one of your classrooms for ELLs.
Additionally, write a 250‐word reflection regarding whether the game was beneficial to your students, whether there were any problems that occurred while playing the game, and any changes that you would make to the game based on your observations.
GCU style is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
ESL 233N Topic 6 Assignment SIOP Teaching Model
Teachers who use the SIOP Model effectively plan, write, and teach their lessons while connecting them to the standards and accommodating for different ELP levels.
After reading the “SIOP Teaching Case Study,” record each of the SIOP components and at least two features from each component on the “SIOP Teaching Model” worksheet.
The features for each component include:
Lesson Preparation: Content and language objectives, content concepts appropriate for age, supplementary materials used, adaptation of content for all student proficiency levels, meaningful activities that integrate lesson concepts with language practice.
Building Background: Concepts linked to students’ background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
Comprehensible Input: Speech appropriate for students’ proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
Strategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher‐order thinking.
Interaction: Frequent opportunities for interaction and discussion, grouping configurations support language and content objectives, sufficient wait time for student responses, ample opportunity for students to clarify key concepts.
GCU style is not required, but solid academic writing is expected.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.
ESL 233N Topic 7 Assignment Benchmark – SIOP Presentation
For this benchmark, create an in‐depth, 15‐20 slide PowerPoint presentation to inform other teachers in your school district of the benefits of using the SIOP model as a teaching framework. This presentation should elaborate on the empirical research that shows the benefits of the SIOP framework when used with general education students as well as with ELLs.
Your presentation should include:
A brief historical overview of some of the major educational policies that have shaped ELL instruction.
A brief description of socioeconomic, political, and legal influences on instruction for ELLs.
The eight interrelated components of the SIOP model, their application, and a teaching example for each component. Include a benefit for each SIOP component regarding how it contributes to an engaging curriculum and learning experience. The eight SIOP components are as follows:
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment
Make a case for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in your teaching.
Include considerations about meeting ELL needs, such as access to academic classes, appropriate resources, and instructional technology, while working collaboratively with other school professionals from the perspective of an advocating leader.
Include title slide, presenter’s notes, and a reference slide that contains 3‐5 sources from the required readings or the GCU Library.
While GCU style format is not required for the body of this assignment, solid academic writing is expected. For all assignment delivery options, documentation of sources should be presented using GCU formatting guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
