ESL 233N SEI English Language Teaching: Foundations and Methodologies Entire Course<\/p>\n
ESL 233N Topic 1 Assignment Key Events<\/p>\n
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:<\/p>\n
Historical developments that led to the policies regarding the role of English in their children\u2019s classrooms.
\nPros for the English immersion program in the community or school you have chosen.
\nAt least two websites that enable parents to get additional information about the English immersion programs that parents would need to know about.
\nA 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.
\nDefinitions for any terms that parents would need to know.
\nGCU style is not required, but solid academic writing is expected.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
ESL 233N Topic 2 Assignment Cultural Diversity and Classroom Learning<\/p>\n
Use resources from the required readings or the GCU Library to create a 10\u201015 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.<\/p>\n
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.<\/p>\n
Include sociocultural influences on learning such as:<\/p>\n
Religion
\nDress
\nCultural Norms
\nFood
\nSocialization
\nGender Differences
\nHome Discipline
\nEducation
\nNative Language
\nInclude presenter\u2019s notes, a title slide, in\u2010text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.<\/p>\n
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.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
ESL 233N Topic 3 Assignment Language Acquisition Factors<\/p>\n
Each scenario in the \u201cLanguage Acquisition Factors: Scenarios I and II\u201d includes at least three factors that affect the students\u2019 language acquisition. Think of the language factors present for each student. Choose one scenario, and answer the following questions in a 500\u2010word essay:<\/p>\n
Identify what you see as a positive or negative force in their English language acquisition abilities.
\nHow might any of these factors also affect the rate of language acquisition?
\nWhat other contributing factors can you identify as an obstacle or asset to your selected case study acquiring English proficiency skills?
\nGCU Style is not required, but solid academic writing is expected.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
ESL 233N Topic 4 Assignment Proficiency Standards<\/p>\n
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:<\/p>\n
Listening and speaking
\nReading
\nWriting
\nFor each standard, complete the \u201cEnglish Language Proficiency Chart\u201d by including the following:<\/p>\n
The ELP standard
\nThe correlating language arts standards or Common Core Standard
\nThe teaching activity
\nGCU style is not required, but solid academic writing is expected.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
ESL 233N Topic 4 Assignment Clinical Field Experience A: ELL Classroom Observation Using SIOP<\/p>\n
Allocate at least 4 hours in the field to support this field experience.<\/p>\n
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.<\/p>\n
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.<\/p>\n
Submit a copy of the checklist with a 250\u2010word reflection on this experience. Address the following questions in your reflection:<\/p>\n
Were the students aware of the class language and content objectives?
\nHow did the teacher instruct the content and language objectives?
\nWhat type of student group configurations were used? How many different types of student configurations were used?
\nHow did the teacher accommodate for different ELP levels?
\nGCU format is not required, but solid academic writing is expected.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.<\/p>\n
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic (sample nursing essay examples by the best nursing assignment writing service). Directions for submitting can be found on the College of Education site in the Student Success Center.<\/p>\n
ESL 233N Topic 5 Assignment Clinical Field Experience B: Instructional Strategies in an ELL Classroom<\/p>\n
Allocate at least 3 hours in the field to support this field experience.<\/p>\n
Spend time making observations in at least one Title I classroom setting that involves ELLs.<\/p>\n
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.<\/p>\n
Complete the \u201cAdapted Lesson Plan Worksheet\u201d based on your observations.<\/p>\n
GCU style is not required, but solid academic writing is expected.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.<\/p>\n
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic (sample nursing essay examples by the best nursing assignment writing service). Directions for submitting can be found on the College of Education site in the Student Success Center.<\/p>\n
ESL 233N Topic 5 Assignment Clinical Field Experience C: Key Vocabulary Game<\/p>\n
Allocate at least 3 hours in the field to support this field experience.<\/p>\n
Spend time making observations in at least one Title I classroom setting that involves ELLs.<\/p>\n
Use any remaining field experience hours to Help the mentor teacher in providing instruction and support to the class.<\/p>\n
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:<\/p>\n
Common words, which most children acquire in daily conversations in their first language;
\nContent specific technical words, which may be commonly used or rarely used; and
\nWords that define written text which are generally more sophisticated and precise than words used in conversation or academic vocabulary from academic texts.
\nYour submission should include:<\/p>\n
A list of all of the Tier One, Tier Two and Tier Three key vocabulary words.
\nA detailed description of the game rules, number of players, and how the game is played.
\nThe students\u2019 grade level, core content area, and ELP level on your submission document.
\nUtilize this game during your practicum experience within one of your classrooms for ELLs.<\/p>\n
Additionally, write a 250\u2010word 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.<\/p>\n
GCU style is not required, but solid academic writing is expected.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.<\/p>\n
Submit the Clinical Field Experience Verification Form to LoudCloud in the last topic (sample nursing essay examples by the best nursing assignment writing service). Directions for submitting can be found on the College of Education site in the Student Success Center.<\/p>\n
ESL 233N Topic 6 Assignment SIOP Teaching Model<\/p>\n
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.<\/p>\n
After reading the \u201cSIOP Teaching Case Study,\u201d record each of the SIOP components and at least two features from each component on the \u201cSIOP Teaching Model\u201d worksheet.<\/p>\n
The features for each component include:<\/p>\n
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.
\nBuilding Background: Concepts linked to students\u2019 background experiences, links explicitly made between past learning and new concepts, key vocabulary emphasized.
\nComprehensible Input: Speech appropriate for students\u2019 proficiency levels, clear explanation of academic tasks, and variety of techniques to make content concepts clear
\nStrategies: Ample opportunities for students to use learning strategies, scaffolding techniques consistently used, a variety of questions or tasks the promote higher\u2010order thinking.
\nInteraction: 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.
\nGCU style is not required, but solid academic writing is expected.<\/p>\n
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for Helpance.<\/p>\n
ESL 233N Topic 7 Assignment Benchmark \u2013 SIOP Presentation<\/p>\n
For this benchmark, create an in\u2010depth, 15\u201020 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.<\/p>\n
Your presentation should include:<\/p>\n
A brief historical overview of some of the major educational policies that have shaped ELL instruction.
\nA brief description of socioeconomic, political, and legal influences on instruction for ELLs.
\nThe 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:
\nLesson Preparation
\nBuilding Background
\nComprehensible Input
\nStrategies
\nInteraction
\nPractice and Application
\nLesson Delivery
\nReview and Assessment
\nMake a case for the importance of engaging in ongoing learning regarding innovative ways to utilize SIOP in your teaching.
\nInclude 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.
\nInclude title slide, presenter\u2019s notes, and a reference slide that contains 3\u20105 sources from the required readings or the GCU Library.<\/p>\n
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.<\/p>\n
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n","protected":false},"excerpt":{"rendered":"
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