Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

ED 548: Second Language Acquisition and ESOL Strategies (3 credits)
[Course was taught spring 2006 as READ 561]
Spring 2004, 2005, 2006, 2007
Winter 2008, 2009
Fall 2010, 2011, 2012, 2013
Fall 2013: 09/30/13 - 12/13/13

Risa Nabielski, Eastern Oregon University

COURSE
DESCRIPTION
This graduate-level course is designed assist practicing teachers in development and practice or research-based strategies for meeting the needs of second language learners in the mainstream classroom. Effective methods of teaching both English language and regular curriculum will be the main focus of the course, with a special emphasis on learning to read, write, and speak English in mainstream classroom.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to elementary and/or secondary ESOL students.
COURSE
STRUCTURE
ED 548: Second Language Acquisition and ESOL Strategies (3) is an online course delivered through Blackboard in a one term, 10 week format. Students enter into discussion boards each week based on textbook reading and prompts. Open book midterm and final exams are emailed to the instructor. Students apply their knowledge by preparing lesson plans incorporating the SIOP model.
STANDARDS This course supports the following International Reading Association's 2010 revised Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
PRACTICAL
APPLICATIONS
With an ESOL student, you'll plan for, design and undertake an assessment of the student's reading strategy abilities or oral language abilities in English. Learners will also develop research-based instruction and assessment strategies for ELL students and learn how to adapt teaching methods across the curriculum to meet the needs of this target audience.
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. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Risa Nabielski, Visiting Professor, College of Education, Eastern Oregon University. (BA, University of Oregon; M. ED. in Second Languages and Cultures, University of Minnesota)
TARGET
AUDIENCE
Teachers wishing to improve their abilities to effectively teach English language learners in the mainstream classroom.
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.
TEXTBOOKS Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including fees, for students in the ReadOregon program.
CONTACT(S) For more details on this course, please contact Risa Nabielski at Eastern Oregon University.

REGISTER at EASTERN OREGON UNIVERSITY

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.


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