English as a New Language: The Basics, Accommodations, and Co-teaching
Sara Reale's Portfolio Page | ETAP 623 Fall 2019
Overview and Purpose
Are you a classroom teacher and have students in your class that English is not their first language? Are you looking for ways to accommodate these students in your lessons, activities, and assessments? Are you working with an English as a New Language teacher within the same classroom and want to get more out of the co-teaching experience? This course address each of these topics appropriate for teacher in elementary, middle, or high school settings. The world of English as a New Language has a vast amount of information, but this course is designed to consolidate the need to know information for classroom teachers. Throughout this course, we will work to build your general understanding of English as a New Language (Section 1), ability to adapt curriculum and course material for language learners (Section 2), and approach towards creating a productive and effective co-teaching situation (Section 3).
While these units do build off of each other and work together to deepen your knowledge of English as a New Language, they can also be used in isolation if the learner specifically needs one unit of study.
Briefly summarize what you found out from your needs assessment regarding the learners' gaps of knowledge, skills, and attitudes that your mini-course means to address.
At the conclusion of this course, participants will be able to:
- Identify the terminology related to the ENL field through matching acronyms to explanations
- Explain how the proficiency level of an ELL will impact accommodations and expectations
- Reflect on and compare their personal views of co-teaching before and after taking the course
- Justify the use of accommodations for ELLs by responding to a variety of scenarios
This mini-course includes the following sections and lessons. Click the title of a lesson to go to its page.
Section 1: The Basics
The learner will incorporate understandings of proficiency levels to create appropriate goals and expectations of English Language Learners.
Lesson 1: Terminology and the ENL Teacher
Learner will identify acronyms and proficiency levels associated with English as a New language and understand the role of an ENL teacher for their classroom and school.
Lesson 2: How can I set level appropriate goals for my ELLs
Learner will anticipate the capabilities of an ELL based on proficiency level and create realistic expectations for their ELLs.
Section 2: Accommodations
Learner will adapt lesson plans, activities, and assessments based on their knowledge and understanding of Section 1.
Lesson 3: What accommodations exist for ELLs
Learners will identify accommodations associated with proficiency levels for primary and secondary grade levels.
Learner will identify accommodations for ELLs as a whole as well as ways to adjust for proficiency level.
Lesson 4: How can I use these strategies to make logical adaptations to my lessons
Learners will adapt sample lessons and assessments and justify their use based on their knowledge from lessons 1-3.
Section 3: Co-Teaching
Lesson 5: What does effective and positive co-teaching look like
Learners will understand the various ways co-teaching can be implemented and positive conditions associated with effective co-teaching situations.
Lesson 6: How can these strategies be used for co-teaching situations new or existing
Learners will identify positive and negative attributes of co-teaching scenarios, reflect on the benefits of co-teaching, and justify improvements to undesirable co-teaching situations.