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Teaching English to ESOL Learners

This course provides an overview of the methodologies, theories, and applications suggested to teach English to young second-language learners in grades K-12. A primary goal of this course requires that participants learn various applications that they can emulate and assimilate into their classrooms. Additionally, teachers will enhance their cultural insights by understanding differences and sociological factors that contribute to a successful teaching and learning experience, something that is vital to helping non-native students thrive in the classroom setting.

Carlow University ED 676 • Madonna University EDU 5830.48 • Mercy University EDUT 554

This course is cross listed with Mercy University course EDUC 505 - Tchng English as 2nd Lang.

The required text for this course is Unlocking English Learners′ Potential: Strategies for Making Content Accessible, First Edition, by Diane Staehr Fenner and Sydney Cail Snyder.

ISBN:978-1506352770

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

1/14/25 - 4/8/25
3/11/25 - 6/10/25
5/13/25 - 8/12/25
7/8/25 - 10/14/25
9/9/25 - 12/9/25
11/11/25 - 2/10/26

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Module One: Characteristics of a Young Language Learner

Content:

Introduction Email
What defines a young language learner
What defines an ESOL teacher
Defining ESOL
Child social, intellectual and physical development

Module 2: Theories and Applications

Content:

Chomsky’s Theory
Kroshen’s learning acquisition process
Pinker’s Study
Historical processes
Principles and theories of second language acquisition
Major contributors to second language teaching
Identify instructional approaches with theories

Module 3: Language Acquisition

Content:

Cortes Contextual Interaction Model
Learning another language
Principles of language learning
Teacher and student attitudes
Intercultural orientation
Trends and issues related to learning a second language

Module 4: Linguistics

Content:

The English language
Sociolinguistic principles related to the development of the English language
Teaching intonation and accent training
An overview of Morphology and phonology principles
Defining semantics, pragmatics, syntax and discourse

Module 5: Cultural Awareness

Content:

Understanding cultural differences
Promoting cultural sensitivity
Social differences and principles
Defining cultural boundaries
Effective parental and student communication

Module 6: Types of Learning Processes

Content:

CLT Approach
PPP Approach
The Silent Way Approach
The Grammar Translation Approach
The Natural Approach
Total Physical Response (TPR)

Module 7: Methodologies

Content:

Overview of ELT approaches and methods within the classroom
Using play, drama, stories and games
Integrating the students’ native language within activities
Instructional strategies and techniques

Module 8: Speaking, Listening and Reading Skills

Content:

Basic curriculum design
Teaching speaking, listening and reading skills
Implementing speaking, listening and reading exercises

Module 9: Grammar and Writing Skills

Content:

Teaching grammar skills: Sentence structure
Teaching writing skills
Implementing these skills within the classroom

Module 10: Additional Resources/Final Exam

Content:

Overview of resources and suggested websites
Final exam (lesson plan) including the four major components: listening, speaking, reading and writing

Objectives

Knowledge of language principles: Identify basic concepts of phonology, morphemic analysis and English semantics as they relate to language acquisition
Understand the grammatical structure of an English sentence
Identify concepts and influences associated with social and regional varieties of American English
Compare the sociolinguistic language functions of social and regional varieties of American English
Identify sociolinguistic principles that have influenced the development of the English language
Identify historical processes that have influenced the development of the English language
Increase knowledge of instructional methods and strategies
Identify instructional, meta-cognitive, cognitive and socio-affective strategies that promote second language acquisition

Identify features of the natural approach, total physical response and communicative approaches for various proficiency levels
Identify major researchers and their contributions to the field of second language teaching and learning
Match instructional approaches with language learning theories
Identify appropriate instructional interventions to address fossilization
Identify appropriate methods and strategies to teach language arts and basic language skills to ELLs
Identify methods and strategies of differentiating instruction for ELLs in general education classes
Identify methods of incorporating students’ first language and cultures into the existing curriculum

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.