Standard 10: Preparation to Teach English Language Learners

The program provides candidates opportunities to learn the purposes, goals, and content of the adopted instructional program for the effective teaching and support of English learners; and candidates understand the local and school organizational structures and resources designed to meet English learner students’ needs.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates are introduced to the state and federal requirements for assessment, placement and instruction of English learners, as well as the philosophy, design, goals, and characteristics of school-based organizational structures designed to meet the needs of English learners. In addition to course readings, discussion, and classroom lesson observations, candidates participate in school visits and interview students and teachers of English learners to enrich their practical knowledge of school-based structures, philosophy, student outcomes and goals as a requirement of this class. As a part of the school-site visits and interviews, candidates are introduced to school structures that enable them to see the connections being made in the school to bridge the ELD Standards with the English/Language Arts Standards. Structured classroom observations focus on the ways in which teachers are using SDAIE (Specially Designed Academic Instruction in English) strategies to meet the needs of English learners at various grade levels and in various content area instruction.

In LEE 177: Teaching Reading and the Arts in Grades K-3, candidates are introduced to language acquisition theory and other factors (cognitive, social, and psychological) as they apply to the beginning reader. During LEE 173: Teaching Reading and Social Studies in Grades 4-8, and LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject credential candidates assess an English Learner (EL) child in kindergarten - third grade (LEE 177) and grades 4-8 (LEE 173) and write a summary of their findings and an individual instructional plan based on the results of reading and language assessments.

The Multiple Subject credential candidates participate in a performance assessment in which they score and analyze assessments given to a young child and write an instructional plan for that child. The assessments given to the child include reading, writing, and language assessments. In addition to the assessment requirements, Multiple Subject credential candidates participate in simulation activities in which they practice writing lesson plans that include adaptations for EL and relate to the Reading/Language Arts and the English Language Development Standards. As a part of a unit of study developed by each candidate, lesson plan adaptations for EL are required. In the primary grade field placement (EHD 178: Field Study B:Grades K-3) that is taken concurrently with the LEE 177: Teaching Reading and the Arts in K-3 class, candidates are required to write and teach lesson plans that support the needs of diverse students and that relate to the state English Language Arts (ELA) and English Language Development (ELD) Standards.

Candidates learn about state and federal legal requirements for the placement and instruction English learners and ethical obligations for teaching English learners.

LEE 172: Cultural and Language Contexts of the Classroom is a required course where candidates are introduced to state and federal laws pertaining to the education of English learners and how the laws impact student placements and instructional programs. They are made aware of the impact of Proposition 227 on the state laws and placement options available for English learners as a part of class discussion and school visits. Candidates participate in school site visitations in which school-based structures for English learners are observed. Candidates view, discuss, and analyze classroom video demonstrating exemplary practices in teaching English learners and appropriate uses of student placement and instructional practices for meeting diverse needs. [See LEE 172 syllabus: Legal, Professional and Ethical Obligations Reflection.]

Current Federal and California laws related to the testing and placement of English language learners are discussed, and the implications for instruction and training of effective teachers are explored. Candidates examine the practices in effect in the schools and classrooms in which they are experiencing fieldwork. Groups of teacher candidates placed at the same school do research on the demographics of the school population, including the programs available for English language learners at the site. Candidates demonstrate their knowledge of school law with a written assessment.

Candidates are provided with multiple, systematic opportunities to demonstrate knowledge and application of pedagogical theories, principles, and practices for (a) English Language Development leading to comprehensive literacy in English; and (b) for the development of academic language, comprehension and knowledge in the subjects of the curriculum, making grade-appropriate or advanced curriculum content comprehensible to English learners.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies.

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A – Grades 4-8 school site in addition to observation requirements in LEE 172. Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages. Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge. Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English.

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject Credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently. Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons. LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements.

Candidates learn how to implement an instructional program that facilitates English language acquisition and development by effectively using materials, methods, and strategies so that students acquire listening, speaking, reading and writing skills in English in order to progress to the grade level reading/language arts program for English speakers.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies.

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A: Grades 4-8, school site in addition to observation requirements in LEE 172. Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages. Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge. Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English.

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently. Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons. LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements

Candidates have opportunities to acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development.

The primary learning outcomes, objectives, and activities provided in LEE 172: Cultural and Language Contexts of the Classroom course include:

Primary Learning Outcomes:

The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), the Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, and Life- Long Learning.

Topics and Objectives:

Purpose(s), History(ies) and Cultural Traditions in United States Education

(CCTC 3, 9, 10, 12; TPE 7, 8, 11, 12; NCATE 1.4, 1.6 – Reflection, Critical Thinking, Professional Ethics, Valuing Diversity)

Objectives:

Explore the purposes, roles, and functions of education in American society.

Discuss the historical and cultural traditions of the major cultural and ethnic groups in California society, and examine effective ways to include cultural traditions and community values and resources in the instructional program of a classroom.

Examine one’s stated and implied beliefs, attitudes and expectations about diverse students, families, schools and communities, and to apply pedagogical practices that foster high expectations for academic performance from all participants in all contexts.

Understand and apply strategies that contribute to respectful and productive relationships between families and schools.

Equity and Access (CCTC 3, 5, 9; TPE 8, 11; NCATE 1.4, 1.6 – Reflection, Critical Thinking, Professional Ethics, Valuing Diversity)

Objectives:

Examine principles of educational equity and diversity and their implementation in curriculum content and school practices, including equity issues related to class, ethnicity, gender, sex, and race.

Describe the relationship between background characteristics of students and inequities in academic outcomes of schooling.

Bias, Racism and Schooling (CCTC 9; TPE 11; NCATE 1.1, 1.3 – Critical Thinking, Professional Ethics)

Objectives:

Understand and apply major concepts, principles, and values necessary to create and sustain a just, democratic society in a classroom setting.

Accountability, Standards and Testing (TPE 3; NCATE 1.7 – Professional Ethics, Valuing Diversity)

Objectives:

Understand the relationship between equity, accountability, standards, and high stakes testing and the implications for student learning.

School Law And Policy (CCTC 10; TPE 12; NCATE 1.1 – Critical Thinking)

Objectives:

Understand relevant state and federal educational laws and policies currently and historically, including those related to English Learners and students’ and parents’ rights and responsibilities.

Professional and Ethical Responsibilities (TPE 12; NCATE 1.6 – Reflection, Professional Ethics)

Objectives:

Understand and meet professional and ethical obligations of teachers.

Language Acquisition Theory (CCTC 4, 9, 12; TPE 7, 9; NCATE 1.1, 1.3, 1.4 –Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Demonstrate understanding of adaptations necessary for English Learners at various proficiency levels by observing and reporting on a classroom observation of an ELD lesson.

Make suggestions for improving the lesson observed (in writing.)

SDAIE Strategies (CCTC 4, 5, 6, 9, 12, 13; TPE 4, 9; NCATE 1.1, 1.3, 1.4 –Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Demonstrate understanding of strategies for making content accessible to English Learners.

Observe and report on a classroom observation of a SDAIE lesson.

Make suggestions for improving the lesson observed.

Appropriate Assessment Practices for English Learners (CCTC 9 13; TPE 3, 4, 8; NCATE 1.7 – Reflection, Critical Thinking, Valuing Diversity)

Objectives:

Interpreting assessment results

Designing approaches to assessment

Building a sequence of learning based upon students’ ELD development levels and content-related assessments.

Assessing and Building Background Knowledge (CCTC 12, 13; TPE 4, 6, 8; NCATE

1.4, 1.6 – Collaboration, Valuing Diversity)

Objectives:

Integrating home cultures and values into instruction.

Communicating effectively with families across cultures.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction using Specially Designed Academic Instruction in English (SDAIE) strategies. During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A: Grades 4-8, school site. Required elements for these observations will be explored in class prior to the observations and will address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners; and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages

The case studies in the two required reading classes (LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3) do require that candidates administer a battery of assessments to English learners and design an appropriate instructional plan to meet needs identified in the testing. In addition, the analysis of the assessments and the writing of instructional plans based on the assessments emphasizes the need for differentiating between reading and language errors, appropriate instructional strategies for English learners, and the need to focus on vocabulary and comprehension strategies for English learners. Readings related to the teaching of English learners have been added to both reading classes and will be explored by discussion, modeling, and classroom observations in the concurrent field experiences required with both reading classes.

In LEE 177, teacher candidates are introduced to first and second language acquisition theory. Teaching strategies for facilitating language development throughout the day and across the curriculum are emphasized. In both LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, the impact of first language literacy on second language. Special emphasis is put on vocabulary development and active-learning strategies for developing vocabulary and comprehension in both classes.

Candidates acquire and demonstrate the ability to use initial, formative, and summative assessment information to diagnose students’ language abilities, and to develop lessons that promote students’ access to and achievement in the state-adopted academic content standards.

Candidates are introduced to appropriate assessment for English learners and the importance of identifying and monitoring language development in an ongoing manner in LEE 172: Cultural and Language Contexts of the Classroom. In this course, they learn to use observation matrices and anecdotal records for documenting student language development through modeling, discussion, and classroom observations. They are introduced to the California English Language Development Test (CELDT) and its purposes and use.

Candidates are introduced to appropriate formative and summative assessment in CI 171: Understanding the Learner, Instructional Design and Assessment and learn to administer assessments related to math, science, and social studies content standards in the methodology courses.

ELD Standards are introduced in LEE 172: Cultural and Language Contexts of the Classroom, and candidates observe in classrooms, focusing on ELD Standards, their relationship to English/Language Arts Standards and ways that teachers adapt instruction for non-fluent English speakers. [See LEE 172 syllabus: Topics and Description.] ELD Standards are examined closely in LEE 177 in order for candidates to understand the prerequisite requirements for students to be successful in acquiring English literacy and oral fluency.

Lessons are implemented in EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study and B: Grades K-3 English learners are assessed and observed, and ELD Standards are related to student levels of English development in order to identify appropriate instructional goals and sequences for individual students. Expectations and appropriate teaching strategies for each level of English language development are addressed in both reading classes and other methodology classes. Lesson adaptations based on assessed ELD stages are a part of the expectations on all lesson plans written in fieldwork courses.

In both LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, candidates are taught to monitor student spelling, fluency, reading, writing, vocabulary, and comprehension progress through ongoing assessment, anecdotal records, and periodic sampling of student work. Candidates are taught to gather baseline assessment information, and to determine appropriate instructional strategies.

Candidates learn how cognitive, pedagogical, and individual factors affect students’ language acquisition.

In LEE 172: Cultural and Language Contexts of the Classroom, candidates have multiple systematic opportunities to learn, understand, and effectively use materials, methods, and strategies for English language development that are responsive to students’ assessed levels of English proficiency during readings, discussions, and classroom observations of English Language Development (ELD) and content area instruction Specially Designed Academic Instruction in English (SDAIE) strategies

During the classroom observations, participants are required to observe and conduct interviews at their EHD 174: Field Study A: Grades 4-8, school site in addition to observation requirements in LEE 172. Required elements for these observations are explored in class prior to the observations and address such things as: interviews of school personnel and students; school-based structures available to English learners; philosophy and goals for English learners and ways in which ELD and ELA standards are used to make instruction appropriate for students of differing language and developmental stages. Through an examination, candidates demonstrate their proficiency in interpreting assessment data and planning instruction appropriate for English Learners, responding to their levels of English Language Proficiency, literacy, and background knowledge. Based on appropriate assessment information, candidates select instructional materials and strategies to develop students’ abilities to comprehend and produce English.

In LEE 177: Teaching Reading and the Arts in K-3, Multiple Subject Credential candidates are taught to use assessments to plan appropriate instruction for ELL students. They are given multiple opportunities to write and implement lesson plans in the reading class and the primary grade field placement that is taken concurrently. Materials, methods, and strategies for ELL are demonstrated in class, and candidates are required to include adaptations for ELL in planning all lessons. LEE 177 teacher candidates are introduced to effective teaching strategies for English language learners on a weekly basis and are expected to implement these strategies as a part of their concurrent field placements.

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