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

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. Candidates have opportunities to acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development. 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 learn how cognitive, pedagogical, and individual factors affect students’ language acquisition.

Program Standard 10 Component:

Courses in which the component is addressed:

Opportunities to learn the purposes, goals, and content of the adopted instructional program for the effective teaching and support of English learners

LEE 172; 173; 177

Understand the local and school organizational structures and resources designed to meet English learner students’ needs.

LEE 172; 173; 177

Lean about state and federal legal requirements for the placement and instruction of English learners, and ethical obligations for teaching English learners.

SPED 130, LEE 172; 173, 177

 

 

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.

SPED 120, 145, 136, 172, LEE 172

 

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.

LEE 172, 173, 177

Acquire knowledge of linguistic development, first and second language acquisition, and how first language literacy connects to second language development.

SPED 130; LEE 172, 173, 177

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.

SPED 130; LEE 172, 173, 77

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

LEE 172, 173, 177

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. 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, 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. In the primary grade field placement that is taken concurrently with LEE 177: Teaching Reading and the Arts in K-3, 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 of 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. 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. Candidates write a Legal, Professional and Ethical Obligations Reflection in this course. 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.

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. 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, 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.

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. In LEE 177: Teaching Reading and the Arts in K-3, 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.

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. 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, and examined closely in LEE 177: Teaching Reading and the Arts in Grades K-3 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, and subsequent practicum experiences. 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. Lesson adaptations based on assessed ELD stages are a part of the expectations on all lesson plans written in fieldwork courses. Through class simulation exercises and discussion, candidates learn how cognitive, pedagogical, and individual factors affect students' language and literacy acquisition.

Through a series of coursework, including SPED 120: Introduction to Special Education, SPED 145: Designing Effective Environments for Students with Disabilities, and SPED 136: Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities, students learn to identify and alleviate barriers in curriculum, assessment, and instruction and to plan and deliver instruction that is accessible to students with diverse learning needs, including English Language Learners. Teacher candidates in SPED 130: Assessing Students with Special Needs are required to complete a formal standardized academic assessment project and a curriculum-based assessment project to assess reading, writing, listening and speaking skills, etc. Assessment instruments in other languages such as Spanish are introduced. Guidelines or tips for training translators of Hmong-speaking individuals are addressed.

Intern Program Delivery Model:
The intern pre-service component (providing skills and knowledge required prior to entering the classroom as the teacher of record) includes introductory preparation relative to Standard 10: Preparation to Teach English Language Learners as well as ongoing preparation throughout the program. In preservice, teacher preparation programs provide candidates with a knowledge of and ability to teach English learners, including but not limited to Specially Designed Academic Instruction in English (SDAIE) methodology, language acquisition and English Language Development (ELD).

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