Curriculum and Instruction Courses 9 semester credits. Standards-Driven Learning. This course focuses on the major theories, strategies, and applications utilized in P standards-driven learning environments.
Participants review and apply current literature and educational research studies concerning standards-based curriculum, implementation strategies and tools.
Community of Learners. This course prepares students to implement strategies for building a learning community. An emphasis is placed on the application of the learner-centered principles; cooperative and problem-based learning strategies; and the promotion of integrated curriculum and critical thinking.
Curriculum and Instructional Design for Diversity. This course assists in the development of rigorous, appropriate curriculum and instruction. Multiculturalism, culturally relevant pedagogy, differentiated instruction, and thematic, interdisciplinary unit planning are emphasized.
Using a curricular framework, students plan, evaluate, reflect on, and adapt curricula experiences to build successful learning environments for all learners. An essential course for all educators, this course provides students with an understanding of the historical, political, social, cultural, and educational concepts and issues that affect linguistically and culturally diverse students in the educational system.
A review of local, state, and federal policies regarding entitlement and appropriate school services for English language learners, and important program models are analyzed. Current theories of Second Language Acquisition SLA , bilingualism, and socio-cultural theories are explored for their pedagogical implications and specific program models within and outside the U.
With the increase of limited-English-proficient students in urban environments, this course examines the impact of culture on society and the educational system, and the importance of culture in addressing the needs of immigrant students. It explores the dynamic processes of acculturation and cultural conflict.
Students examine the role of culture in the American educational system and how ethno-linguistic groups contribute to the dynamics of the classroom. Students examine behavioral expectations and learning styles of students from different backgrounds, how that changes the classroom dynamics, and how teacher expectations can affect perceptual judgments of students. Students learn how to design culturally relevant instruction to further the academic success of diverse groups, and learn ways to foster collaborative and dynamic learning environments.
This course provides teachers methods for providing language and content instruction to second language learners. Students consider historical and current English as a second language ESL program models and second language acquisition theories, pedagogy, and methodology. Relevant federal, state, and local learning and assessment standards are reviewed and applied to their teaching.
Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Students discuss the selection, use, and evaluation of books, multimedia, technology, and other materials. Students examine the application of relevant learning and assessment standards to their teaching of second language learners. Methods and Materials for Teaching Bilingual Education.
Designed for Bilingual Education, this course prepares teachers in methodology for teaching language and content to English Language Learners in bilingual education programs. Participants critically examine bilingual education program models and theories of bilingual education and literacy, first and second language acquisition, and transfer of skills and content knowledge between first and second language.
Participants are guided in creating a teaching unit and adapting and presenting lessons using various methods, approaches, and techniques. Participants discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages. Through comprehensive English classes targeting social and academic language, as well as experiential learning opportunities, students are prepared for academic study in the US and matriculation at Southeastern Louisiana University.
Students at any level of proficiency, from beginning to advanced English skills, are encouraged to participate in our program. We offer part-time and full-time courses of study. Both part-time and full-time students meet for three hours twice per week for a comprehensive course that includes grammar, vocabulary, reading, writing, speaking and listening components. Full-time students will also attend our Multimedia English Engagement class, which takes place in the ESL computer lab.
This course includes one-on-one conversation practice with native English speakers, movie screenings with class discussions, computer-based English programs, reading and writing activities, and occasional guest speakers. Students may also choose to participate in additional independent-study projects related to their specific academic interests or language-learning needs with individual guidance from the instructor.
Because tuition is the same for part-time or full-time study, part-time students are welcome to attend as many hours of the Multimedia English Engagement class as they would like, but they will not be required to do so. For this reason, part-time study may be a good option for anyone with job or family obligations that would make it difficult to be on campus for more than 6 hours per week.
Full-time students who have an F1 student visa, however, will be required to attend both the regular class and the Multimedia class in order to obtain 20 hours of on-campus study time each week to fulfill visa requirements. All ESL students at Southeastern will be able to participate in special activities, in addition to regular classroom instruction.
Such activities help build cultural knowledge, promote social connections in the school community, and give students more authentic opportunities to use English outside of the classroom. Our program has included:. ESL students also have access to online resources, including:. She is originally from Illinois, but has lived and studied abroad in Argentina, Paraguay, and Egypt before settling in Louisiana. In her teaching career, Ms. Danielle has enjoyed getting to know students from over 25 different countries.
Seeing students achieve their goals, both in the classroom and beyond, is the best part of her job. Besides teaching, she loves learning new languages, too! Use precise geolocation data. Select personalised content. Create a personalised content profile. Measure ad performance. Select basic ads. Create a personalised ads profile. Select personalised ads.
Apply market research to generate audience insights. Measure content performance. Develop and improve products. List of Partners vendors. Table of Contents View All. Table of Contents. How English Is Taught. Abbreviations and Terms. Program Expectations The amount of time that a student will spend in an ESL program will depend on their level of comprehension of the English language.
Nowadays all schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English.
The effectiveness of various program models for language minority students remains the subject of controversy, and there are several factors to consider when selecting a program model: 1 district or school demographics, 2 student characteristics, and 3 district or school resources.
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