This course provides a basic overview of instructional approaches and methods, both historical and current, used in facilitating second-language acquisition. Predominant topics of instruction in this course are:
- Historical backgrounds of various pedagogic principles for linguistically and culturally diverse language learners
- Current trends in language education
- The necessities of identifying a student’s age, language proficiency level, context, and other factors in order to create the most effective instructional strategy for a given circumstance
The course project, Identifying Best Practices for Culturally and Linguistically Diverse (CLD) Instruction, presents a compilation of assignments for each module of study. Each assignment requires candidates to analyze theoretical presentations, classroom practice, and student performance so as to judge the merit of the pedagogic method being utilized.
This course does not include a required field-based activity.
It is recommended that you review the TESOL Standards and NCATE Domains for the Culturally and Linguistically Diverse courses offered at JIU to determine the appropriate courses that meet your specific state or international requirements.
Course Learning Objectives
- Review the history of teaching second languages, historical approaches and methods of second language acquisition in practice in a classroom.
- Discuss the distinct disciplines that have contributed to teachers’ overall understanding of the process of learning a language.
- Recognize the need to choose approaches and methods of second language acquisition based on required outcomes.
- Identify the results and consequences of insufficient English acquisition on students and the merits of current federal legislation in day-to-day teaching practices.
- Engage in professional dialogue regarding trends and issues in CLD education and generate ideas for CLD instruction.
- Engage in professional dialogue about sheltered instruction as well as identify sheltered methodology in lessons and consider the outcomes they will elicit in children acquiring English.
- Evaluate options and techniques for fostering and promoting listening skills in speakers of languages other than English.
- Identify and support reading strategies in evidence in classroom pedagogy with CLD students.
- Become familiar with best practices as promoted by the U.S. government for fostering literacy among English language learners in grades K–5.
- Become familiar with the concept of bilingual education and reflect upon the value of retaining one’s native language.
- Become familiar with various types of sheltered instruction.