In this course, students will be able to:
1. Analyze past and present methods of teaching English learners as informed by theory and research in second language acquisition (Brown, Schell, Yujeong, & Benedict, 2017; Díaz-Rico, 2017; Echevarría, Vogt, & Short, 2018; Freeman & Freeman, 2007; Richards & Rodgers, 2014; TESOL: 3, 4, 5);
2. Integrate and assess the social, cultural, and learner-centered aspects of teaching English learners (Crawford & Krashen, 2015; Cummins, 2001; Díaz-Rico, 2017; Wong & Hyland, 2017; TESOL: 2);
3. Plan techniques for teaching and assessing the four language domains (i.e., listening, speaking, reading and writing) within an integrated, content-based approach (Chamot, 2009; Colombo & Furbush, 2008; Crawford & Krashen, 2015; Díaz-Rico, 2017; Echevarría et al., 2018; Gibbons, 2014; Ramírez, Freeman, & Freeman, 2008; Gibbons, 2014; TESOL: 3, 4);
4. Categorize and evaluate different program models for teaching English learners and assessment instruments utilized for placement, programming, diagnosis, and entry/exit criteria in ESOL programs (Brown et al., 2017; Cummins, 2001; Echevarría et al., 2018; Genesee, Paradis, & Crago, 2004; Honigsfeld & Giouroukakis, 2011; Krashen & Terrell, 1983; Ovando & Collier, 1985; Stevick, 1986, 1988; TESOL: 3, 4);
5. Evaluate and criticize current issues and controversies in the field of ESOL education, including historical development, terminology, legality, and the testing of English learners (i.e., cultural bias in tests, unjustified placement in special education, etc.; Brown et al., 2017; Cummins, 2001; Echevarría et al., 2018; Genesee, Lindholm-Leary, Saunders, & Christian, 2006; Honigsfeld & Giouroukakis, 2011; Valdez, 2001; TESOL: 2, 4, 5).