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University of Delaware

LING 499/699 Issues in Teaching ELL Students: Integrating ELLs in the School and Classroom

(also the Delaware Department of Education ELL Summer Institute)

Summer 2016 (June 27-July 7) – This version 5/9/16

Instructor: Nigel A. Caplan, Assistant Professor, University of Delaware English Language Institute

Email: nacaplan@udel.edu

Website:

Nigel’s cell phone (for emergencies only, please): 302-898-6617

This course meets from 8:30am-5:00pm for 6 days* at the Paradee Center in Dover (directions: )

* Non-credit participants will end the course at 12 noon on June 7.

Materials – required textbooks:

• Donald Freeman & Yvonne Freeman, Between Words: Access to Second Language Acquisition, 3rd edition (Heinmann, 2011) – must be the third edition!

• Luciana de Oliveira & Mary Schleppegrell, Focus on Grammar and Meaning (Oxford, 2015)

Other readings and resources will be available on Canvas (udel.edu/canvas).

Course Description

LING 499/699 is an intensive summer institute for in-service and pre-service teachers of English Language Learners (ELL) and bilingual students. This course is also suitable for content-area teachers, non-ELL specialists, administrators, counselors, and anyone who has contact with non-native speakers of English in Delaware schools. This year, the focus will be on second language acquisition in practice. LING 499/699 may be counted towards ESOL or bilingual (re-)certification (if all DDOE requirements are met), and may be repeated for credit.

ACE teachers will use this course in lieu of LING676 (Second Language Acquisition).

Note for participants registered for UD credit (LING 499/699) – the free drop/add period runs through the end of the second day of the course.

Schedule and readings

The class meets from 8:30-12:30 and 1:30-5:00. Please complete the required readings before the course meeting (credit and clock-hour participants).

| |Topics, activities |Readings (please complete before the |

| | |meeting) |

|Monday June 27 |Course introduction and structure; assignments |Worlds: Introduction, Chapter 1, Chapter 2 |

| |Who are our ELLs? | |

| |Case studies | |

| |Social, cognitive, and individual factors affecting second language | |

| |acquisition (SLA). | |

| |Learner characteristics | |

|Tuesday June 28 |History and development of SLA (Chomsky, Krashen, acculturation, interaction |Worlds chapters 4 and 5 |

| |hypothesis, sociocultural theory) | |

| |Communicative and grammatical competence | |

| |Learner strategies | |

|Wednesday June 29 |Grammar and instructed LSA |Worlds chapter 9 |

| |Focus on form |FOG chapter 2 and either chapter 3 or 4* |

| |Vocabulary |Optionally: Worlds chapter 9 (especially if|

| |Teaching/Learning Cycle |you teach Spanish speakers) |

| |* Teachers who took LING677 in the Spring should read the chapter they did not| |

| |read for the first class! | |

|Tuesday July 5 |Special Ed and/vs. ELL |Rivera et al., 2009 |

| |How to read research and conduct classroom action research |Identification of ELLs with LD |

| |Teaching with the WIDA ELD standards |DOE ESL Toolkit, p. 6-12 |

| | |Advice for reading research |

| | |Optional: Klingner & Harry, 2006 |

|Wednesday July 6 |Terry Richards: Delaware ELL Policy Update |Worlds Chapters 6 and 7 |

| |Program models for ESL instruction | |

| |Federal and state laws | |

| |History of ESL and civil rights | |

| |Immersion and bilingual programs | |

| |Schoolwide integration of ELLs | |

|Thursday July 7 |International potluck brunch | |

| |Participant swap shop | |

| |Higher education access for ELLs | |

| |Wrap-up, evaluations, and planning | |

| | | |

| |PM: Credit-participants only – review of assignments to be submitted; support | |

| |for writing and further research. | |

Requirements for UD Credit (participants only seeking PD clock hours have different requirements)

| |LING 499 |LING 699 |

|Activity swap shop (Thursday July 7) |15% |15% |

|Unit plan (Due Thursday July 29, 9am) |30% |20% |

|Writing Project: Action research paper, grant proposal, or take-home final (due August 15, 9am) |30% |40% |

|Participation: Active participation and complete attendance are essential for the success of the |25% |25% |

|institute and your own professional development. | | |

Note: All students registered for credit automatically receive a temporary grade of “I” (Incomplete) at the end of the course. The actual course grade will be posted in August on submission of all the assignments. If you are unable to meet these deadlines, we may be able to make other arrangements without penalty, but it will delay the posting of your final grade.

What Works Swap Shop (required for LING499/699 students and recommended for clock-hour participants).

On the last day of the institute, each participant will give a short explanation and/or demonstration of an activity, exercise, curricular idea, or other teaching or assessment technique inspired by the course. You may want to use the Guidelines for developing ELL materials to help you plan. Administrators, counselors, and non-teaching participants are encouraged to share a topic relevant to their work. Please make the connections with the content of the institute clear.

Specifically, you will:

• Describe your activity to a small group of colleagues

• Provide a handout to share with the entire group describing the activity

If you need inspiration for activities, I recommend the 50 Ways series, available for 99 cents each from

Unit Plan (required for LING499, 699, and clock hours)

Please prepare a unit of instruction (approximately one week, although this may vary depending on your teaching context), incorporating ideas from the course. We will develop aspects of the unit during the course, so please think of possible topics or areas of instruction in advance. The unit should include:

• The context: grade, level of ELLs (if relevant), content area, how the unit fits into your course or year plan, and both content and language learning outcomes/objectives; include CCSS, WIDA, or other relevant standards if appropriate. Explain how you will modify your lesson for individual learner variables, as discussed in class.

• A sequence of classroom activities, assignments, and homework (again, adapt this to fit your context) which scaffolds ELLs to meet the language and content outcomes. You do not need to write minute-by-minute lesson plans. Describe the activities as if to a colleague who is only vaguely familiar with your course/grade.

• At least 2 examples of supplementary materials that would support students’ second language acquisition (e.g. handouts, videos, PowerPoints, realia, manipulables).

• A written reflection explaining how you used ideas and concepts from this course in designing your lessons.

LING 499/699 Participants: Please submit on Canvas.

Clock-Hour Participants: Please mail or email your unit plan to Terry Richards. Please provide a cover page with your name, the course name, your district and school. Once your unit is reviewed and approved, the certificate for the clock hours will be issued. Please mail to:

Terry Richard (terry.richard@doe.k12.de.us)

Department of Education

Townsend Building

401 Federal Street, Suite 2

Dover, DE 19901

Writing Project (LING499/699 only)

• Teachers completing this course as part of the MA TESL or seeking to transfer this course into the MA TESL must complete the final take-home exam option only.

• Teachers seeking to use LING 499/699 in lieu of any course except SLA should not choose the final take-home exam option.

• All other credit participants may choose any option.

The writing projects all ask you to demonstrate an engagement with the research literature and implications for teaching. Greater depth and detail are expected from participants seeking graduate credit (LING 699), although LING 499 (undergraduate-level) students’ papers must also display scholarly and professional dispositions.

• Take-home final exam (required for MA candidates): this will be distributed on the last day of the course. There will be approximately 6 questions, each requiring a response of approximately 1 page. Some additional research into SLA will be required.

ESOL/Bilingual certification candidates, if they choose the following options, must write in the content area of the course for which LING499/699 will substitute, typically Second Language Acquisition. Papers should be 6-8 pages in length and cite relevant sources, including some additional research. Please write in APA 6th edition style.

• A grant proposal for funding the teaching, design, or implementation of a program for supporting ELLs in your school or district. Programs may be pitched at any level (early childcare, elementary, secondary, ELL, bilingual, content-area literacy, vocational education, special education, teacher training, professional development, etc.). See, for example:













Your paper may either follow the format set out in the target grant’s RFP (Request For Proposals), or a generic format (Background and Rationale, Literature Review, Implementation Plan). You do not need to provide original research, a budget, or a detailed timeline.

• Action research paper: Action research is usually generated from a classroom dilemma, dissatisfaction with an activity or assignment, a question that arises as a result of a class, an observation about student performance, or an idea from a colleague, journal, or conference. The purpose of the research is usually to reflect on and improve an aspect of teaching, which in this case must be related to the course. The outcome of the research is often a change in classroom practices or a proposal about curricular change, new courses, and so on. Your action research paper should include a clear rationale for the question, a literature review, and a plan for collecting and analyzing data. Please speculate on the implications of your research and changes you might make to your teaching practices.

• A research-based proposal for program (re-)design. You may write a proposal to revise an existing program for ELLs in your school/district or to create a new program. Use the relevant literature to support your program and show the effectiveness of your design. Please clearly identify an audience for your proposal (e.g. school/district administrators, DDOE, etc.) and present your proposal in a professional format, using APA style for citations, with a list of references.

• An article for fellow practitioners (teachers or administrators) on an aspect of the course, focusing on recommendations for a particular practice. These recommendations may be drawn from personal experience but must also be supported by references to the relevant literature. However, this type of article is not written for an academic/scholarly audience but by teachers for teachers. Examples are TESOL Journal, ELT Journal, The Reading Teacher, Educational Leadership, or The Mathematics Teacher. Access to these journals is available through the UD Library.

• Another project, by arrangement with the instructor!

* Non-ACE Teachers seeking ESOL or bilingual certification in Delaware must select from one of the following topics, which must be explored in depth to meet DOE requirements. If you have already taken LING 499/699 towards certification, you must choose a different area. You will receive a form to complete and submit with your paper on the last day of the course. You may still choose from any of the formats above. (ACE Teachers must write about SLA.)

Literacy (for ELL students)

Second-Language Acquisition

Methodology of Teaching ESL

Second-Language Testing

Structure of English

Additional sources you may wish to consult:

• Methods: Larsen-Freeman & Anderson, Techniques & Principles in Language Teaching, 3rd ed. (Oxford)

• Methods/SLA: Celce-Murcia et al., Teaching English as a Second or Foreign Language, 4th ed. (Cengage)

• Methods/SLA: Ellis & Shintani, Exploring Language Pedagogy through Second Language Acquisition Research. Routledge.

• SLA: Susan Gass, Second Language Acquisition: An Introductory Course, 4th. Ed. (Routledge)

• SLA: Lightbown & Spada, How Languages are Learned, 3rd Ed. (Oxford)

• Testing: H.D. Brown, Language Assessment: Principles and Classroom Practices. (Longman)

• Literacy (elementary school): Carrasquillo, A., Kucer, B., & Abrams, R. Beyond the beginnings: Literacy interventions for upper elementary ELLs. Clevedon, England: Multilingual Matters.

• Literacy (secondary school): Oliveira & Silva, L2 Writing in Secondary Classrooms (Routledge)

• Literacy (secondary school): Ortmeier-Hooper, The ELL writer: Moving beyond basics in the secondary classroom. Teacher’s College Press.

• Structure: Folse, Keys to Teaching Grammar to English Language Learners (Michigan)

• Structure: Celce-Murcia & Larsen-Freeman, The Grammar Book (Cengage)

• Structure: Shatz & Wilkinson, Understanding Language in Diverse Classrooms (Routledge)

2017 ELL Institute (LING 499/699)

• Dates to be announced (approximately the same weeks as this year)

• The theme and materials will be approximately the same as 2016 (SLA) in order to accommodate the next ACE cohort.

• Please spread the word!

• Information will be posted at

If you are interested in learning more about UD’s MA TESL program, please visit



or contact the program director, Dr. Scott Stevens (sstevens@udel.edu).

If you are interested in joining a future ACE cohort, please speak to Nigel or visit



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