Instructing English Language Learners with Learning Disabilities
- 15 PDPs/Hours (INCLUDED)
- 1 Graduate Credit (optional for a fee)
- This course is also available in a 3-credit format
This professional development course provides educators with an overview of language development and second language acquisition with a specific focus on English Language Learners (ELLs). It addresses the distinction between language differences and disorders, with a particular emphasis on language-based learning disabilities (LBLD). As a result of the learning experiences in this course, participants will be more competent in their ability to:
- Identify the federal and state regulations in place to ensure the appropriate evaluation and instruction of students who are dually identified as being ELLs and having learning disabilities
- Recognize effective culturally and linguistically appropriate evaluation procedures and assessment measures
- Implement a variety of instructional strategies to support ELLs across all content areas using principles from universal design for learning (UDL)
The course is divided into six, self-paced modules over 6 weeks:
- Language Acquisition: This module presents an overview of language acquisition, including specific language parameters (phonology, morphology, syntax, semantics and discourse). It also introduces the typical stages associated with second language acquisition.
- ELLs with LBLD: This module identifies common signs of language-based learning disabilities and explains the importance of differential diagnosis for ELLs.
- Assessment: This module presents legal regulations that must be considered when evaluating ELLs. It also outlines the difference between formal and informal measures and identifies specific tools for evaluation.
- Cultural Considerations: This module explores the importance of getting to know ELLs and outlines ways to learn about students’ cultural background and experiences to support academic success.
- Instructional Frameworks: This module outlines specific instructional frameworks, such as Structured English Immersion (SEI), to support ELLs in the classroom and explains the difference between social and academic language.
- Instructional Strategies: This module outlines the six Landmark Teaching Principles™ and how the implementation of these instructional strategies can support ELLs with LBLD in the areas of listening, speaking, reading, and writing.
Each module will follow the same basic outline:
- Presentation of key information about the topic
- Explanations of the impact in the classroom
- A quiz to assess learning
- Opportunities to discuss and reflect on course content with peers
- A summation of the module followed by a reflection to synthesize concluding thought
- Pre and Post-Assessments: These ungraded questionnaires will be completed at the beginning and end of the course in order to self-assess knowledge and application of course content.
- Quizzes: The quizzes will assess comprehension of the content from the required reading. The quizzes will be automatically graded within the course platform. Although participants must earn an 80% or higher to move on to the next section of the course, there are unlimited attempts allowed.
- Discussion Posts: The discussions will require participants to post an initial response and reply to at least one other post.
- Concluding Thoughts: These tasks require participants to synthesize three key takeaways from the module and will be assessed using specific rubrics.
There is not a required text for the course.
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