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Instructing English Language Learners with Learning Disabilities, Archdiocese of Boston Cohort – 6 Weeks – SUMMER 2019

This course is exclusively for Archdiocese of Boston educators. If you have been given this link by an administrator in your district, please stay on this webpage to complete the registration process to ensure you are placed in the correct section. Please do not visit the Outreach Courses section of our website to register.

Course Credit 15 Hours/PDPs

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

Specific Assignments:

• 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.