1. hobbies and interests
2. reading

Teaching English as a New Language
Sample Course Syllabus1
Purdue University
Dr. Wayne E. Wright
Mondays & Wednesdays 12:30 – 1:20 pm (PB 026)
Fridays (Selected) 9:00 – 10:50 am (school site)
Course Description
This course focuses on the theory, research, and policy foundations for effective instruction and
practice with English Language Learners. We will focus on the current issues as well as
techniques in instructing and assessing students at all stages of English language. Students will
learn to identify and assess ELL students’ strengths and needs to design classroom language and
content-area learning experiences based on current language and academic standards.
Course Objectives
1. To understand the importance of providing instruction to meet the needs of all children
(INTASC Principles: 1,2,3,7; Indiana ENL Standards: 1,3,5,8).
2. To understand the process of second language acquisition (INTASC Principles: 1,3;7;
Indiana ENL Standards: 1,8).
3. To understand the role of the primary culture in second language acquisition (INTASC
Principles 3, 7; Indiana ENL Standards: 1,2)
4. To promote diversity in classroom settings based on an understanding of issues
involved in acculturation and/or assimilation to American society and the American
educational system (INTASC Principles: 2, 3; Indiana ENL Standards: 1,2,4,5).
5. To understand and be able to implement effective instructional methods in English
Language Development (ELD) and Specially Designed Academic Instruction in
English (SDAIE) (INTASC Principle 3; Indiana ENL Standards: 1,4,5,6).
6. To become skillful in observing, planning, implementing, and assessing ENL
curricula (INTASC Principles, 2,3,4,5,6,7; Indiana ENL Standards: 6)
7. To use assessment findings as a plan for instruction in ENL (INTASC Principles 2,3 5,7,8;
Indiana ENL Standards: 5,6)
8. To select from a variety of ENL methods and materials to create age/grade-appropriate
instruction that is also developmentally and culturally appropriate (INTASC Principles:
1,3,4,7; Indiana ENL Standards: 1,4,5)
9. To seek opportunities for collaboration with education professionals, for professional
development resources, and for interaction with community resources in order to meet
the needs of English Language Learners (INTASC Principles: 7,9,10; Indiana ENL Standards:
5,7,8)
Required Texts
 Wright, W. E. (2015). Foundations for Teaching English Language Learners: Research,
Theory, Policy, and Practice (2nd ed.). Philadelphia, PA: Caslon Publishing.
 Supplemental Readings available for download on Blackboard
1
This sample syllabus is a modified and simplified version of a syllabus developed by Wayne Wright for a course
he teaches for undergraduate teacher education students at Purdue University entitled “Teaching English as a New
Language”. The syllabus revolves around the 2nd edition of Foundations for Teaching English Language Learners:
Research, Theory, Policy, and Practice.
COURSE ASSIGNMENTS
1. Reading Assignments
You are expected to read all required readings before they are covered in class. I recommend you
set a specific time each week to focus on the readings for this class. You will also answer
discussion questions, and participate in weekly quizzes covering most readings and (see below).
2. Reading Discussion Board Participation (Companion Website)
You will respond to specific reading discussion questions for each chapter in Wright (2015), and
discuss the readings with other students via the online discussion board on the book’s
Companion Website. These questions must be completed after reading each chapter. To earn full
credit, you must: (1) write an answer to a selected discussion question, AND (2) comment on
another student’s postings.
There are five Discussion Questions at the end of each chapter in Wright (2015). Each of
these questions are available on the Companion Website online Discussion Board. After reading
each chapter, you will go to the Companion Website to (1) select and write a response for ONE
of the discussion questions, and (2) comment on at least one other student’s posting. The student
you respond to may be another student in your section, in another section at Purdue, or at another
university. Likewise, those commenting on your postings may be from Purdue or other
universities. The instructor will read your postings and comments and also comment on selected
students’ answers.
The Reading Discussion Board fulfills several important functions, including (a) ensuring
you keep up with the required readings and on-line lectures, (b) enabling you to utilize higher
order thinking skills as you critically reflect on the readings, (c) providing opportunities to reflect
on your future practice, (d) providing opportunities for greater interaction and opportunities to
learn from your fellow students, (e) being prepared for the weekly reading quizzes, and (f) being
prepared for teacher certification exams.
There are no length requirements, but each posting should sufficiently answer the
questions and provide evidence that you read and understood the readings. To earn full credit,
you must respond to ALL parts of the questions. Responses to questions and your peers are due
before class on the date indicated on the course schedule (see below).
A penalty will be assessed for late postings, or for answers that do not adequately address the
question, and/or which provide evidence that the student did not actually read. Your reading
discussion postings sheet will be scored as follows:
5
Written answer to discussion question AND comment on a classmate’s posting
are complete, thorough, and accurate.
4
Written answers to discussion question AND/OR comment on a classmate’s
posting are too short, less thorough, or slightly inaccurate
3
Written answers to discussion question AND/OR comment on a classmate’s
posting are minimal or cursory.
2
Written answer only. Missing comments on a classmate’s posting
1
Comment on classmate’s posting only. No written answers posted.
0
No written answer AND no comment on classmate’s posting.
In responding to your peers, you are expected to maintain a high level of professionalism. It is
fine to disagree and discuss alternative views, but “flaming” or other inappropriate posts will not
be tolerated, and will dealt with in the same manner as covered in “Civility in the Classroom”
above.
3. In-Class Participation
Your participation grade is determined by your level of active participation during class
meetings. Active participation in class means the following. You may earn up to 6 in-class
participation points per week.
4. Quizzes
There will be regular quizzes in class. Each quiz will mostly cover the required reading from the
textbook, but may also include questions from class lectures and discussions. Quiz dates are
clearly indicated in the course schedule and will be begin promptly at the start of class. You are
responsible for ensuring you are logged onto your computer or other device needed to complete
the quiz by the beginning of class.
There are a total of 11 quizzes. Your two score will be dropped, and your grade will be
determined by the total points earned on the remaining 10 quizzes. Quizzes may be made up
ONLY in cases of excused absences with full documentation. Make-up quizzes must be taken
within 1 week of the absence through arrangement made with the instructor.
5. End of Course Reflection
At the end of the course, you will write a reflective statement discussing what you have learned
in this course and how you will put it into practice to provide effective instruction for your future
ELL students.
6. Theory Into Practice (TIP) Field Experience
A major portion of this class is putting theory and research learned through course readings,
lectures, and discussions in class into real-world practice with actual ELL students in local
Indiana schools. During the course, you will engage in classroom observation and instruction
with an assigned group of 2 to 4 English Language Learners. TIP dates are indicated in the
course schedule, and will involve the following activities:
1. Student Observations. To ensure your instruction addresses your students’ unique
language and academic needs, you will conduct one Oral Language Observation and one
Literacy Observation of the ELL students in your small group. These observations will
include the use of the assessments described in Wright (2015) including: ELL student
Profile, SOLOM-R, Running Records, and Writing Evaluations. You will reflect upon
and write up a detailed report of your observations and assessment results, and use this
information to inform your lesson plans.
2. ELL Lesson Planning, Teaching and Reflection:
a) Planning: You will prepare two sheltered English content-area lesson plans, one in
English Language Arts and one in Math or Science, that address Indiana’s state
content standards and English language development standards (WIDA). You will
incorporate sheltered instruction strategies, and also develop and use WIDA model
performance indicators (MPI) to differentiate your lesson for your ELLs according
the English language proficiency levels of each of your students.
b) Teaching. You will carry out your lessons with your assigned ELL students.
c) Reflection: You will submit a written reflection on how the lesson went.
Lesson Plans must be submitted in hard copy to the instructor at the TIP school location
on the days the lesson is going to be taught. Reflections on your lesson will be submitted
the following week via Blackboard, as indicated in the course schedule.
GRADING
ASSIGNMENT
POINTS
Participation (6 pts x 15 weeks)
Reading Discussion Board (5 pts x 12 boards)
Quizzes (10 quizzes x 10 pts = 100 pts)
End-of-Course Reflection
Student Observations
Oral language observation (80 points)
Literacy Observation (80 points)
Lesson Plans and Reflections
Language Arts Lesson Plan (50 pts)
Reflection (50 pts)
Math/Science Lesson Plan (50 pts)
Reflection (50 pts)
90 (13%)
60 (8%)
100 (14%)
100 (14%)
160 (23%)
200 (28%)
TOTAL=710 pts (100%)
Final grades for the course will be assigned as follows:
A+: 97-100%
B+: 87-89%
C+: 77-79%
A: 93-96%
B: 83-86%
C: 73-76%
A-: 90-92%
B-: 80-82%
C-: 70-72%
D+: 67-69%
D: 63-66%
D-: 60-62%
F: <60%
EDCI 37000 Spring 2015 Course Schedule
Readings:
WRIGHT = Wright (2010) Foundations for Teaching English Language Learners
CW = Companion Website for Wright (2015)
BB = Supplemental Reading available on Blackboard
Mondays
Date
1/12
Wednesdays
Contents
Date
Contents
Week 1: General Introduction to English Language Learners
Course and syllabus overview
1/14
Assignment due: Ch. 1 Online Discussion
Companion Website, Blackboard overviews
Quiz #1
Professionalism Statement
Required Reading
 Wright Ch. 1 – Who are English Language Learners?
Activities
 Video and Discussion - Immersion
1/19
MLK DAY – NO CLASS
Week 2: Who are English Language Learners?
1/21
Activities
 English language proficiency levels (CW, Ch. 1
Downloads, Activity 1.1)
 ELL Student Profiles and Evaluations (CW, Ch. 1
Downloads)
1/26
Assignment due: Ch. 2 Online Discussion
Quiz #2
Week 3: Language
1/28
Activity
 Identifying linguistic subsystems targeted in classroom
activities (CW, Ch. 2 Downloads, Activity 2.1)

Required Reading
Wright Ch. 2 – Language
2/2
2/9
Week 4: Language Learning and Teaching
Assignment due: Ch. 3 Online Discussion
2/4
Activities
 Second Language Acquisition perspectives (CW, Ch. 3
Quiz #3
Downloads, Activity 3.1)
 Approaches and Methods (CW, Ch. 3 Downloads,
Required Reading
Activity 3.2)
 Wright Ch. 3 – Language Learning and
Teaching
Week 5: Language and Education Policy
Assignment due: Ch. 4 Online Discussion
2/11
Activities
 Federal Policies (CW, Ch. 4 Downloads, Activity 4.1)
Quiz #4
 Court Cases (CW, Ch. 4 Downloads, Activity 4.2)
Required Reading
 WRIGHT – Ch. 4 Language and Education
Policy for English Language Learners
2/13
TIP #2 – Student Literacy Observations
2/16
2/23
Week 6: Program Models for ELLs
Assignment due: Ch. 5 Online Discussion
2/18
Activities
 Program Models (CW, Ch. 5 Downloads, Activity 5.1)
Quiz #5
 Identifying Program Models (CW, Ch. 5 Downloads,
Activity 5.2)
Required Reading:
 Wright Ch. 5 Program Models for English
Language Learners
Assignment due: Ch. 6 Online Discussion
Quiz #6
Required Reading:
 Wright Ch. 6 Assessment
3/2
3/9
3/13
Week 7: Assessment
2/25
Activities
 Standards for Educational and Psychological Testing
(CW, Ch. 6 Downloads, Activity 6.1)
 Analysis of Test Questions (CW, Ch. 6 Downloads,
Activity 6.2)
Week 8: State (Consortia) Standards and Assessments
3/4
Activities
Assignment due:
 Lesson planning
Required Reading
 Writing content and language objectives
 BB – Indiana Academic Standards
 Differentiating instruction using WIDA Model
 BB - WIDA English Language Proficiency
Performance Indicators (MPIs)
Standards
Week 9: Listening & Speaking
3/11
Activity
 Correcting Student Errors (CW, Ch. 7 Downloads,
Quiz #7
Activity 7.1)
 Student Oral Language Observation Matrix-Revised
Required Reading
(SOLOM-R) – Overview and Practice (CW, Ch. 7
 Wright Ch. 7 Listening & Speaking
Downloads)
Assignment due: Ch. 7 Online Discussion
TIP #1 – Student Literacy Observations and Evaluations (SOLOM-R)
Week 10: Spring Break
3/16 – 3/20 SPRING BREAK
3/23
Week 11: Reading
3/25
Activities
 Reading Instruction (CW, Ch. 8 Downloads, Activity 8.1)
 Identifying approaches to teaching phonemic awareness
and phonics (CW, Ch. 8 Downloads, Activity 8.2)
 Running Record practice (CW, Ch. 8 Downloads)
Assignment due: Ch. 8 Online Discussion
Quiz #8
Required Reading
 Wright Ch. 8 Reading
3/30
Week 12: Writing
4/1
Activities
 Identifying developmental stages in early ELL writing
(CW, Ch. 9 Downloads, Activity 9.1)
 Building on invented spelling (CW, Ch. 9 Downloads,
Activity 9.2)
 Evaluating ELL student writing (CW, Ch. 9 Downloads,
Activity 9.3)
Assignment due: Ch. 9 Online Discussion
Quiz #9
Required Reading
 Wright Ch. 9 Writing
4/3
4/6
TIP #2 –Literacy Observations and Evaluations (Running Record, Writing Evaluation)
Week 13: Lesson Planning – English Language Arts
Assignment due: Literacy Observation Report
4/8
Assignment due: ELA Lesson Plan Drafts
Project Overview – English Language Arts lesson
plan
4/10
Activities
 Peer review and feedback on ELA Lesson Plans
TIP #3 – English Language Arts Lessons
Assignment Due: Final ELA Lesson Plan
Submit hardcopy at school site when signing in
4/13
4/20
Week 14: Content-Area Instruction
Assignment due: Ch. 10 Online Discussion
4/15
Activities
 Identifying principles of effective content-area instruction
Quiz #10
for ELLs in practice (CW, Ch. 10 Downloads, Activity
10.1)
Required Reading
 Modifying textbooks (CW, Ch. 10 Downloads, Activity
 Wright Ch. 10 Content-Area Instruction for
10.2)
English Language Learners
 Sheltering Instruction (CW, Ch. 10 Downloads, Activity
10.3)
Week 15: Lesson Planning – Content-Area Lessons (Math/Science)
Assignment due: ELA Lesson Reflection
4/22
Assignment due: Math/Science Lesson Plan Drafts
Project Overview – Math/Science lesson plan
4/24
4/27
TIP #4 – Math/Science Lesson
Assignment Due: Math/Science Lesson Plan
Submit hardcopy at school site when signing in
Week 16: Primary Language Support & Advocacy
Assignment due: Ch. 11 Online Discussion
4/29
Primary Language Support (cont.)
Quiz #11
Required Reading
 Wright Ch. 11 Primary Language Support,
Effective Instruction, and Advocacy for
English Language Learners
5/1
Activities
 Peer review and feedback on Math/Science Lesson Plans
Final
Wrap-up
End of course reflections and discussions
ACTIVITIES
 Effective vs. Ineffective ways of providing Primary
language support (CW, Ch. 11 Downloads, Activity 11.1)
 Advocating for English Language Learners (CW, Ch. 11
Downloads, Activity 11.2)
 Primary language support demonstrations