CLAD/TESL Certificate Program Online

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Canyon College

online CLAD/TESL certificate program at Canyon College

COURSE SYLLABUS: CLAD/TESL/TESL with TP Certificate Program

Course Title:
Department:
Instructor:

EDU590 - CLAD/TESL/TESL with TP
Education
Ann Ingman, Ed.D. Email | Vita

4 Course Certificate Program
12 upper division credits

You must complete the following 4 courses to earn the CLAD/TESL Certificate:
To earn the TESL with TP Certificate you must complete TESL with TP Option

ED527 - Affirming Diversity
ED562 - Language Structure, Acquisition, and Development
ED543 - Instructional Strategies for English Language Development
ED530 - Content Area Instruction and Assessment

* Each class allows 8 weeks for completion. You may accelerate each course by turning in the assignments earlier with a “C” grade or better.

Note: The above classes are equivalent to the Multicultural Specialization in the Educational Leadership Master program and can be used towards the Certificates and the Master program.

TESL with TP Option
2 week duration -- to be taken simultaneously with ED530
(See bottom of page for curriculum)

Introduction
All three Graduate certificates are open to students from any field who desire training in teaching English to speakers of other languages. (These certificates are independent of a teaching credential, which may be required in your state for teaching in public schools, grades K-12.)

Cross-Cultural Language and Academic Development (CLAD)
Teaching English as a Second Language (TESL)
Teaching English as a Second Language with Teaching Practice Option (TESL with TP)

CLAD Certificate authorizes instruction to Limited-English-Proficient (LEP) students. The section below lists the two types of instruction authorized by this certificate:

Instruction for English Language Development (ELD)
- ELD means instruction designed specifically for LEP students to develop their listening speaking reading, and writing skills in English. This type of instruction is also known as English as a Second Language (ESL) or Teaching English to Speakers of Other Languages (TESOL).
Specially Designed Academic Instruction Delivered in English (SDAIE)
- SDAIE means specially instruction in a subject area, delivered in English, that is specially designed to provide LEP students with access to the curriculum.

Disclaimer: The state of California requires teachers to have a CLAD Certificate to teach in classrooms where there are English Learners present. This Certificate can be used as preparation for the California State exams only. It does not replace the California CLAD, which requires passing scores on 3 exams and 6 semester units of a foreign language. Canyon does not offer foreign language courses or CTEL type courses at this time. After January 31, 2008, CTEL examinations and a specified type of course work is required or one must be in the 5 year validity period of passing scores on a previously earned CLAD and have met all other requirements. See California Coded Correspondence 07-17 and California’s cl628c.pdf leaflet for exact details.

TESL Certificate is recognized by private institutions, adult schools, and some community college programs for teaching ESL (English as a Second Language).

This Certificate is the basic qualification required to teach English and this course will provide you with plenty of practical advice on how to get the most out of yourself and your students.

TESL with TP Certificate

This is the same certificate as the TESL but with observed teaching practice in the classroom. This option is for teachers working in a classroom already or who are granted permission to teach a lesson in a classroom where English Language Learners are present while being observed by another teacher, principal or specialist. (This looks great on a resume.)

These certificate program focuses on the following:

Methodology
Teachers are instructed in the approaches and techniques, which are successful in enhancing the instruction of language minority students. The training includes strategies in theory and application of literacy development, ELD, Linguistics, cooperative learning, integrated curriculum, and SDAIE.

Culture
The teacher’s appreciation and knowledge of cultural diversity of language minority students are increased through participation in this class. Lecture discussion, and other instructional strategies make culture meaningful for teachers.

WEEKLY ASSIGNMENTS FOR ALL 4 COURSES

Readings: Weekly Readings in the textbook.
Lectures: Weekly Reading of lectures with web linked articles
Discussion Questions: You are required to answer a weekly Discussion Question and post it to the Forum Board each Sunday night at midnight your time and send a copy to me at my email address. This counts as a participation grade and is required for attendance. If you miss two Discussion Questions in a row I will assume you have dropped the course, unless you have notified me of your absence in advance. It is your responsibility to read the question and respond substantively to the Forum Board. You may look at other responses but be certain to formulate your own answers.
Reflective Essays: There are three brief 500 word papers, per course, due at the end of the 2nd. 4th and 6th week. All essays should reflect back to the readings as well as personal experience. They are to be submitted as email attached files. The student can produce these written assignments on Microsoft word or save as “Rich Text” then proof, spell check, and format the paper per APA Guidelines.
The Final Exam Paper presents the student the opportunity to give a comprehensive response to a question based on cross-cultural academic development, while demonstrating higher order critical thinking skills. Along with the successful completion of all other assignments, the student has an option of writing a minimum 1,200-word paper for maximum points of 150 or a minimum 3000-word paper for maximum points 200. The final is to be submitted as email attached files. The student can produce these written assignments on Microsoft word or save as “Rich Text” then proof, spell check, and format the paper per APA Guidelines.

Grading

Discussion Questions

Discussion Questions posted at the end of each Lecture. All 8 Discussion Questions are worth 25 % of your grade = 100 points

Reflective Essays

The three brief papers, 500 words in length posted under the assignment link. Together they are worth 25 % of your grade = 100 points. The papers are due at the end of the 2nd, 4th, and 6th week.

The Final Paper

The Final question posted under the assignment link. The 3000 word Final paper is worth 50 % of your grade = 200 points. The 1200 word paper is worth 150 points.

Total 400 points per module. Each module receives an individual letter grade.
A = 360-400
B = 320-360
C = 280-320
D = 240-280

An additional 10 bonus points will be awarded for your personal biography and welcome responses and may be used to raise your grade in any module.
All Students are expected to earn a “C” grade or better.

TESL with TP Option
Duration 2 weeks to be taken with ED530

Content
• Planning a SADIE lesson
• Teaching an observed SADIE lesson in a supervised classroom
• Documenting and Assessing the lesson

The TP option is very similar to the TESL and CLAD Certificate course above except it also has observed TP (Teaching Practice). To take this course you must already be working in a school classroom or can make arrangements to teach an observed lesson with English Language Learners.

Required text is same as ED530 Online Bookstore

Making Content Comprehensible for English Language Learners: The SIOP Model, by Jana Echevarria. Allyn & Bacon.
ISBN #: 0205290175

Week 1
Readings

Appendix B :SIOP Lesson Planning Guide

Assignment

Plan a one-hour lesson in Reading, Language, Science or Social Studies using the suggestions from the text or other resources complete.

Week 2
Readings

Review Appendix A: The Sheltered Instruction Observation Protocol (SIOP) and Abbreviated SIOP

Assignments

Teach your lesson in your chosen classroom
Have the person who is observing you fill out the SIOP
Document and assess your own lesson (do not turn in)
Turn in 500-word paper using your notes, commenting on your evaluation of your lesson and the SIOP evaluation done by your observer.

* After all of course work is received and graded, you will receive your Certificates by U.S. Post.

HOW TO CONTACT YOUR INSTRUCTOR:
I can be contacted by e-mail through my personal e-mail address above. I will usually respond within 24 hours. If I will be away for a longer period of time, I will post my return date on the Forum Board ahead of time .I will also be checking in at the Forum Board several times a week to answer any questions that have been posted there by students. Please check the “Frequently Asked Questions” Tab and the Forum Board before e-mailing your questions. Often a previous student has asked the same question and the answer is posted for all to see. The messages will stay in these two areas throughout your course. The Forum Board is also an excellent way to get feedback or to have questions answered by your fellow classmates. Please check it often.

You may be interested in teaching English as a second language but differ in experience and background. While you are at the Forum Board, if you see a question that is in your area of expertise, or you just happen to know the answer, please share what you know. You are all in this together, so make it as easy on yourself and your classmates as you can! I look forward to working with each of you, and I am always happy to help.