Teaching EAL in the Mainstream - TTC/EAL 104

Every international teacher is an EAL (English as an Additional Language) teacher just by virtue of the fact that the majority of international-school students have primary languages other than English. How can schools provide equitable academic programs, school-wide attributes and instructional conditions to English language learners in mixed-lingual classrooms? How can EAL and classroom teachers build a collaborative toolbox of instructional strategies to effectively teach English learners in the same classroom as English-background students? How can a standards-driven and assessment-centered instructional model be used to increase English learners' language proficiency and academic achievement in order to attain the rigorous expectations of international schools? Participants in this course interactively answer these and other provocative questions about providing a responsive environment with specific pedagogical benefits for English language learners which supports improved teaching and learning for all students.

Specific outcomes include:

  • To develop a declarative knowledge base on linguistic issues and key principles of EAL instruction in an international-school setting

  • To focus on providing English learners with opportunities to engage in intentional and explicit academic-language development opportunities

  • To validate ways English learners' primary languages and cultures can be leveraged as assets and instructional entry points to enhance transfer of English-language proficiency

  • To use a backwards planning curriculum framework to collaboratively design and teach a standards-aligned and assessment-centered instructional unit or lesson that reflects 'linguistically-rigorous' instruction

  • To design differentiation strategies for English learners of varying proficiency levels which provide evidence of grade-level standard attainment

  • To develop a broad repertoire of research-based literacy strategies which progress English learners' reading, oral, and written tasks with decreasing levels of support as their English-language proficiency increases

  • To develop a 'mindset' for English-learners' language growth through the use of assessment practices - including diagnostic, formative, summative, rubrics - to measure increasing levels of academic English-language proficiency

Web and print resources for this course.