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Meeting the Needs of English Language Learners in Your Classroom
Workshop #: CECO-38


Course Description

As the school population of English Language Learners continues increasing rapidly across the

United States, classroom teachers from K-12 are confronted with the great challenge of helping them acquire skills in English in addition to teaching them in the content areas. Many teachers do not have the training or knowledge to confront the task, and schools may not have the resources to assist them. This course provides teachers with the background necessary to meet the needs of students from different countries and cultures including encouraging intercultural exchanges, information about assessment and the language learning process, cultural awareness, and a wide range of techniques and suggestions for offering a high quality learning experience for ELLs.

This course will give you the tools you need to better serve the English Language Learners who enter your classroom. We will explore the historical, social, and political background of non-native English speakers in the U.S. and work on improving our cultural awareness and sensitivity. We will then learn about second language acquisition and the best ways to provide feedback to learners, followed by an exploration of the language skills learners need to be successful. We will move on to examining how teachers can implement accommodations for ELLs in the content areas and finally, discussing how to monitor language development, build community, and seek support for yourself and your students. By the end of the course, you should have the tools you need to confidently welcome new language learners into your classroom and provide them with the support they need to succeed.

Course Objectives: By the end of the course, participants will:

  • Accurately describe the various reasons ELLs enter the U.S. education system and the diverse challenges they face.
  • List techniques teachers can use to get to know students, regardless of language level.
  • Identify participant’s own existing prejudices about cultural groups.
  • Recognize ways to create a more inclusive and multicultural classroom environment.
  • Identify milestones of second language acquisition in ELLs.
  • Consider feedback types and when to provide them
  • Differentiate between productive and receptive skills.
  • Prioritize feedback for high-impact over low-impact errors.
  • Provide the additional supports necessary for content area instruction
  • Develop a new way of looking at material through the eyes of the ELL.
  • Use UDL standards to construct assignments that benefits all students.
  • Consider resources for connecting with other professionals for professional support.

The uploaded course syllabus is coming soon. If you need a copy please email


Graduate credit is available after course completion for an additional fee from various universities.

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