Language Acquisition for English as a Second Language Teachers (3) Study of the theory, research, and processes involved in first and second language development, acquisition, and assessment.
EDUC 468 Language Acquisition for ESL Teachers (3)
EDUC 468 is the third course in a four-course sequence designed to meet the Pennsylvania Department of Education's (PDE) requirements for an ESL Program Specialist Certificate. The 12-credit sequence has previously been approved by PDE. The 12-credit sequence is consistent with what other PDE-approved ESL certificate programs offer. This course builds upon EDUC 466, Foundations of Teaching English as a Second Language, and EDUC 467, English Language Structure for Teachers, with an emphasis on the processes involved in second language acquisition. EDUC 468 explores first and second language learning, socio-cultural contexts and learner variables, and the issues related to cognition and developmental psycholinguistics. The course specifically addresses two of the PDE competencies necessary for a teacher to acquire to meet the minimum requirements as an ESL Program Specialist: PDE Competency I-English usage and developing linguistic awareness; and PDE Competency III-English language learners [ELLS] language and language services knowledge. The four areas of emphasis within EDUC 468 are:
a) Learning a first language, which provides an in-depth study of the process involved in the acquisition and development of first language interrelations between psycholinguistics and cognition, as well as understanding of the processes involved in the acquisition and development of language in human species.
b) Learning a second language, which explores the interrelationships between psycholinguistics and cognition, and first and second language acquisition, as well as identifying issues related to developmental psycholinguistics?
c) Differences in how children, adolescents and adults learn language, major contributions of leaders in the field of the psychology of language learning.
d) Evaluative classroom instruments to measure student progress in listening, speaking, reading and writing, which identifies linguistic tools that can be used to assess the language skills and needs of ESL learners.
Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.