Reflective Practices and Performances in the TESOL and WLE Classroom
LLED 7504
3 hours. Repeatable for maximum 6 hours credit.
Reflective Practices and Performances in the TESOL and WLE Classroom
Course Description
Students build on understanding of language and literacy
development theory and research, learn to advocate for students
and families, develop media and policy awareness to provide
optimal learning environments for English learners, and conduct
theory-based action research in their own classrooms in
coordination with student teaching or internships.
Athena Title
Ref Prac Perf in TESOL and WLE
Equivalent Courses
Not open to students with credit in LLED 5504, LLED 5504E, LLED 7504E
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Student learning Outcomes
Students will learn to use their understanding of language and literacy development theory and research to provide optimal environments for teaching second and foreign languages, and to conduct teacher research in their language education contexts.
Students will learn to provide second and foreign language students and their families with information, support, and assistance as they advocate together for best practice.
Students will learn to support ESOL students and world language students and their families as they make decisions and advocate for themselves in the schools and community.
Students will learn to model for their colleagues a variety of performance-based and communicative input techniques needed to work effectively with students.
Students will learn to keep current with networks of language educators on social media.
Students will learn to identify and utilize educational resources for best practice in secondary and foreign language learning, including technology.
Students will learn to assist colleagues to appropriately select, adapt, and customize resources for student use.
Topical Outline
1. Classroom applications of current theories and research in performance-based language and literacy development.
2. Language and education resources and advocacy for ESOL and World Language learners.
3. The role of professional resource personnel in educational communities.
4. Advocacy for ESOL students' access to all available academic resources.
