Johns Hopkins University Offers graduate degrees in Education:

Yvonne Waller

"Johns Hopkins helped me to improve my teaching skills and advance my career as an educator."
- Yvonne Waller, middle school teacher

English as a Second Language (ESL) Instruction

Adviser: Elaine Czarnecki, 410-516-9760

The population of students for whom English is a second language (ESL) is growing, and teachers receiving these students into their classrooms must have the knowledge and skills to meet their needs. This 15-credit program assists teachers in creating a positive learning environment where students who are learning English can embrace that language while their own cultures are respected and allowed to flourish. The program provides meaningful and practical information addressing the challenges of working with students from different cultural and language backgrounds.

Those who can benefit from this program include regular education teachers at both the elementary and secondary levels, reading specialists, special educators, administrators, and curriculum supervisors. Program participants will learn to identify and effectively use research-based best practices in ESL instruction, articulate an understanding of the evolution of ESL programming, articulate an understanding of second language acquisition, design instruction reflecting effective assessment and learning strategies, and demonstrate sensitive and innovative instruction respecting cultural differences.

Requirements (15 Credits)

Take the following two courses for a total of 6 credits:

Take the following two-semester course for a total of 6 credits:

Take one course from the following for a total of 3 credits:

 

  • 884.612 Teaching Reading and Writing in the Content Areas to ESL Students

    The reading process for speakers of other languages is examined so that participants are able to provide a variety of instructional, cognitive, motivation, and study skill strategies. Technology instruction is addressed for teaching ESL students Internet skills, as well as other computer applications to enhance reading and writing skills. Participants become familiar with the English Language Arts Content Standards, the Core Learning Goals, and their relationship to the forthcoming ESL Content Standards. (3 credits)

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  • 810.628 English Grammar and Second Language Acquisition for ESL Teachers

    This course provides prospective and current ESOL teachers with a background in current issues in second language acquisition and knowledge about the structure of the English language. Specifically, the course is designed to improve the teacher’s own understanding of English grammatical structure, with a secondary focus of how English structure can be taught to ESOL students within the context of factors that influence second language acquisition. (3 credits) (3 credits) (3 credits)

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  • 810.618 Methods of Teaching English to Speakers of Other Languages (ESOL)

    This course is designed for candidates in the English for Speakers of Other Languages (ESOL) certification program. Candidates explore strategies, materials, and technology that will assist them in teaching English to Limited English Proficiency students and in supporting the learning of pre K-12 students in the academic content subjects. Participants engage in lesson planning, review materials for appropriateness, and take part in micro-teaching activities and reflection. This course involves the use of the Internet to obtain curricular resources. (6 credits; may be taken over two semesters) (6 credits)

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  • 884.501 Advanced Processes and Acquisition of Reading

    This foundation course provides a basis for graduate study of instructional reading strategies, literacy materials, and assessment approaches in K-12 reading education. Students examine scientifically based reading research; linguistic, psychological, and sociocultural theories and factors related to reading acquisition; and how various theories are applied to classroom reading practices. Topics include phonemic awareness, phonics and spelling, vocabulary development, text structure, fluency, and reading comprehension. (3 credits)

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  • 884.615 Cross-Cultural Studies in Literacy

    Students in this class investigate how culture, language, school and out-of-school literacy experiences, and education policy influence student attitude, learning, and content area knowledge. Participants evaluate multicultural literacy research, curriculum, literature, and new literacies, and how social and cultural factors contribute to daily classroom literacy instruction and everyday life. The course emphasizes creating democratic and culturally sensitive learning environments. (3 credits)

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