School of Education at Johns Hopkins University - Graduate Education Programs:


English for Speakers of Other Languages

Elementary Education

Number of Credits Required: 39

3 credits from among the following (depending on program option), including an elective in the 810.6XX range, or one of the following two courses:

Secondary Education

Number of Credits Required: 39

6 credits from among the following (depending on program option), including an elective in the 810.6XX range, or one of the following two courses:

English for Speakers of Other Languages

Note: 810.648 Supervised Internship and Seminar in ESOL must be taken for 6 credits.

3 credits from among the following (depending on program option), including an elective in the 810.6XX range, or the following course:

 

  • 810.608 Human Development, Learning, and Diversity

    This course integrates key insights from current theory and practice in human growth and development, educational psychology, and cultural diversity. Participants analyze a variety of learner characteristics that influence student development and academic achievement, including gender, ethnicity, physiology, values, family, sexual orientation, and geographical regions. This course is intended primarily for students seeking initial teacher certification. (6 credits)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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  • 810.602 Curriculum, Instruction, and Assessment in School Settings

    Students consider the philosophical, historical, and psychological foundations for elementary and secondary school curriculum and explore the linkages between assessment-based curriculum and instructional strategies. After examining the scope and sequence of the K-12 curriculum, students evaluate options presented in various school reform plans and contemporary research findings in effective schools and effective instruction. (3 credits) (3 credits)

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  • 810.629 Supporting English Language Learners in Literacy and Content Knowledge Development

    English Language Learners (ELLs) face particular challenges in school because they are simultaneously learning a language (English) and attending subject matter classes, such as social studies, mathematics, science etc., that are being taught in English. Often ESL teachers are called upon to help ELLs make sense of their subject matter classes, in addition to helping them acquire English. This course helps teachers acquire strategies to facilitate ELLs’ ability to attain the content knowledge required of them to be successful in school, while at the same time improving their reading, writing, speaking, and listening skills in the English language. (3 credits) (3 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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  • 884.612 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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  • 810.618 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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  • 871.502 Educational Alternatives for Students with Special Needs

    Designed especially for general educators, counselors, supervisors, and administrators, this course examines differentiated instruction for students with special needs in general education schools and classrooms. Participants review the legal foundations and requirements of special education and the collaborative role of general and special educators in the implementation of individualized educational programs in general education classrooms. (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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  • 810.648 Supervised Internship and Seminar in ESOL

    Candidates spend a semester in an appropriate ESL setting under the guidance and direct supervision of a certified teacher and a university supervisor. A support seminar meets once a week to enable candidates to discuss and reflect upon their experiences. Emphasis is placed on applying concepts, techniques, and theories learned in courses and other structured learning experiences to classroom settings. Supervisors provide guidance in the application of rigorous content in developmentally appropriate ways. Participants continue to develop their portfolios and prepare for portfolio presentations. Candidates must arrange their schedules to be available from Monday through Friday during school system hours for this experience. Participants are required to pre-register for an internship for the fall semester by February, and for the spring semester by October. They should contact the department for exact dates and procedures. (6 credits; may be taken over more than one semester)

    Notes: Open only to students admitted to Teacher Preparation programs. (6 credits)

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