About the Course

English language learners (ELLs) present a set of unique challenges and tremendous opportunity to teachers in U.S. middle and high schools. This module introduces participants to a range of strategies and considerations for effectively meeting the social, emotional, and academic needs of adolescent ELLs. Drawing on current research and studies of effective practice, participants will gain an understanding of underlying theories and practical strategies that enhance the success of ELLs. We will examine the socio-emotional and sociocultural experiences of immigrant adolescents, the process of second-language acquisition, and the stages of English proficiency development; and consider their implications for teaching and learning. Participants will also be introduced to the principles of effective sheltered English instruction and will practice designing lessons, materials, and assessments that incorporate Sheltered Instruction Observation Protocol (SIOP) components and the World-Class Instructional Design and Assessment (WIDA) English proficiency standards.

This course is a requirement for students in the Harvard Graduate School of Education Teacher Education Program and Reading Specialists as part of the requirements for the Sheltered English Immersion Endorsement