In this course, you will gain the knowledge and skills to support the specific needs of English learners. You will learn to establish a language-rich classroom. You will explore the role of language in literacy development and academic achievement through deconstructing language demands and creating an Academic Language Bank.
About This Course
You will demonstrate pedagogical practices to guide English learners to think about content in critical and creative ways. You will employ multiple strategies for scaffolding thinking and apply knowledge and language about ELs to make informed instructional decisions to enhance learning.
Can't commit to all of the lectures, assignments, and tests? Audit this course and have complete access to all of the course material, tests, people, portfolios, and the online discussion forum. You decide what and how much you want to do.
Try for a Certificate
Looking to test your mettle? Participate in all of the course's activities (we use the honor code around here) and if your work meets the 85% requirements, you'll receive a personalized certificate to showcase your achievement. You can also apply for course credit (if desired).
Dr. Eugenia Mora-Flores
Dr. Eugenia Mora-Flores is an Associate Professor of Clinical Education in the Rossier School of Education at the University of Southern California (USC). She teaches courses on first and second language acquisition, Latino culture, and courses in literacy development for elementary and secondary students. Eugenia leads the reading certificate program and serves as the chair of the Master in Art of Teaching governance committee. Her research interests include studies on effective practices in developing the language and literacy skills of English learners in grades K-12. She has written 9 books in the area of literacy and academic language development (ALD) for English learners, including, Balanced Literacy for English Learners (K-2), Writing Instruction for English Learners, Connecting Content and Language for English Learners, Science for English Language Learners: Developing Academic Language through Inquiry Based Science and most recently, four publications on Strategies for Connecting Content and Language for English Learners across the curriculum. Eugenia further works as a consultant for a variety of elementary, middle and high schools across the country in the areas of English Language Development (ELD), Academic language development (ALD) and writing instruction for ELs. As a doctoral chair, Eugenia works with doctoral students in conducting research on teaching and learning with English learners. Research includes studies investigating writing instructional practices and programs for English learners, second language anxiety, Two-way Immersion Programs at the middle school level, comprehension practices for ELs and elementary language arts programs for ELs.
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