EDU 435

Teaching and Assessing English Language Learners

3 Undergraduate credits
Effective December 10, 2011 – Present

Graduation requirements this course fulfills

This course includes an examination of the process of second language acquisition and strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

Special information

Note: Admission to Urban Teacher Program or Department approval required to register. Clinical field experience hours are part of the course requirements.

Learning outcomes


  • Analyze past and present methods of teaching ELL students, including the underlying foundations for these methods based on theories of second language acquisition.
  • Develop age-appropriate techniques for teaching the four language skills listening, speaking, reading, and writing within an integrated, content-based approach.
  • Identify and analyze assessment instruments for diagnosis and evaluation.
  • Integrate the social, cultural, and learner-centered aspects of teaching ELL students.
  • Plan and demonstrate a lesson and assessment (related to the content area/grade level of licensure) that includes explicit accommodations for ELL students.
  • Understand current issues in the field of bilingual/ESL education, including historical development, terminology, legal basis, and rationales.
  • Understand special issues in the testing of limited ELL students, including cultural bias in tests, intelligence testing, and testing for placement in special education.