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Events

Teaching English Language Learners, Part 2 AQ (Brock, Winter 2024, Online)

January 15, 2024 to March 8, 2024

  • Category: AQ, Online
  • Region: Central Ontario, Eastern Ontario, GTA, Northern Ontario, Outside Ontario, Southern Ontario
  • Topic: ESL and ELD
  • Grades: Intermediate (grades 7-10), JK-SK, Junior (grades 4-6), Primary (grades 1-3), Senior (grades 11-12)

Course Description

The Teaching English Language Learners (TELL) Part Two course is a sophisticated continuation of our ELL Part One program, following a purposeful scope and sequence. This course aims to foster proficient educators who can craft a safe, inclusive, and culturally conscious atmosphere for English Language Learners, consistent with the guiding principles of the Ministry of Education’s teaching foundations. We focus on further enriching our candidates’ understanding of key theoretical knowledge necessary for teaching ELLs, including advanced language acquisition theories and evidence-based methodologies. We empower educators to apply this content and the relevant strategies within their unique teaching contexts, providing them with the necessary tools for more effective instruction. Implementing culturally relevant and responsive pedagogy (CRRP) is central to our course. We guide our educators in modifying their programming and teaching strategies better to accommodate ELLs’ linguistic and cultural nuances, thereby fostering an environment that cherishes diversity and invites participation from every student. In addition, this course has a strong commitment to equitable education and wellness, addressing fair assessment and evaluation practices. We ensure an accurate measure of ELLs’ language proficiency and academic progress, thereby safeguarding their mental health and overall well-being. Our course endorses an unwavering commitment to environmental education and anti-oppression, highlighting shared responsibility for learning. We foster a sense of community, promoting collaboration among teachers, administrators, families, and community members to support the comprehensive educational journey of ELLs. Lastly, our candidates undertake a culminating project which revolves around teacher inquiry. This allows them to focus on critical incidents and problems of practice that are most relevant to their own teaching context, allowing them to apply the theoretical knowledge and practical skills acquired throughout the course. Through this, our course bridges theory with practice, equipping candidates to become the educators of tomorrow.

Learner Outcomes

Apply anti-oppression theories and pedagogies to design programs for ELLs, addressing biases and power dynamics.*Uphold ethical standards in teaching ELLs, aligning with professional expectations and standards.*Integrate Indigenous histories and knowledge into ELL teaching practices, guided by reconciliation principles.*Master ESL and ELD curriculum, using innovative and culturally inclusive approaches.*Understand relevant legislation and policies supporting ELL rights and privacy, fulfilling legal obligations.*Develop inclusive strategies for diverse ELL needs, including special education, and participate in IEP development.*Use current research to inform teaching practices and policies, considering ELLs’ diverse experiences.

Prerequisites

1. OCT MEMBERSHIP showing completion of Part 1 / 2. CONFIRMATION OF TEACHING EXPERIENCE FORM Signed by a Supervisory Official* from your Board confirming that you have one year (194 days) of teaching experience since becoming a certified teacher.