AEPA ESL (NES ESOL 507) study plan

Diagram the English phonological system by building an IPA-referenced chart of consonants, vowels, and 12 high-frequency EL pronunciation trouble spots (e.g., /θ/ vs. /s/, consonant clusters, short-vowel contrasts), noting which are predicted by first-language transfer.

Compare the five Krashen hypotheses, Cummins' BICS/CALP distinction, and Vygotsky's zone of proximal development in a side-by-side table that states the classroom implication of each.

Sequence the stages of second language acquisition (pre-production through advanced fluency) and write two observable student behaviors and one instructional adjustment for each stage.

Differentiate the five components of language - phonology, morphology, syntax, semantics, pragmatics - and supply three concrete English learner errors that originate in each component.

Explain language transfer, interlanguage, and error analysis by classifying 15 sample learner errors as developmental, transfer-based, or instruction-induced.

Distinguish social and academic English registers, then generate a list of 10 academic words and their everyday paraphrases suitable for a sheltered lesson.

Contrast the major instructional models - sheltered content instruction, SIOP, CALLA, and content-based ESL - by listing defining features, target population, and one limitation of each.

Match each SIOP component (lesson preparation, building background, comprehensible input, strategies, interaction, practice, lesson delivery, review) to a concrete observable teacher action.

Identify the three tiers of vocabulary and sketch how a teacher would pre-teach one tier-two term within a content lesson.

Design a scaffold ladder for a single reading task that moves from visual supports and sentence frames to independent production, labeling each rung by the support type.

Compare first- and second-language literacy development, specifying how phonemic awareness, decoding, fluency, and comprehension instruction differ for adolescent ELs with limited formal schooling.

Select and justify three differentiation moves for a mixed-proficiency classroom, naming the proficiency level each move targets.

Construct a 20-item bank of formative checks usable mid-lesson (e.g., exit tickets, signal cards, quick writes) and tag each to a proficiency level.

Distinguish formative from summative assessment and classify 12 given assessment examples, justifying each classification against purpose, timing, and use of results.

Evaluate the language demands of a content-area test item and rewrite it with reduced linguistic load while preserving the tested concept.

Explain validity, reliability, and test bias as they apply to ELs, and list four accommodations that do not alter the construct being measured.

Interpret an ELP proficiency-level description and state the instructional and assessment implication for a student at that level.

Score a sample EL writing response against a rubric and defend the score with two pieces of textual evidence.

Outline how to teach academic writing across proficiency levels, from labeled diagrams and sentence frames to multi-paragraph argument with citation of sources.

Design three oral-language routines that build academic talk (e.g., structured discussion, think-aloud, rehearsal pairs) and state the proficiency level each suits.

Profile students with interrupted formal education and identify four instructional and assessment adjustments that fit their needs.

Define acculturation and culture shock, and describe four classroom behaviors that may signal either process rather than a language deficit.

Compare cultural frameworks for individualism/collectivism, power distance, and communication style, and translate each dimension into one concrete home-communication practice.

Summarize the legal and policy foundations that shape EL services - Title VI, Title III, Lau v. Nichols, Castañeda v. Pickett, Plyler v. Doe - stating the obligation each creates for a school.

Design a family-engagement plan for one semester that includes two-way communication, interpretation access, and one barrier-removal step for working families.

Describe the roles of the ESOL teacher as collaborator, advocate, and co-teacher, and script a 5-minute co-planning conversation with a content-area colleague.

Identify the ethical obligations around confidentiality, appropriate referral of ELs for special education, and avoiding premature classification of language difference as disability.

Re-teach the three weakest sub-topics identified in weeks 4 and 6 by producing a fresh explanation of each from memory without notes, then verifying against source material.

Build a 40-card deck of the facts most often confused across domains (e.g., BICS/CALP versus proficiency levels, accommodation versus modification) and self-test to mastery.

Practice 15 scenario-based items in which the correct answer depends on distinguishing an instructional move from an assessment move or a cultural inference.

Condense all three domains into a single one-page recall sheet that could be reviewed in the final 48 hours before the exam.

Complete two full-length timed practice exams under test-day conditions and log every uncertain item even when answered correctly.

Analyze results by domain weight, and verify that Domain 2 performance is at least as strong as Domains 1 and 3, since it carries half the score.

Re-drill the 20 highest-risk missed items by writing a corrected rationale for each and restating the underlying principle.

Rehearse test-day logistics: pacing benchmarks per section, flag-and-return strategy, and a final review of the one-page recall sheet.