Teachers of English learners must have fundamental knowledge about language acquisition, linguistics, and instructional strategies to understand student needs, deliver instruction appropriately, and foster a supportive learning environment. This understanding allows teachers to make informed decisions that cultivate both social and academic language growth in their English learners. The foundations of language are critically important because they establish strong literacy skills that lead to academic and real-world success.
Complete the “ESL-540 Language Foundations” template to explore language acquisition theories, Arizona’s English language proficiency (ELP) standards, terms and definitions related to the foundations of language, and instructional strategies appropriate for supporting elements of language.
Note: This assignment may produce a high similarity index in LopesWrite.
Support your template with a minimum of two scholarly resources.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Rubric Criteria
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Part 1: ELPS and Language Acquisition Theories Certificate of Completion
22 points
Criteria Description
5. Target
22 points
Certificate of completion included.
4. Acceptable
19.14 points
NA
3. Approaching
16.28 points
NA
2. Insufficient
15.18 points
NA
1. Unsatisfactory
0 points
Fails to include a certificate of completion.
Part 2: Terms and Definitions Reflection
11 points
Criteria Description
5. Target
11 points
Reflection describes researched terms, initial questions, and insights gained with thoughtfulness and specificity.
4. Acceptable
9.57 points
Reflection describes researched terms, initial questions, and insights gained with clarity and detail.
3. Approaching
8.14 points
Reflection describes researched terms, but initial questions or insights gained are lacking detail or depth.
2. Insufficient
7.59 points
Reflection describes researched terms, but initial questions or insights gained are convoluted.
1. Unsatisfactory
0 points
Reflection fails to describe researched terms, initial questions, or insights gained.
Part 3: Instructional Strategies
22 points
Criteria Description
5. Target
22 points
EL instructional strategies for teaching elements of language within verbal and written expression are ideally selected and expertly described.
4. Acceptable
19.14 points
EL instructional strategies for teaching elements of language within verbal and written expression are properly selected and succinctly described.
3. Approaching
16.28 points
EL instructional strategies for teaching elements of language within verbal and written expression are minimally provided and shallowly described.
2. Insufficient
15.18 points
EL instructional strategies for teaching elements of language within verbal and written expression are provided with flaws or inadequately described.
1. Unsatisfactory
0 points
EL instructional strategies for teaching elements of language within verbal and written expression are incompletely provided or incorrectly described.
Part 4: Scenario 1: Syntax
11 points
Criteria Description
5. Target
11 points
Strategy for appropriately supporting an English learner with an element of language (syntax) is innovative. Rationale for the strategy selection is convincing.
4. Acceptable
9.57 points
Strategy for appropriately supporting an English learner with an element of language (syntax) is effective. Rationale for the strategy selection is logical.
3. Approaching
8.14 points
Strategy for appropriately supporting an English learner with an element of language (syntax) is plausible. Rationale for the strategy selection is unfocused.
2. Insufficient
7.59 points
Strategy for appropriately supporting an English learner with an element of language (syntax) is ineffective. Rationale for the strategy selection is unconvincing.
1. Unsatisfactory
0 points
Strategy for appropriately supporting an English learner with an element of language (syntax) is irrelevant. Rationale for the strategy selection is not included or incoherent.
Part 4: Scenario 2: Morphology
11 points
Criteria Description
5. Target
11 points
Strategy for appropriately supporting an English learner with an element of language (morphology) is innovative. Rationale for the strategy selection is convincing.
4. Acceptable
9.57 points
Strategy for appropriately supporting an English learner with an element of language (morphology) is effective. Rationale for the strategy selection is logical.
3. Approaching
8.14 points
Strategy for appropriately supporting an English learner with an element of language (morphology) is plausible. Rationale for the strategy selection is unfocused.
2. Insufficient
7.59 points
Strategy for appropriately supporting an English learner with an element of language (morphology) is ineffective. Rationale for the strategy selection is unconvincing.
1. Unsatisfactory
0 points
Strategy for appropriately supporting an English learner with an element of language (morphology) is irrelevant. Rationale for the strategy selection is not included or incoherent.
Part 4: Scenario 3: Semantics
11 points
Criteria Description
5. Target
11 points
Strategy for appropriately supporting an English learner with an element of language (semantics) is innovative. Rationale for the strategy selection is convincing.
4. Acceptable
9.57 points
Strategy for appropriately supporting an English learner with an element of language (semantics) is effective. Rationale for the strategy selection is logical.
3. Approaching
8.14 points
Strategy for appropriately supporting an English learner with an element of language (semantics) is plausible. Rationale for the strategy selection is unfocused.
2. Insufficient
7.59 points
Strategy for appropriately supporting an English learner with an element of language (semantics) is ineffective. Rationale for the strategy selection is unconvincing.
1. Unsatisfactory
0 points
Strategy for appropriately supporting an English learner with an element of language (semantics) is irrelevant. Rationale for the strategy selection is not included or incoherent.
Part 4: Scenario 4: Lexicon
11 points
Criteria Description
5. Target
11 points
Strategy for appropriately supporting an English learner with an element of language (lexicon) is innovative. Rationale for the strategy selection is convincing.
4. Acceptable
9.57 points
Strategy for appropriately supporting an English learner with an element of language (lexicon) is effective. Rationale for the strategy selection is logical.
3. Approaching
8.14 points
Strategy for appropriately supporting an English learner with an element of language (lexicon) is unfocused. Rationale for the strategy selection is elementary.
2. Insufficient
7.59 points
Strategy for appropriately supporting an English learner with an element of language (lexicon) is ineffective. Rationale for the strategy selection is unconvincing.
1. Unsatisfactory
0 points
Strategy for appropriately supporting an English learner with an element of language (lexicon) is irrelevant. Rationale for the strategy selection is not included or incoherent.
Supporting Research and Documentation of Sources
5.5 points
Mechanics of Writing
5.5 points
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