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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Fundamentals of Language and English Language Learners course. It stands as a comprehensive and authoritative delineation of the course's fundamental aspects, articulating the pedagogical objectives and the expected learning outcomes for students who commit to fully leveraging the educational provisions and opportunities presented. This document is engineered to serve as an essential reference for faculty, academic advisors, support staff, as well as internal and external examiners. Furthermore, it is instrumental in facilitating the continuous monitoring, evaluation, and refinement of the course structure and content, ensuring the sustainment of high academic and professional standards.


    Course Title

    Fundamentals of Language and English Language Learners

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00010

    Course Level






    Methods of Delivery



    Expected Length

    1.0 Week

    Class Meetings

    Dependent on the choice made during enrollment




    Computer Software: Any computer software that aids learning.


    Text 1: FTELL

    Title: Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice

    Author(s): Wayne E. Wright

    Edition: 3rd

    ISBN: 9781934000366


    This course constitutes a rigorous intellectual pursuit aimed at furnishing educators with a profound and nuanced comprehension of the pedagogical, linguistic, and sociocultural dimensions imperative for the efficacious instruction and support of English Language Learners (ELLs). This curriculum is meticulously designed to address the multifarious aspects of language acquisition, literacy development, and the educational exigencies pertinent to ELLs within diverse academic environments. By engaging with this course, educators will cultivate a holistic and informed perspective on the inherent challenges and prospective opportunities that characterize the education of ELLs.


    Upon completion of the course, students are expected to be able to:

    • Discern and Valorize the Multifaceted Diversity Among ELLs: Achieve a comprehensive understanding of the broad spectrum of diversity encompassing the ELL populace, inclusive of linguistic, educational, and cultural variances. This objective aims to enhance educators' appreciation for the complex individual and collective identities of ELLs and the concomitant pedagogical implications.

    • Critique and Contextualize Nomenclature for ELLs: Engage in a critical analysis regarding the utility and limitations of various terminologies and classifications employed to delineate English Language Learners. This exploration endeavors to promote an environment of respect and inclusivity within educational settings.

    • Elucidate Historical and Present-Day Dynamics: Examine the historical evolution and contemporary status of English Language Learners within the United States, with an emphasis on understanding shifting demographic trends and the educational prerequisites of this demographic.

    • Foster Sociolinguistic Proficiency: Develop a profound understanding of the criticality of recognizing and integrating students’ native languages, literacies, and sociocultural backgrounds into the educational paradigm. This encompasses strategies for acquiring and leveraging such information to bolster ELLs' linguistic proficiency and academic performance.

    • Solidify Linguistic Fundamentals: Acquire a robust foundation in the principles of linguistics and their pragmatic application in instructing English Language Learners, including but not limited to phonetics, morphology, syntax, and semantics. Comprehend the essence of linguistic knowledge and its application in facilitating the linguistic and cognitive development of ELLs.

    • Implement Culturally Sustaining Pedagogies: Investigate and apply translanguaging techniques alongside other culturally sustaining pedagogical practices to augment English language proficiency as well as content-area learning in a manner that respects and preserves the cultural and linguistic identities of ELLs.

    • Critically Assess and Innovate ELL Instructional Programs: Evaluate the hallmarks of exemplary ELL programs and conceptualize or advocate for educational strategies that address the distinctive needs of a diverse learner population.

    • Promote Familial and Community Engagement: Formulate strategies to foster engagement among parents and the broader community, acknowledging the pivotal role these stakeholders play in the educational journey of ELLs.

    • Pursue Action Research in ELL Contexts: Equip educators with the skills necessary to design and execute action research initiatives within ELL settings, with the aim of enhancing pedagogical approaches, curriculum development, and learner outcomes.

    • Cultivate a Linguistic Perspective in Educational Methodologies: Empower educators to adopt a linguistically informed approach towards students, curriculum formulation, and instructional practices, thus enabling judicious and effective pedagogical decisions that support the language acquisition and academic prosperity of ELLs.

    This course is meticulously curated for educators, administrative personnel, and support staff who are zealous about refining their professional expertise and advocacy competencies for English Language Learners. Through a confluence of theoretical elucidation and practical application, participants will emerge from this scholarly engagement equipped to establish nurturing, stimulating, and efficacious educational milieus for ELLs.

  • Foundations and Innovations in English Language Learner Education: Identity, Linguistics, and Advocacy

    Reference(s): FTELL Ch1, Ch2, and Ch11


    WEIGHT: 10.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    The participation of all enrolled individuals in the full spectrum of classroom interactions is not merely encouraged but deemed essential. The institution upholds a policy of compulsory attendance, underscoring its critical role in maximizing engagement opportunities and enriching the educational journey. The evaluation framework prioritizes the substance and quality of contributions made within the learning environment. It distinguishes itself by focusing on the depth and relevance of student participation rather than the sheer frequency of submissions or verbal contributions during sessions.

    In pursuit of fostering an academic community characterized by mutual support and collaboration, students are strongly encouraged to exchange personal contact information. This initiative aims to construct a robust support network, enabling peers to assist one another in the event of any absences, thereby minimizing disruptions to the learning continuum. Furthermore, students are urged to engage in open dialogue with the course instructor regarding any concerns or inquiries. Such proactive communication is instrumental in navigating academic challenges, enhancing the educational experience, and ensuring a thorough comprehension of the course material.

    This approach not only reaffirms our commitment to academic excellence and professionalism but also promotes a culture of responsibility, engagement, and continuous learning. Through adherence to these guidelines, students contribute to a dynamic and interactive learning environment, thereby enriching both their personal and collective academic experiences.


    WEIGHT: 30.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week


    WEIGHT: 60.0%
    SUBMISSION DEADLINE: 23:59 (GMT+0) on Sunday of the Applicable Teaching Week

    All students are required to participate in all classroom activities, attend classes regularly, and prepare before classes for classroom activities that require advance preparation. Students need to fully appreciate that good attendance results in more opportunities to engage in quality participation, which, in turn, results in a more thorough acquisition of subject knowledge and higher participation grades.

    Participation in classroom discussions and other types of activities indicates that students have read the assigned readings. Grades will not be based on the number of posts submitted or comments made in the classroom but on the overall quality of contributions to discussions.

    If a student is unable to attend 3 or more classes, he/she may be asked to complete additional assignments to complete the course.

    Modes of Attendance
    • For the portions of the course that take place over Microsoft Teams: Students are required to arrive on time and engage appropriately with their fellow students, their teacher(s) and course materials. They must attend with a functional web camera and microphone, have the latest version of Microsoft Teams installed on their computers, avoid attending via a mobile phone or web browser, and have all necessary materials to hand. Also, their cameras must be always switched on, except for occasions when privacy becomes a necessity. In addition, they must be appropriately attired, attend in an environment that will not distract them, their fellow students or their teacher(s), especially avoiding attending while in a vehicle, whether moving or stationary. 

    • For the on-campus portions of the course: The mandatory on-campus session meets as per the AUS Campus Schedule. Good attendance is required to earn credits and pass the course. Students are not permitted to arrive late for class or leave class early. Students traveling from far away locations must plan accordingly, giving themselves plenty of time to arrive by the start of class.  

    Classroom Expectations

    Classes start and end on time, with late entry or reentry allowed only under exceptional circumstances. All phones and electronic devices must be turned off for the duration of a class.


    Students are expected to read assigned materials prior to class. Class discussions are based on their reading of these materials and their reflections on what they have learned and how these relate to their experiences. Assignments are intended to encourage students’ reflection on and synthesis of assigned topics and course discussions.

    Assessments are listed in the course syllabus and are due by the stipulated deadlines. No assessment will be accepted after the day following the day it is due. If an assessment submission is one day late, it will receive an automatic reduction in grade of one letter (for example from an A to a B). After that, no late work will be accepted, and the student will receive an F grade for the assessment.

    Late submission of papers must be approved in advance.


    Students are responsible for understanding the University Policies and how to use resources appropriately. Violations of academic integrity are taken very seriously. Students should revisit the materials on the Orientation session to review important information pertaining to academic citation and referencing rules.


    The university is committed to student welfare and accommodates students with disabilities and those who fall ill. Disability Services (DS) is responsible for accommodating students with disabilities. A student who wishes to be granted a special arrangement due to a disability or illness must request it through DS. Instructors cannot grant such requests without prior DS approval. DS should be contacted as soon as possible to avoid delays in the provision of such an arrangement.

    Because the university takes student privacy very seriously, any medical documentation to support a request for an arrangement to accommodate any special needs connected with a disability or illness should be provided directly to DS. If a student misses any classes due to a short-term illness, he/she should notify his/her instructor, but avoid the inclusion of a doctor's note. Academic staff will not request, accept, or review doctor's notes or other forms of medical documentation. For more information, email


    Ethical considerations restrict how course materials and lectures may be used. Students may not post, publish, sell, or otherwise publicly distribute course materials without the written permission of the course instructor. Such materials include, but are not limited to, lecture notes, lecture slides, video and audio recordings, various types of assignments, examinations, other students’ work, and answer keys. In addition, students are not permitted to use materials prepared by faculty or students for courses that have previously taken place. These materials include, but are not limited to, case write-ups, Research Papers, summaries of readings, answers to Problem Sets, and answers to Academic Discussion topics. Furthermore, making video or audio recordings of class sessions for one’s own use without written permission from the instructor is not permitted. Infringements of the above-listed rules are taken seriously and may lead to disciplinary action, including a requirement to withdraw.


    Additional information can be found on the course website.

    Please note: the syllabus may be modified prior to and during a course, including updates to assignments and additional material.


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