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    This syllabus is meticulously crafted for the academic guidance of students enrolled in the Instructional Models and Programs 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

    Instructional Models and Programs

    Subject Area

    Teaching English as a Foreign Language

    Course Code

    TEFL 00012

    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

    Text 2: RWLE

    Title: Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 Multilingual Learners

    Author(s): Suzanne F. Peregoy, Owen F. Boyle, and Steven Amendum

    Edition: 8th

    ISBN: 9780137535552


    This is an academically rigorous and intellectually enriching course meticulously designed for a distinguished audience comprising educators, curriculum designers, educational leaders, and policy makers. This course endeavors to provide an exhaustive analysis and critical examination of the myriad instructional models and educational programs specifically tailored for the facilitation of English Language Learning (ELL). Central to the course's pedagogical aim is the detailed exploration of the essential elements underpinning successful instructional strategies, ranging from English as a Second Language (ESL) frameworks to sheltered instruction and comprehensive bilingual education models. Participants will engage in a profound critique of these models, discerning their theoretical bases, practical implementations, and contextual applicability. Moreover, the course is committed to fostering a pedagogical paradigm that champions an integrated, thematic approach to content-area instruction, thereby ensuring the simultaneous advancement of language proficiency and academic achievement among ELLs.


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

    • Articulate the Core Components of ELL Instructional Models: Demonstrate a nuanced understanding of the foundational elements that characterize effective instructional models and programs for ELLs, emphasizing the integration of language development with content mastery.

    • Delineate ESL from Sheltered Instruction: Accurately distinguish between English as a Second Language (ESL) instruction and sheltered instruction methodologies, appreciating their distinct pedagogical frameworks and objectives.

    • Critique English-Medium and Bilingual Education Models: Conduct a thorough assessment of various English-medium and bilingual education models, analyzing their merits and drawbacks in relation to language acquisition and academic outcomes.

    • Determine Program Suitability: Formulate a sophisticated framework for evaluating the appropriateness of diverse instructional models and programs within specific educational contexts and for particular learner demographics.

    • Synthesize Content and Language Objectives: Recognize and implement the integration of content and language objectives in sheltered instruction, advocating for a comprehensive approach to ELL education.

    • Implement Thematic Instructional Strategies: Apply the principles of an integrated, thematic approach to content-area instruction, crafting pedagogical strategies that enhance linguistic development alongside content knowledge acquisition.

    • Navigate the Language Demands of Academic Disciplines: Understand and address the specialized language requirements of mathematics, science, and social studies, clarifying the educator's role in imparting these academic languages.

    • Incorporate Cultural Perspectives into Instruction: Strategically integrate cultural dimensions into content-area teaching, thereby enriching the educational experience and engagement of ELLs.

    • Master Differentiation in Instructional Practices: Excel in differentiating instruction to cater to the unique needs and potentials of ELLs, promoting equitable access to educational excellence.

    • Apply Standards to Multilingual Learning Contexts: Navigate and apply curriculum standards in multilingual learning environments, tailoring instructional strategies to meet the diverse needs of multilingual learners.

    • Explicate and Execute Sheltered Instruction: Define the concept and operationalize the practice of sheltered instruction, detailing the methodologies for effective planning and execution.

    • Leverage Group Work and Theme Studies: Elaborate on the utilization of group work and theme studies as dynamic pedagogical tools for fostering language acquisition and content understanding among multilingual learners.

    • Assess Multilingual Learners with Purpose: Articulate comprehensive strategies for the assessment of multilingual learners, aiming to inform pedagogical decision-making and enhance educational outcomes.

    • Implement Effective Classroom Management Strategies: Develop and apply a set of robust classroom management techniques that foster an inclusive, supportive, and disciplined learning environment. Understand and implement strategies that reduce behavioral issues and enhance educational outcomes through effective classroom orchestration.

    This course is structured to address the complex and multifaceted needs of English Language Learners through a deep dive into the pedagogical, theoretical, and practical aspects of various instructional models and programs. It is designed for those who aspire to elevate their professional practice, advocate for evidence-based educational policies, and contribute to the scholarly discourse on language learning and teaching. Participants will emerge from this course with the advanced knowledge and skills necessary to design, implement, and critically evaluate instructional models and programs that respond effectively to the needs of ELLs, thereby facilitating their successful academic and social integration.

  • Strategic Pedagogies for Multilingual Excellence: From Theory to Practice

    Reference(s): FTELL Ch5, Ch10, and RWLE Ch3


    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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