Course Syllabus

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Southern Utah University

Fall Semester 2025

Introduction to ESL & Bilingual Education (Online)

EESL 4310-30I

Course:	EESL 4310-30I
Credits:	3
Term:	Fall Semester 2025
Department:	TED
CRN:	30418

Course Description

In this course, students will study and apply theories of first and second language acquisition and cognition to support English language proficiency, literacy, cognitive development, and academic success of English learners.

This course meets the Utah General Teacher Preparation Program competencies requirement: "Incorporating language development into planning, instruction, and intervention for students learning English, using their first language as an asset while supporting development of English proficiency."

Required Texts

Required Textbook:
Wright W. E. (2019). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice (3rd ed.). Philadelphia, PA: Caslon Inc. ISBN: 13-978-1934000366
Other Readings:
Instructors require additional readings for discussion assignments, which will be posted on the Canvas module pages.
Suggested Readings:
Herrera, S. G., Cabral, R. M., & Murry, K. G. (2020). Assessment of culturally and linguistically diverse students. Pearson Education.
Nutta, J. W., Strebel, C., Mokhtari, K., Mihai, F. M., & Bryant, E. C. (Eds.). (2020). Educating English learners: What every classroom teacher needs to know. Harvard Education Press.

Learning Outcomes

The course objectives and learning outcomes align with Teaching English to Speakers of Other Languages (TESOL) standards (http://www.tesol.org/).

By the end of this course, you will be able to:

Demonstrate knowledge of English language structures in different discourse contexts to promote the acquisition of reading, writing, speaking, and listening skills across content areas, and serve as language models for ELs.
(TESOL 1a, 2019)
Demonstrate knowledge of second language acquisition theory and the developmental process of language to set expectations for and facilitate language learning. (TESOL 1b, 2019)
Demonstrate knowledge of language acquisition processes (e.g., interlanguage and language progressions) to facilitate and monitor EL’s language learning in English. (TESOL 1c, 2019)
Demonstrate knowledge of how dynamic academic, personal, familial, cultural, social contexts, including sociopolitical factors, impacts the education of ELs. (TESOL 2a, 2019)
Demonstrate knowledge of research and theories of cultural and linguistic diversity and equity that promote academic and social language learning for ELs (TESOL 2b, 2019)
Demonstrate knowledge of the school, district, and governmental policies and legislation that impact ELs’ educational rights to advocate for ELs. (TESOL 5b, 2019)
Plan for culturally and linguistically relevant, supportive environments that promote ELs’ learning. (TESOL 3a, 2019)
Use and adapt relevant materials and resources, including appropriate technology, to effectively plan, develop, implement and communicate about instruction for ELs. (TESOL 3e, 2019)
Apply knowledge of English academic language functions, learning domains, content-specific language, and discourse structures, and vocabulary to promote ELs’ academic achievement across content areas. (TESOL 1d, 2019)

Course Requirements

Assignment Outline and Grading Scale

The final grade will be based on the total percentage of the following categories.

Pre-Course Activities (2%)
Students complete a self-introduction activity and a syllabus test at the beginning of the semester. The syllabus test is open book and not a timed test.
Discussion Boards (20%)
Students engage in one or two Discussion Board participation activities in each module. Each Discussion Board will have its criteria and questions. Submit an initial post(s) responding to the prompt before 10:00 pm on the designated due date within the discussion boards and post your reflections on at least two other classmates' posts before 10:00 pm on the designated response due date. You will not be able to see others' postings until you have posted something of your own.
Chapter Reading Assignments (24%)
Each module focuses on one or two chapters of the textbook. After reading the assigned chapters for each module carefully, you will respond to several questions (4 to 6 questions) related to the chapters. Except for the questions asking about your own opinions or personal experiences, your responses must be consistent with the chapter readings. Use your own words to explain concepts. If necessary, you may insert quotes from the textbook with double quotation marks and page numbers. All your answers will be graded based on the correctness and depth of your responses.
Module Quizzes (18%)
Students complete five module quizzes in this course. Each quiz consists of true/false and multiple-choice questions. You have one attempt to complete each quiz. You may use your textbook or notes to complete the quiz, but you are not allowed to discuss questions with other people.
Practical Experiences (24%)
Students have two options for this assignment. In Option 1, you will assist ESL teachers in the ESL classrooms or tutor English Learners one-on-one in or outside schools. You must assist/teach at least four lessons on four different days (at least 4 hours in total). For Option 2, you will create an ESL resource eBook. You must begin working on practical experiences after completing Module 1-3 assignments and discussion board activities. Further details are posted on the assignment page for the Practical Experiences.
Participation/Activities (12%)
A variety of activities are required in this course. Participation grade is awarded based on the number of activities completed successfully (i.e., following the instructions correctly and submitting them on time before the module is closed). Please refer to the Participation section on the Module page on Canvas.

Percentages for grades are as follows:

A 95 - 100 %
A- 90 - 94 %
B+ 87 - 89 %
B 83 - 86 %

B- 80 - 82 %
C+ 77 - 79 %
C 73 - 76 %
C- 70 - 72 %

D+ 67 - 69 %

D 63 - 66 %

D- 60 - 62 %
F 0 - 59 %

Course Outline

All assignments must be turned in through Canvas assignment page by 10:00 p.m. on the due dates listed below. Specific instructions for each assignment will be posted on Canvas. You must complete activities and assignments in the order listed on the Modules page.

Due Dates | Assignments/Activities/Quizzes

9/3 (Wed): Pre-Course Activities
(1) Self-Introduction
(2) Syllabus Quiz

Module 1
9/10 (Wed)
Chapter Reading 1 – Who are English Language Learners? (Chapter 1)
9/17 (Wed)
(1) Activity – WIDA Can Do Descriptors Quiz
(2) Activity – Diversity and Schools
(3) Discussion 1 – ELs’ Home Language Literacy and Academic Performance
(4) Module 1 Quiz

Module 2
9/24 (Wed)
Chapter Reading 2 – Language (Chapter 2)
10/1 (Wed)
(1) Activity – Communicative Competence Quiz
(2) Activity – Translanguaging
(2) Discussion 2 – Language/Multilingualism Video Reflection
(4) Module 2 Quiz

10/6~10/24 (TBD)
Cultural Exchange Activity with Elementary School Students in Japan
*Preparation begins during the second week of October, and the activity completes in the third week of October.

Module 3
10/15 (Wed)
Chapter Reading 3 – Language Learning and Teaching (Chapter 3)
10/22 (Wed)
(1) Discussion 3 – Cognitive vs. Sociocultural Perspectives on Language Learning
(2) Module 3 Quiz

Module 4
10/29 (Wed)
Chapter Reading 4 – Language Education Policies & Program Models (Chapters 4 and 5)
11/5 (Wed)
(1) Activity – Federal Education Policies Quiz
(2) Activity – Program Model Quiz
(3) Discussion 4 – Sheltered Instruction Video Review
(4) Module 4 Quiz

Module 5-1 (Option 1)
11/12 (Wed)
Chapter Reading 6 – Listening and Speaking (Chapter 7)
11/19 (Wed)
(1) Activity – Technology to Enhance Oral Fluency
(2) Discussion 5 – SOLOM-R Evaluation
(3) Module 5-1 Quiz

Module 5-2 (Option 2)
11/12 (Wed)
Chapter Reading 6 – Reading and Writing (Chapters 8 and 9)
11/19 (Wed)
(1) Activity – Creating Online Activities/Games for ELs.
(2) Discussion 6– ESL Research Article Review
(3) Module 5-2 Quiz

Practical Experiences
12/5 (Fri)
Option 1: Assisting ESL Classes/Teaching Pull-Out ESL Lessons.
Option 2: Creating an ESL Resource eBook.

Instructor's policies on late assignments and/or makeup work

Late Assignments and Missing Classes

Due dates are listed on Canvas. Late assignments are subject to a 10% point reduction for every 24 hours (including weekends) that they are past due, and must be submitted within a week of the original due date. Technical problems are NOT valid excuses for late submissions. Be sure to check the submission status after you upload your files to Canvas. Please start working on your assignments early. In that way, you will have a better chance to get help if needed and solve the problem before passing the due dates.

If you are severely ill and unable to work on your assignments for several days, contact the instructor before passing the due dates and submit a doctor’s note that includes the date of your visit to the clinic and a description of your symptoms. Based on the document you provided, the instructor determines if or how many days you need an extension of the due dates.

If you need to travel for SUU-sponsored events, contact the instructor before traveling and ask your supervisor to email the instructor to verify your travel. An extension of the due date is given based on how many days you travel.

An “Incomplete” grade is only available in extenuating circumstances as specified in SUU Policy 6.13, section III, and at least 75% of the course work must have already been completed with a passing grade.

Attendance Policy

There are several live class meetings via Zoom. All sessions will be recorded and made available to those who can not attend.

Course Fees

Fees charged for this course are designed to maintain high quality programming, equipment, materials, supplies, and services for students in the College of Education and at Southern Utah University. A detailed list of expenditures is available in the Dean’s Office. For information on course-specific fees please see your instructor.

Netiquette Rules

Please follow commonly used Netiquette (Net Etiquette) rules to build a respectful online community.

(1) Include a subject line in your email (ex. Subject: Question about final project).

(2) Respond to other students’ comments respectfully. Making suggestions to your classmates is

encouraged, but try to avoid negative or harsh comments.

(3) Avoid using all caps, such as “I DON’T THINK SO.” They may be interpreted negatively (You are shouting to people).

(4) Avoid using abbreviations of words (BTW), shorthand text messages (*$), and excessive punctuation or question marks (!!!!!!!!!!!, ????????).

(5) Appropriate use of emoticons, such as J and \(^o^)/, is fine, as long as they don’t hurt other people’s feelings. Research shows that emoticons can increase emotional closeness between students in online learning.

(6) Respect other people’s privacy. Do not spread or share other students’ personal information, such as phone numbers and home addresses over the Internet, unless you obtain their permission.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.

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