English as a Second Language 605

EDLI 605: Second Language Curriculum Design

Prerequisite:  Permission of instructor

Credit Hours: (3)

Compare/contrast and analyze current second language curriculum models.


Detailed Description of Content of Course

This course focuses on the content area teacher’s role as a decision-maker in selecting and using instructional methods and techniques that meet the needs of language minority students and that facilitate the learning English as a second language and content of the mainstream classroom. The following topics discussed include:

1. Current Curriculum Models
2. Academic Competence
3. Experimental Models of Curriculum Development
4. Literacy Development and Study Skills
5. Needs Assessment


Goals and Objectives of the Course


  • Having completed this course, students are able to design a communicative, learner-centered curriculum that enable English as a second language students to develop academic competence by applying reading, thinking, and other strategies to content materials. In this course, students will:
  • Understand and apply basic principles of modifying lessons to help ESOL students learn academic language and content in basic subject areas.
  • Understand the principles of language learning in order to facilitate the learning of English by ESOL students in content classrooms.
  • Provide participants with a multicultural perspective, knowledge about cultural groups, and the opportunity to reflect on the role of students’ home cultures.
  • To learn and apply traditional strategies to modify a content lesson for ESOL students.
  • To learn to assist ESOL students in developing academic competence through student development of reading and study skills.
  • To learn to adapt traditional assessments and design alternative assessments to allow ESOL students opportunities to demonstrate their knowledge in the content areas.
  • To understand how to use a variety of approaches and strategies for multicultural education in the content areas.
  • To integrate the strategies learned in this course in a unit, in case studies, and in a framework for school reform.


  • Identify characteristics of the content areas and how to use them to enhance ESOL student learning.
  • Describe program models for second language students and tell when each is appropriate.
  • Interpret ESOL student behavior from a cultural perspective.
  • Apply new strategies to modify a content lesson for ESOL students.
  • Apply reading, thinking, and other strategies to content materials.
  • Prepare materials to teach test-taking strategies to students.
  • Reflect on one’s feelings about multicultural education in the content areas.
  • Prepare a unit that integrates language development, academic development, and multicultural education strategies.


Assessment Measures

The course grade is based on class participation, student presentations, unit plan, a mid-term examination, and a final examination.


Other Course Information

Suggested texts for this course:

Enriching content classes for secondary ESOL students. (2003).Washington, DC: Center for Applied Linguistics and Delta Systems.

Flynn, K. M., & Hill, J. D. (2006). Classroom instruction that works with English language learners. Alexandria, VA: Association of Supervision and Curriculum Instruction.

Rothenberg, C. & Fisher, C. (2007). Teaching English language learners:  A differentiated approach. Columbus, OH: Pearson.

Richard-Amato, P. A., & Snow, M. (2005). Academic success for English language learners: Strategies for K-12 mainstream teachers.White Plains, NY: Pearson.


Review and Approval
April 2007