EDUC 709

Enrique G. Murillo, Jr., Ph.D.

College of Education

EELB 709: Catalog Description

Pedagogical Foundations for English Language Learners

Overview of various theories, principles, and instructional practices designed to develop the linguistic, social, and academic proficiency of English language learners. Candidates will acquire knowledge of linguistic development, first and second language acquisition, and the relationship between first language literacy and second language development. Relevant state and federal laws pertaining to the education of English learners will be examined and the impact of these mandates on student placement and school site instructional programs. Candidates will learn to recognize the importance of students’ family, cultural background and experiences and how these relate to successful school experiences for English learners. Candidates must be admitted to the program, i.e., this means you have completed pre-requisites ENG 311 and (HD 240 or EELB 301, also accepting EELB 331 and PSYCH 320). If you have not been admitted to the program you will be dropped from the class (Administrative Drop Policy: pre-requisites not met, University Bulletin, p. 54). This course can be taken while enrolled in program pre/co-requisites HSCI 100 or HSCI 120, and either PSYC 350 or ESPE 530. Requires a six-hour field component at an approved school setting.


Calendar            Syllabus            Course Handouts


Students are reminded to select required and optional artifacts from this course for submission to their Portfolio.  Each Portfolio will contain the following elements:

1.    Statement of Purpose in the Ed.D. program.

2.    Current (updated) resume.

3.    Examples of coursework reflecting the Student Learning Outcomes and core concepts (e.g., papers submitted, tests completed, projects completed, etc.) with an indication of how each element submitted is relevant to their dissertation topic and research activities.  

4.    Summary of research and dissertation activities.  Students should submit a summary (no longer than one page for each element submitted) as to work they have completed on their dissertation.  Organization of this section of the portfolio should align with the dissertation chapters: a) Research Question; b) Literature Review; c) Methodology; d) Results; and, e) Conclusions.  The portfolio, over its development, should provide longitudinal evidence of activities related to completion of the dissertation.  Additionally, students may also submit a summary regarding any research activities that may be in addition to their dissertation.            

Additionally, students may include optional elements, such as, but not limited to:

5.  Conference participation and/or presentations

6.  Manuscript/publication drafts

7.  Additional noteworthy course work/projects

8.  Professional work samples


Portfolios are to be submitted each summer quarter for evaluation.  It is the student’s responsibility to ensure they are creating and maintaining their Portfolio throughout the year. 



Course Goals and Objectives


The following list is extracted from the full list of Student Learning Objectives and identifies the alignment of Student Learning Objectives and Student Indicators addressed.

Student Learning Objective:

Designers and users of quantitative and qualifying research to effectuate reform and increase student achievement

Student Indicators:

Goal 1: Effective communicators and collaborators

1.1 Demonstrates open communication with stake holders.

1.2 Demonstrates communication in a timely fashion with consultants.

1.4 Develops positive, meaningful and sustaining relationships with all constituents.


Goal 2: Leaders dedicated to the premise that all students can learn

2.1 Provides visionary leadership for a climate of learning.

2.2 Analyzes the individual needs of students in the learning process.

2.3 Establishes programs that are conducive to all learning styles.


Goal 3: Designers and users of quantitative and qualitative research to effectuate reform and increase student achievement

3.1 Comprehends the relationship and relevance of various theories of knowledge to the study and application of research methodologies in education.

3.3 Comprehends how theoretical paradigms and perspectives are reflected in those research methodologies.


Goal 4: Ethical leaders and decision makers

4.1 Provides the leadership to establish a code of ethics.

4.2 Models ethical behavior.

4.3 Expects and reinforces ethical behavior.


Goal 5: Instructional Leaders

5.1 Understands how to foster a climate that engages with student assets to apply effective teaching and learning strategies.

5.4 Establishes professional, positive, and sustaining relationships with faculty to constantly monitor the effectiveness of the program.


Goal 6: Agents of change in education

6.2 Demonstrates visionary leadership

6.3 Maintains a current knowledge base in instructional practices in order to identify necessary changes.

6.4 Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.


Goal 7: Leaders who recognize, celebrate, and acknowledge the contributions of all individuals

7.1 Is knowledgeable of their own mental models.

7.3 Advocates for personal practices that are equitable.


Goal 8: Leaders who are fiscally responsible and accountable

8.2 Developed: Is accountable for the effectiveness of the instructional program.


Goal 9: Visionary Leaders

9.1 Developed: Develops a shared vision.

9.2 Developed: Plans and implements activities to support this vision.


Student Learning Objective:

Agents of change in education

Student Indicators:

Is cognizant of the benefits and effectiveness of the instructional program and is willing to alter the components when necessary.

Demonstrates visionary leadership.

Maintains a current knowledge base in instructional practices in order to identify necessary changes.

Maintains positive, meaningful, and sustaining relationships among colleagues and constituents to bring about positive changes.


Student Learning Objective:

Visionary leaders.

Student Indicators:

Develops a shared vision.

Plans and implements activities to support this vision.

Provides appropriate staff development to ensure the implementation of the vision.

Facilitates the stewardship of a vision of learning that is shared and supported by the school community.