Prerequisite ELE - Missouri State University · 2019. 1. 22. · Foundations for Teaching English Language Learners 2nd Edition—Wayne E. Wright ISBN-13: 978-1934000151 ISBN-10:

ELE 530: Sections 896, 897, and 898 Teaching English Language Learners in the Elementary Classroom Statement of Course Policy

Fall 2018

Instructor: Carla Owen Electronic mail: [email protected] Office hours by appointment

Prerequisite: Grade of B or better in ELE 429 and ELE 434 and ELE 438 and RDG 420 and RDG 421.

Textbooks and Resources: Required Textbooks

Foundations for Teaching English Language Learners 2nd Edition—Wayne E. Wright ISBN-13: 978-1934000151

ISBN-10: 1934000159

Sheltered Content Instruction Teaching English Learners With Diverse Abilities 5th Edition-Jana Echevarria, Anne Graves

ISBN-13: 9780133754261 ISBN: 013375426X

Missouri State student email (Bearmail) account to access Blackboard site.

MSU Catalog Description:

Focuses on state and federal mandates for educating English language learners in U.S. public schools. Introduces the fundamentals of second language acquisition and instructed academic language learning. Emphasis on current, standards-based approaches to teaching English language learners in the regular elementary classroom through differentiation and sheltered instruction of grade-level content.

Purpose of the Course: This course is designed to provide an overview of content and instructional methods to support students who are English Language learners and who come from culturally, linguistically, and ethnically diverse backgrounds. Course content will include information specific to learning strategies and pedagogy, and content necessary to understand the unique learning challenges associated with providing meaningful and comprehensible instruction to English Language Learners at various levels of English proficiency.

Course Competencies

Courses are structured to develop student knowledge, skills, dispositions, and personal

attributes associated with successful education practice.

After instruction, reading, research, class discussion and activities, the student will

demonstrate the following performance-based competencies and proficiencies:

Pre-service teachers taking this course will develop skills and knowledge necessary to

differentiate instruction for English language learners at various levels of English

language proficiency within the classroom setting.

Pre-Service teachers will understand the basics of second language acquisition theory,

and gain skills necessary to scaffold academic language embedded in within grade level

content to make grade level content comprehensible to ELLs at multiple English

language proficiency levels.

Pre-Service teachers will understand the necessity of effective collaborative and

communicative professional practices when it comes to serving ELLs in K-12 schools.

Pre-Service teachers taking this course will develop a repertoire of effective learning

strategies that will serve them as they work with ELLs in their future classrooms.

Pre-Service teachers will develop background knowledge about requirements for ELL

services and the issues and challenges faced by school districts providing instruction for ELLs.

Standards Several standards are met through the completion of this course.

Association for Childhood Education International Elementary Education Standards and Supporting Explanation (ACEI)

1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation. 3.1 Integrating and applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and community; 3.2 Adaptation to diverse students—Candidates understand how elementary students differ in their development and approaches to learning, and create instructional opportunities that are adapted to diverse students; 5.1 Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally.

Missouri Teaching Standards (MTS)

Standard #1 Content knowledge aligned with appropriate instruction. The teacher understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for all students. [SB 291 Section 160.045.2 Standard #2 Student Learning, Growth and Development The teacher understands how students learn, develop and differ in their approaches to learning. The teacher provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. [SB 291 Section 160.045.2 Standard #6 Effective Communication The teacher models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. [SB 291 Section 160.045.2 Standard #8 Professionalism The teacher is a reflective practitioner who continually assesses the effects of choices and actions on others. The teacher actively seeks out opportunities to grow professionally in order to improve learning for all students. [SB 291 Section 160.045.2

MSU Diversity Proficiencies

Approved by the EPPC Diversity - (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)

Candidates must demonstrate diversity proficiencies appropriately to meet both individual differences and group differences. Group category observationally functional definitions are listed at the

end of this rubric.

STANDARDS

High Level Emphasize

observation, articulating a detailed plan based on a descriptive observation for and application

Satisfactory

Limited, but some evidence in either observation or application.

Needs Improvement

Little evidence to support evidence of understanding through observation and/or application

DP 1 Awareness: demonstrates understanding of neutral language, activities, and gestures sensitive to diverse learners, based on historical perspectives and contemporary knowledge

Demonstrates awareness of attitudes and beliefs of self and others, and provides evidence to plan instruction that meet

the needs of diverse learners, using neutral

language, activities, and gestures sensitive to diverse

learners

Reflects on how own attitudes and beliefs are

different from those of other cultures and communities

and develops some instruction that meets the needs of diverse learners.

May reflect on how own attitudes and beliefs

are different from those of other cultures and

communities, but does not provide evidence of planning for instruction that can meet

the needs of diverse learners.

DP 2 Communication:

Demonstrates an awareness of and an ability

Demonstrates an ability to Incorporate diverse

Unable to demonstrate an ability to

demonstrates verbal and nonverbal techniques useful for interacting with diverse learners, school personnel, families, and community members

to effectively use communication that

transcends socio-cultural and lingual barriers, and to

be aware of verbal and nonverbal forms of

communication

and multiple perspectives when communicating with members of one’s own and other cultures and is able to

reach a shared understanding.

communicate effectively with those of other cultures

and communities.

DP 3 Curriculum and Instruction: demonstrates development and use of unbiased learning outcomes and instructional strategies designed to facilitate student growth for all diverse learners including differentiated instruction

Provides evidence of an awareness of and the

ability to create a majority of educational activities that

meet the needs of a range of diverse learners (i.e., socio-cultural background, lingual,

varying abilities)

Demonstrates an attempt to incorporate

diverse and multiple perspectives when designing

curricular and pedagogical activities but some activities

do not meet the needs of diverse learners.

Does not incorporate diverse

sensitivities (i.e., socio-cultural backgrounds) and

multiple perspectives when designing curricular

activities. Limited curricular and pedagogical awareness.

DP 4 Respect: demonstrates acceptance and appreciation of diverse learners of varied backgrounds, ideas, and perspectives for an inclusive environment

Demonstrates, models, and

provides multiple examples in the educational setting

that respects multiple views of Otherness, socio-cultural heritage, and the languages

of diverse learners. Clearly promotes

fairness, caring, equity, and respect for others; more

specifically, acknowledges [and shows] respect for

students’ race, class, sexual orientation, religion, culture,

language, and/or gender.

Demonstrates some awareness and promotes

fairness, caring, equity, and respect for others; more

specifically, acknowledges [and shows] respect for

students’ race, class, sexual orientation, religion, culture,

language, and/or gender.

Does not demonstrate an awareness of a classroom environment

that promotes fairness or respect with regard to race,

class, culture, language, sexual orientation, religion,

or gender.

DP 5 Resources: demonstrates identification and utilization of professional, school, and community resources and information to enhance the learning process for all diverse learners as well as meet the needs of their families

Demonstrates an ability to identify and

actively engage school and community resources in the

educational environment (library, community centers, Boys & Girls Club) to meet

the needs of diverse learners in the classroom, the

student’s family understanding and

community engagement.

Demonstrates a awareness of and uses a

variety of instructional/school

resources to organize curriculum, address learning

styles to promote student understanding, but students’ families understanding and community engagement is

not addressed.

Does not provide evidence of the use of a variety of instructional resources to address

learning styles, and does not promote student nor

family’s understanding.

DP 6 Social Justice: demonstrates the ability to

Demonstrates and accurately recognizes the

Is aware of injustice and inequality, but does not

Does not provide evidence of an awareness of

recognize and address in self and others issues of equality, human rights, socio-economic status; including bias, discrimination, and aggression to prevent and reduce oppression, including aggression, bullying, harassment, and intimidation

relationship between privilege, oppression, and aggression; understands how it impacts student

learning; creates a structure that promotes social justice

in the classroom; and, develops equitable teaching

strategies

demonstrate a developed understanding of how it

impacts student learning and the educational

environment; but, does engage in some activities

that support social justice.

social justice, or ignores injustice and inequality. May take part in some activities

that support diverse individuals, but does not

display appropriate behaviors of social justice.

EPP Guiding Principles

Knowledge (GP 1) 1a. Foundations: knowledge of the historical, cultural, political, technological and community contexts of education and the development of the professional and foundational issues and arguments underlying its practices, as well as an understanding of the importance of integrated learning across disciplines. (Diversity Proficiency 1) 1c. Pedagogy: knowledge of human development, motivation, and the theories of learning and assessment, as well as the understanding of the skills, techniques, and strategies that enhance learning for all students including those from diverse cultural, racial, and economic backgrounds, varying abilities, and historically underrepresented groups. (Diversity Proficiency 1-6) Professionalism (GP 3) 3a. Dispositions: awareness of self as a professional educator passionate about teaching, intellectually curious, and demonstrating intellectual, social, and ethical attributes that contribute to the learning and development of all learners in all professional settings. (Diversity Proficiency 1-6) 3b. Research/Inquiry: use of current research, systematic inquiry approaches, and technology in pursuit of best educative practices, lifelong learning, and professional development in order to help all learners succeed. (Diversity Proficiency 3, 5) 3c. Collaboration/Leadership: the ability and skills to initiate and maintain empowering relationships with colleagues, school personnel, parents, family members, and the community and are prepared to assume leadership roles. (Diversity Proficiency 2)

Assignments

Assignments must be typed unless otherwise noted. Assignments and postings should be well written so please spell check and proofread your work.

BLOG Posts: 6 points for each blog you respond to AND reply to at least 2 other students

We will use a blog to interact with one another during the semester. I will post several different discussion topics through the semester. You will be expected to post something to contribute to the discussion and respond to at least 2 other students in the class. This is the only way we can interact with one another. You will get 6 points for participating in each discussion “blog” that I create. You will receive 6 points for posting AND responding to 2 classmates. If you post the initial post and are unable to complete your response to the other classmates you will receive 4 points on one occasion only. After that you will not receive credit unless you have completed all 3 postings. Initial postings will not receive full credit unless the following criteria are met.

1. Student post demonstrates an adequate understanding of the topic. 2. Student post specifically and directly addresses the question prompt. Student post is well written with specific detailed information and does not have multiple grammar errors. 3. There is evidence from the text or other readings which includes quotes, explanations, summaries etc. so that it is clear that the student has read the text, understands the information from the text or other resources, and understands how text or resource information relates to the question prompt. Postings which only contain inadequately written, general, vague, unclear statements which appear to ramble, or do not directly relate to the question prompt will not receive full credit. Postings must be completed by the specified date. No points will be given for a disrespectful or derogatory comment on the blog. Be respectful of other classmate’s opinions as we discuss online. There will be one blog posting that will be worth 18 points, the ELL Writing Strategy Activity. More information about how to complete the ELL Writing Strategy Activity will be provided on Blackboard at a later date.

Webinar KWL-30 points

After watching a specific ELL Webinar, each student will complete a KWL chart on the content contained in the webinar. More information about which webinar students will view will be provided at a later date on Blackboard.

Quizzes: 4 Quizzes worth 15 points each

Each student is expected to complete all 4 quizzes covering the reading assignments. They will consist of multiple choice questions, multiple answer, true false, and fill in the blank questions. The quiz MUST be COMPLETED by 11:59 on the due date. The quiz will not be available after 11:59pm on the date it is due. It is recommended that each student allow themselves sufficient time to take the quizzes and begin and submit their quizzes well before the time it is due so that Blackboard does not discontinue the quiz session at 11:59pm. The quiz will NOT be timed; however, you will be timed out and you will NOT be able to finish the quiz after 11:59 pm on the date it is due.

You may certainly use textbook, notes, information on blackboard, etc. You need to complete the quiz by yourself. This is not a group project and should not be completed with others. Students who do not attempt the quiz by the due date will not be able to make them up at a later date.

Journal Article Review on ELL Topic: 30 points

You will read an article from a professional education journal on a topic related to ELL and complete a 2 page journal article review. More information about the assignment will be provided at a later date on Blackboard.

Lesson Plan: 60 points. Create a content lesson plan that is differentiated by language proficiency for students at multiple levels of English proficiency. Use the WIDA supports for language proficiency to determine how to differentiate for each language level and include a detailed version of what the differentiated activities and scaffolds for language will look like using the template that will be provided on Blackboard.

Final Exam: 60 points Exam questions will be developed from assigned readings, class discussions, and assignments. Students are expected to take the exam during the scheduled times. This will be posted on Blackboard and you will have two days in which you can take it, May 16-17. Once you begin the final, you will not be able to stop until you have completed all questions and hit submit.

GRADING

I will total the number of points available for the course and the points you have earned to figure your final grade using the following scale, which applies to all assignments:

Assignment Points

Due Date

Blog Posts 60 points

See COURSE ASSIGNMENT SCHEDULE

Quizzes-4 at 15 points each 60 points See COURSE ASSIGNMENT SCHEDULE

Webinar KWL 30 points

Due Sept. 17 at 11:59 pm

Journal Article Review on ELL Topic 30 points

Due Oct. 15 at 11:59 pm

Lesson Plan Differentiated for ELL 60 points Due Nov. 19 at 11:59 pm

Final Exam 60 Points

Exam will be available Dec. 11-12

Total 300

Total Points Earned

Percentage

Grade

300 100% Total Points Possible

270

90% A

240 80%

B

210 70% C

180

60% D

179 or below

59% or below

F

BACKBOARD AND GRADES: Blackboard does not automatically upload final grades. It is the responsibility of the instructor (NOT Blackboard) to assign final grades for each student and turn them in at the end of the semester.

CLASS PREPARATION: You are prepared for class when you:

1. Read the syllabus, course texts, course assignments, weekly information and prepare to

ask questions online. 2. Demonstrate personal responsibility for positive change when identifying a problem:

schedule sufficient time to meet with the instructor if necessary to discuss ideas, problems, or

confusion, initiating communication to discuss questions of clarification,

make positive contributions to the professional development of classmates by sharing information

relevant to course content. 3. Students will do better on assignments, quizzes, and the final if they read the information. Student are responsible for their own learning. Whether or not a student learns and benefits from any course content will be determined by the effort the student puts into the course and whether or not the student challenges themselves.

VI. Course Expectations Written Assignments:

o Questions regarding assignments are welcomed. However, it is the student's responsibility to contact the instructor at the earliest date possible to ask question/discuss assignments. Students who have questions about course assignments or grading should contact the instructor directly (i.e., ask the course instructor to review assignment drafts or confirm deadlines).

o Writing for exams, assignments, and discussion Board postings should always be professional. Submitted items should demonstrate strong oral and written communication skills by analyzing written questions for the specific content requested (that is, answer the question), use correct spelling and grammar, and construct complete, succinct responses.

o Students are encouraged to seek assistance with written assignments at the Writing Center (Campus Library). Students should maintain an extra hard copy of any written assignments completed outside of class. Do not submit any assignment without making a digital or photocopy or maintaining the document on flash drive. Do not destroy submitted assignments until grades are posted. Students are encouraged to keep a copy of all responses to quizzes and the final in case there is some reason Black Board does not document completion of the work.

o Late Work: Written assignments turned in late will be subject grade reduction. Your situation regarding late work will be taken into consideration, however, Discussion Board and quizzes will receive a zero if they are not completed by the due date.

o Because this is an online course, all assignments must be submitted through Blackboard. Submissions for Blackboard assignments must be either a pdf file or a Word document. Google Docs do not open in the Blackboard platform and will not be accepted.

o NO RESUBMISSIONS: Students are encouraged to submit their best work as no opportunity for resubmission will be given after the assignment has been graded.

Communication:

Communication with the instructor will be through e-mail. If you have questions about assignments or the lesson plan,

try to plan ahead. Please do not wait until the day the assignment is due. Please feel free to e-mail with questions or concerns you may have. And remember to include your section number in the e-mail so I can look you up quickly.

Professor name: Please note that my last name is Owen, and it is common for people to misspell it by adding an s at the end. This can really be a problem when people are trying to send me e-mail but misspell my name. When you include my name on assignments or e-mail, please note the correct spelling.

COURSE ASSIGNMENT SCHEDULE

*Instructor reserves the right to modify assignments & points to achieve course goals and objectives.

Week of Topics: Reading Assignment

Week 1 Jan. 16-Jan. 21

Introductions, Syllabus Review, Who are ELLs, RTI, Identification of ELLs

Foundations for Teaching

ELL 2nd Edition: Chapter 1

Sheltered Content Instruction: Chapter 1 Blackboard Reading Materials As Assigned

Blackboard Discussion Due Jan. 21

Week 2 Jan. 22-Jan. 28

Second Language Acquisition




Blackboard Discussion Due Jan. 28

Week 3 Jan. 29-Feb. 4

Language Learning and Teaching


ELL 2nd Edition: Chapter 3 Blackboard Reading Materials As Assigned

Quiz # 1 Due Feb. 4 at 11:59 pm

Week 4 Feb. 5-Feb. 11

Language and Education Policy for ELL, Webinar Topics



Webinar KWL Due Feb. 11 at 11:59 pm


ELL Program Models, SIOP




Blackboard Discussion Due Feb. 18


Assessing ELLs



Quiz # 2 Due Feb. 25 at 11:59 pm

Week 7 Feb. 26-Mar. 4

Listening and Speaking, Content and Language Objectives




Blackboard Discussion Due Mar. 4

Week 8 Mar. 5-Mar.11

ELLs and Reading



Journal Article Review on ELL Topic Due Mar.11 at 11:59 pm

Spring Break Mar. 12-Mar.18

No Assignment

Week 9 Mar. 19-Mar.25

ELLs and Writing, Culture and ELL




Blackboard Disc.-ELL Writing Strategy Assignment Due Mar.25

Week 10 Mar. 26-April 1

Culture and ELL Blackboard Reading Materials As Assigned

Blackboard Discussion Due April 1

Week 11 April 2-April 8

ELLs and Content Instruction, WIDA Resources, General ELL Strategies




Quiz # 3 Due April 8 at 11:59 pm


Differentiation, ELL Strategies




ELL Vocabulary Strategies Blackboard Reading Materials As Assigned

Lesson Plan Due Sunday April 22 at 11:59 pm


Effective Instruction, Language Support, and ELL Advocacy




Week 15 April 30- May 6

ELL Resources for Classroom Teachers


Quiz # 4 Due May. 6 at 11:59 pm

Week 16-Final May 15-16

Study & Review Final Online Exam: Exam will be available May 15 and 16

Final Exam Due May 16 at 11:59 pm

REQUIRED STATEMENTS

Emergency Response Statement

At the first-class meeting, students should become familiar with a basic emergency response plan through a dialogue with the instructor that includes a review and awareness of exits specific to the classroom and the location of evacuation centers for the building. All instructors are provided this information specific to their classroom and/or lab assignments in an e-mail prior to the beginning of the fall semester from the Office of the Provost and Safety and Transportation. Students with disabilities impacting mobility should discuss the approved accommodations for emergency situations and additional options when applicable with the instructor. For more information go to http://www.missouristate.edu/safetran/51597.htm and http://www.missouristate.edu/safetran/erp.htm.

Religious Accommodation

The University may provide a reasonable accommodation based on a person’s sincerely held religious belief. In making this determination, the University reviews a variety of factors, including whether the accommodation would create an undue hardship. The accommodation request imposes responsibilities and obligations on both the individual requesting the accommodation and the University. Students who expect to miss classes, examinations, or other assignments as a consequence of their sincerely held religious belief shall be provided with a reasonable alternative opportunity to complete such academic responsibilities. It is the obligation of students to provide faculty with reasonable notice of the dates of religious observances on which they will be absent by submitting a Request for Religious Accommodation Form to the instructor by the end of the third week of a full semester course or the end of the second week of a half semester course.

Statement of Attendance Policy

Instructors must provide students with a written statement of the specific attendance policy for that class. The instructor has the responsibility to determine specific attendance policies for each course taught, including the role that attendance plays in the calculation of final grades and the extent to which work missed due to non- attendance can be made up. The University encourages instructors not to make attendance a disproportionately weighted component of the final grade, and also expects instructors to be reasonable in accommodating students whose absence from class resulted from: 1) participation in University-sanctioned activities and programs; 2) personal illness; or 3) family and/or other compelling circumstances. The University’s attendance policy can be found at http://www.missouristate.edu/registrar/catalog/attendan.html.

Statement of Grading Policy

Faculty have the choice to utilize either the standard grade policy or the plus/minus grading option but are required to indicate their grading scale on their syllabus. The

University’s plus/minus grading system can be found at http://www.missouristate.edu/registrar/grades.html

Statement on Academic Dishonesty

Missouri State University is a community of scholars committed to developing educated persons who accept the responsibility to practice personal and academic integrity. Students are responsible for knowing and following the university’s student honor code, Student Academic Integrity Policies and Procedures and also available at the Reserves Desk in Meyer Library. Any student participating in any form of academic dishonesty will be subject to sanctions as described in this policy.

Statement of Nondiscrimination

Missouri State University is an equal opportunity/affirmative action institution, and maintains a grievance procedure available to any person who believes he or she has been discriminated against. At all times, it is your right to address inquiries or concerns about possible discrimination to the Office for Institutional Equity and Compliance, Park Central Office Building, 117 Park Central Square, Suite 111, 417-836-4252. Other types of concerns (i.e., concerns of an academic nature) should be discussed directly with your instructor and can also be brought to the attention of your instructor’s Department Head. Please visit the OED website at www.missouristate.edu/equity/

Statement on Disability Accommodation

If you are a student with a disability and anticipate barriers related to this course, it is important to request accommodations and establish an accommodation plan with the University. Please contact the Disability Resource Center (DRC) (https://www.missouristate.edu/disability/), Meyer Library, Suite 111, 417-836-4192, to initiate the process to establish your accommodation plan. The DRC will work with you to establish your accommodation plan, or it may refer you to other appropriate resources based on the nature of your disability. In order to prepare an accommodation plan, the University usually requires that students provide documentation relating to their disability. Please be prepared to provide such documentation if requested. Once a University accommodation plan is established, you may notify the class instructor of approved accommodations. If you wish to utilize your accommodation plan, it is suggested that you do so in a timely manner, preferably within the first two weeks of class. Early notification to the instructor allows for full benefit of the accommodations identified in the plan. Instructors will not receive the accommodation plan until you provide that plan, and are not required to apply accommodations retroactively.

Statement on Cell Phone Policy

As a member of the learning community, each student has a responsibility to other students who are members of the community. When cell phones or pagers ring and students respond in class or leave class to respond, it disrupts the class. Therefore, the

Office of the Provost prohibits the use by students of cell phones, pagers, PDAs, or similar communication devices during scheduled classes. All such devices must be turned off or put in a silent (vibrate) mode and ordinarily should not be taken out during class. Given the fact that these same communication devices are an integral part of the University’s emergency notification system, an exception to this policy would occur when numerous devices activate simultaneously. When this occurs, students may consult their devices to determine if a university emergency exists. If that is not the case, the devices should be immediately returned to silent mode and put away. Other exceptions to this policy may be granted at the discretion of the instructor.

OPTIONAL STATEMENTS

Dropping A Class

It is your responsibility to understand the University’s procedure for dropping a class. If you stop attending this class but do not follow proper procedure for dropping the class, you will receive a failing grade and will also be financially obligated to pay for the class. For information about dropping a class or withdrawing from the university, contact the Office of the Registrar at 836-5520. See Academic Calendars (www.missouristate.edu/registrar/acad_cal.html) for deadlines.

Audio and Video Recording Course Activity

Students may make audio or video recordings of course activity. However, the redistribution of audio or video recordings from the course to individuals who are not students in the class is prohibited without the express permission of the faculty member and any of the students who are recorded.

Missouri Teaching Standards & Content Standards:

Here is the link to the Missouri Teaching and Learning Standards on the DESE website

https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards

Missouri Educator Gateway Assessments- These are the assessments for adding additional teaching endorsements. http://www.mo.nesinc.com/PageView.aspx?f=GEN_MatchStudies.html

Documents

Prerequisite ELE - Missouri State University · 2019. 1. 22. · Foundations for Teaching English Language Learners 2nd Edition—Wayne E. Wright ISBN-13: 978-1934000151 ISBN-10: