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EL Foundations, EDL 900

Instructor: Ruslana Westerlund

Topics: Instructional Strategies & Administrative/Leadership
Audiences: Pre K-12 & Specialist/Counselors

This course focuses on the experience of ELLs in today's schools and how best to encourage their academic success, describing the use (intentional or otherwise) of discriminatory terms, high-stakes testing, and Euro-centric curriculum and instruction; the demands of college- and career-readiness standards; and the legal protection extended to ELLs and their families in order to promote meaningful participation in educational programs and access to high-quality education. Modules included are: 4022 Understanding EL Demographics, 4023 Legal Requirements for Serving EL, and 4024 Best Practices for ELLs.

Topics: Understanding English Learner Demographics of U.S. Schools, Legal Requirements for Serving English Language Learners, and Best Practices for English Language Learners

One-credit course expectations:

The learner's participation for one credit will be verified by:

  1. Completing the two categories of written assignments.
    1. At the end of each layer the learner will submit a few well written but concise remarks to address the layer's content.
    2. A one page summary reflection that is written upon completion of all of the modules incorporated in the selected UND course. End of Course Reflective Statement Requirements are provided. The final reflection must be sent as an attachment to the instructor of record at und@whitewaterlearning.org.
  2. Checking the time stamp in the module indicating the amount of time the student spent studying the contents of the module.

Two-credit course expectations:

  1. The learner must complete one or more Authentic Practice Sets completing a minimum of 15 hours of additional work, beyond the requirements for the first credit, for a total of at least 30 hours for two credits.
    1. The additional 15 additional hours is focused on preparation of a portfolio exhibit that documents the design, implementation, and appraisal of an Authentic Practice Set applied to the content of the course.

Please refer to the Course at a Glance document below for more course information (requirements, grading, etc.)

PLEASE NOTE: Upon receipt and confirmation of your course registration with UND, it may take 3-8 days for you to receive a welcome e-mail from your course provider giving you access to this online course.

Individuals with active full subscriptions to Whitewater Learning® will receive a discount on UND Whitewater Learning professional development course tuition by contacting und@whitewaterlearning.org to request a special discount URL.

Register for UND Credit

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Attention!

This course has grading options. Please select the course with the grading of your choice.

Attention!

This course has credit options. Please select the course with the credits of your choice.

Online Course - 1 credit S/U grading
Enroll Anytime
Professional Development Credit: 1 - S/U grading
UND Fee: $145
quick details

Online Course - 1 credit Letter grading
Enroll Anytime
Professional Development Credit: 1 - Letter grading
UND Fee: $145
quick details

Online Course - 2 credit S/U grading
Enroll Anytime
Professional Development Credit: 2 - S/U grading
UND Fee: $280
quick details

Online Course - 2 credit Letter grading
Enroll Anytime
Professional Development Credit: 2 - Letter grading
UND Fee: $280
quick details


About Your Instructor

Ruslana Westerlund Ruslana Westerlund

Ruslana Westerlund is an associate researcher at the University of Wisconsin-Madison, Wisconsin Education Research Center, WIDA Consortium, Academic Language and Literacy Initiatives Department. Her responsibilities include re-conceptualization and development of tools for the English Language Development (ELD) Standards Framework by working with teachers and researchers to inform the WIDA ELD Standards Framework.

She is bicultural and trilingual, having been born and raised in Ukraine. Ruslana is an English language development specialist of culturally and linguistically diverse learners. She believes that language development for these learners is situated at the intersection of the societal, school, and student socio-cultural contexts (Cortez, 1986) and that education of such learners encompasses issues beyond language and is deeply rooted in social justice.


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