Fifty Strategies for English Language Learners

- 3 Credits - 

3 Semester Credits

PD credits for re-certification and
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  • start any time
  • up to 5 months to complete
  • independent study
  • all course materials included with course tuition
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Course Description

This course will present 50 research-based ELL strategies that help teachers convey content material while simultaneously giving their students English-language skills. Step-by-step instructions and concrete examples will help teachers quickly and easily use the strategies in any K-12 classroom and subject area. New strategies and suggestions for assessments are also incorporated throughout the book. Educators will view the enclosed book DVD to apply researched-based instructional strategies and concepts for increasing English proficiency for students in school settings.

Teacher feedback about this course


3 Semester Graduate Credits

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

  1. Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
  2. Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
  3. Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
  4. Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
  5. Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

English Language Learners: 50 Strategies

What Others Are Saying About This Course

Megan S. – OR –

“Thank you very much! As discussed, I modified my final essay to be more of a working document for the preparation to guide our newly formed bullying awareness and prevention group in our county. My research outside of the book has really helped to supplement ideas for implementation, as well. I hope you enjoy my work! I have to renew my license by June, so I just wanted to be sure I got this in to you right away!”                                    

TLC Testimonials

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland
Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana
Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon
My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA
I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA
Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues


(3 Semester Graduate Credits)