This course presents theories, tools, and techniques, and materials in the development of curricula, which address the language and content needs of English language learners. The methodology for teaching such learners will be covered as well as how to plan and implement an adapted or differentiated curriculum to meet student need. Strategies that promote student success such as scaffolding and that create an effective learning environment for both the language and content classroom with be examined. Additionally, students will work with authentic formal and informal pre- and post-instructional assessments and will explore methods by which language proficiency, acculturation, and content may be measured. Student will create, judge, and adapt their own assessment tools as questions regarding standardized assessments will be raised. Is this assessment culturally sensitive? Is this assessment an authentic measurement of the language learners’ progress? Is this assessment valid? Appropriate testing accommodations for English language learners will also be considered. The role the NH Department of Education plays in ensuring that schools maintain legal compliance and equitable, accessible education for English language learners will be discussed as well as the rights and responsibility of NHTI’s ESOL programs under Title III funding and No Child Left Behind. The State’s K-12 language placement screening, W-APTTM, and its proficiency test, ACCESS forf ELLS®, as well as how the ESOL teacher becomes a certified W-APTTM or ACCESS for ELLs® test administrator, will be outlined. The State’s adoptions of WIDE® English Language Proficiency Standards and its curriculum will be explored. This course is required for those in the TECP: ESOL certification program. Others must have permission from the Director of TECP or the Director of Cross-cultural Education. This course requires 10 hours of field work. A $25 fee will be assessed to all students taking TECP 88C to cover the cost of clinical practice.