In this course, students will learn about how to support emergent bilingual students in K-12 classrooms, including effective methods, approaches, assessments, and programs for teaching English as a Second Language. Topics for the course include: principles of second language acquisition, culturally sustaining pedagogy, language acquisition strategies across the four language domains (listening, speaking, reading, and writing), and instructional approaches for simultaneously teaching, or integrating, academic language and content. Through application activities and a culminating integrative lesson design project, students will develop deep understanding of how to put theory and research into practice to create responsive and supportive learning spaces for emergent bilingual students.
This course is designed to provide opportunities for students to observe and teach emergent bilingual students in a classroom setting. The practicum instructor will observe students using the SIOP observation protocol with additional focus on the incorporation of culturally sustaining instructional practices. The ECLD 401 practicum is the last course in the CLD endorsement sequence. Students demonstrate in this course their ability to effectively teach emergent bilingual students, collaborate with mentor and other teachers, and connect to their families and communities.
Fluency in Spanish as indicated by the Spanish Oral Proficiency Exam. Students will examine content area and concepts in methodology, curriculum and resources when instruction is delivered in Spanish.
This course builds upon previous literacy coursework to explore how to develop students’ content literacy, with special attention to culturally and linguistically diverse (CLD) learners. It provides theoretical foundations for conceptualizing language and literacy learning that are rooted in Scientifically Based Reading Research (SBRR), sociocultural theory, and systemic functional linguistics. Central course learning activities include: (1) practicing effective strategies for supporting students’ literacy development across content areas; (2) deconstructing school-based texts to analyze how text structure and language features relate to purpose, audience, and voice; and (3) designing content/language integrated lessons. Throughout this course, students will also become familiar with the Sheltered Instruction Observation Protocol (SIOP) and the WIDA English Language Development (ELD) Standards.