From the perspective of sociocultural theory and a functional view of language, the course examines language as a meaning making tool for learners in the process of learning language and using language to learn.  The course deepens the knowledge of systemic functional linguistics in L2 teaching and learning. Focusing on critical analysis of the use of language in a variety of teaching contexts, the course examines the interrelatedness between language and education, which serves to guide analysis and development of language-based curriculum. 

This course provides a comprehensive introduction to the education of linguistically and culturally diverse (CLD) and bilingual learners. Content knowledge covers the fields of ESL, bilingual, and multicultural education and provides examples of effective practices and their underlying research knowledge base. Students are encouraged to engage in critical reflection on classroom practices related to linguistic and cultural diversity and bilingualism, and to apply what they have learned to their own teaching contexts.

This course discusses research and practice topics relevant to the education of culturally and linguistically diverse students. It requires the design of a research project on one of the course areas.

Prerequisites

18 hours required

This course prepares teachers to integrate language and content instruction for CLD students, and to adopt culturally and linguistically responsive approaches to teaching diverse learners. Coursework is designed to enhance teachers' foundational knowledge of equitable and effective methods and assessment, including projects that provide opportunities for hands-on experience in implementing effective instructional strategies and assessment for CLD learners.

This course focuses on the practical application of instructional strategies and assessment that support academic language and content learning among emergent bilingual learners. Students learn how to determine an emergent bilingual's language proficiencies in the four language domains, design lessons and assessments to address language development needs, and conduct practice progress monitoring. Students also practice leadership in professional collaboration, family outreach, and advocacy for CLD students. The goals and programming of dual language immersion programs are examined, along with strategies that utilize students' heritage language to support literacy and content areas in English.

Prerequisites

ECLD 611 with a minimum grade of C

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)