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  2. EDU T210Z1

Supporting Multilingual Learners in the Classroom
EDU T210Z1

Course Information

Description

Multilingual learners (MLs) present a set of unique challenges and tremendous opportunity to teachers in U.S. middle and high schools. This module introduces participants to a range of strategies and considerations for effectively meeting the academic needs of adolescent MLs. Drawing on current research and studies of effective practice, participants will gain an understanding of underlying theories and practical strategies to enhance the success of MLs. We will examine topics such as language and literacy development and consider their implications for teaching and learning. Participants will also practice designing lessons and materials that draw on principles of effective sheltered English instruction and the World-Class Instructional Design and Assessment (WIDA) English proficiency standards. This course is limited and offered only to HGSE Teaching and Teacher Leadership (TTL) licensure students.

School Graduate School of Education
Credits 2
Cross Reg

Not Available for Cross Registration

Department Education
Course Component Regular Course
Instruction Mode In Person
Subject Education
Grading Basis HGSE Letter Graded
Learning Goals [SMK.4] Understands the importance of the difference in social and academic language in planning, differentiating, and delivering effective instruction, especially for English learners at varying levels of English language proficiency and literacy. [HES.2] Uses evidence-based, culturally and linguistically sustaining instructional practices to provide equitable opportunities for grade-level learning. [II.1] Uses inclusive practices to accommodate and support individual differences in students' learning needs, abilities, interests, and levels of readiness, including those of students with disabilities (in accordance with relevant IEPs or 504 plans), English learners and former English learners, academically advanced students, and students who have been historically marginalized. [II.2] Uses appropriate inclusive practices such as tiered supports, educational and assistive technologies, scaffolded instruction, and leveraging students' native language and linguistic resources to make grade-level content accessible and affirming for all students. [CSLW.1] Leverages families' cultural and linguistic knowledge and expertise to enhance learning environments.
Career Focus

Teacher preparation
Pedagogy N/A