Authentic Assessment and Instruction for Bilingual Learners
Prerequisites: TLSC 140, 150, and 160 with a minimum grade of "C" or better; Restricted to All SOE Undergraduate Majors.
This module is designed for teacher candidates to appreciate, discern, and utilize the individual strengths and needs of students who speak a language other than English to plan instruction and support student achievement. Through the use of case study research, candidates conduct individualized, authentic assessments that focus on cultural backgrounds and language development of focal students. Candidates apply their learning with bilingual learners to support language and literacy development and acclimation to learning in the academic context
Outcomes: Use research and evidence-based practices to design instruction that includes the alignment of goals, objectives, assessments and instructional strategies to meet the individual needs of students; Use data to drive instruction and assess the effectiveness of their teaching and students' learning; Apply deep understandings of both content and language pedagogy to provide developmentally appropriate instruction to students who are learning English as an added language, who may have interrupted schooling, and/or who may have experienced trauma as a result of their immigration experiences and/or dangerous issues in their home country; Hold high expectations and build on the assets of students from different cultural and linguistic backgrounds (including, but not limited to, ethnicity, culture, language, SES, immigration status); Integrate the teaching of language and literacy across all content areas and in ways that use a variety of media to do; and Create and support safe and supportive learning contexts for all students.
This module is designed for teacher candidates to appreciate, discern, and utilize the individual strengths and needs of students who speak a language other than English to plan instruction and support student achievement. Through the use of case study research, candidates conduct individualized, authentic assessments that focus on cultural backgrounds and language development of focal students. Candidates apply their learning with bilingual learners to support language and literacy development and acclimation to learning in the academic context
Outcomes: Use research and evidence-based practices to design instruction that includes the alignment of goals, objectives, assessments and instructional strategies to meet the individual needs of students; Use data to drive instruction and assess the effectiveness of their teaching and students' learning; Apply deep understandings of both content and language pedagogy to provide developmentally appropriate instruction to students who are learning English as an added language, who may have interrupted schooling, and/or who may have experienced trauma as a result of their immigration experiences and/or dangerous issues in their home country; Hold high expectations and build on the assets of students from different cultural and linguistic backgrounds (including, but not limited to, ethnicity, culture, language, SES, immigration status); Integrate the teaching of language and literacy across all content areas and in ways that use a variety of media to do; and Create and support safe and supportive learning contexts for all students.