EDU 211, 212 - Inclusive Education for Emergent Bilingual Students

Course unit(s): 1
Meets GAR: Meets general academic requirement DE and when offered as 212 is a cluster course and a linked (IL) course.
Prerequisite(s): Provisional admission to the program.
The purpose of this course is to prepare preservice teachers to create equitable learning environments for emergent bilingual students (often referred to as English learners) in preK-12 school settings. In doing so, the course content is approached from a transformative paradigm, where we engage in analysis of school systems, program, and instructional approaches for emergent bilinguals and critique the ways in which schools and teachers maintain linguistic hierarchies. In doing so the course draws from the research on instructional design and assessment, applied linguistics and second language acquisition, sociology of language, and anthropology of (language) education. Topics covered include linguistic racism, language ideologies, culturally sustaining pedagogy, translanguaging pedagogy, co-teaching and sheltered instruction, and integrated language and content instruction. Students will be expected to develop theoretical knowledge as well as demonstrate practical skills through analyzing, planning, and delivering lessons. Twenty hours of fieldwork in a K-12 school are required.