EDUC 2425 - Foundations of Bilingual/Multicultural Education
Primary Instructor
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Fall 2021 / Fall 2022
Provides the conceptual, linguistic, sociological, historical, political, and legal foundations that have shaped bilingual education policies, program models, and teaching and assessment practices of bilingual and multicultural education in the U.S. Designed for undergraduate elementary teacher education majors, the course presents an overview of the types of bilingual education programs and the principles that anchor equitable and quality bilingual and multicultural education for emergent bilingual students, including those identified as English learners.
EDUC 2615 - Foundations of Language Acquisition for Bilingual Learners
Primary Instructor
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Spring 2021 / Spring 2022 / Spring 2023
This course provides an overview of the processes associated with bilingual and biliteracy development with a focus on children who are learning and living in two (or more) languages in their homes, communities, and schools. Designed for undergraduate elementary teacher education majors and preservice teachers, the course examines the complexity of bilingualism and biliteracy in school-age children, including the roles of language and culture in schooling. Recommended Corequisite: EDUC 2425.
EDUC 4615 - Language Acquisition for Bilingual Learners
Primary Instructor
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Fall 2020
Examines the variables that interact in the process of learning a second language and developing bilingualism/bi-literacy. These variables include the learner's background, motivation, linguistic, cognitive, emotional, social, cultural, and political factors. The course will examine these factors and generate understandings about how they work together to foster or inhibit successful development of bilingualism/bi-literacy in community, home and school contexts.
EDUC 8630 - Bilingual and Biliterate Development in Children and Adolescents
Primary Instructor
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Fall 2021
This advanced doctoral seminar introduces doctoral students to key theories and empirical research on bilingual and biliterate development in school age children (preK ' 12). Participants will explore sociolinguistic, sociocultural, and psycholinguistic perspectives of the language and literacy development of children growing up with two or more languages, and critically examine how varying educational contexts and policies impact the schooling experiences of bilingual learners from early childhood to late adolescence. Recommended Restriction: Doctoral students only.
