EDU535: Culturally and Linguistically Diverse Education for Bilingual Education

Course Credits:
3
Course Hours Per Week:
15

Course Overview

This course provides candidates with an understanding of the pressing issues in educating bilingual learners. Students will investigate myriad issues, including:

  • Differences and similarities in language and reading development for bilingual and monolingual learners
  • The intersection and distinction between second-language learning and special needs

The course project, Meeting the Needs of Bilingual Learners: A Field Guide for Teachers, will prepare the candidates to provide high quality education for the bilingual learners by conducting interviews and classroom observations in order to develop the course project.

This course does not include a required field-based activity.

It is recommended that you review the TESOL Standards and NCATE Domains for the Culturally and Linguistically Diverse courses offered at JIU to determine the appropriate courses that meet your specific state or international requirements.

Course Learning Objectives

  • Discuss the goal of bilingual education, including the target population, and the crux of the bilingual education debate.
  • Describe the heterogeneity among the bilingual learner school-aged population and the implications for classroom instruction.
  • Examine historical perspectives and influences (including policies) in the field of bilingual education as applied to the classroom setting.
  • Identify similarities and differences between the development of language and literacy skills among monolingual and bilingual learners.
  • Describe the theoretical foundations of bilingual education and the various pedagogical models for educating bilingual learners.
  • Apply knowledge of factors internal and external to the bilingual learner, including current research in the field of bilingual education, to facilitate the learning process of bilingual learners spanning PK-12.
  • Utilize informal and formal assessments to differentiate typical bilingual learning from special needs issues, including the difference between English proficiency and content-area proficiency.