This pathway consists of three courses and is designed for monolingual teachers who will be teaching in dual language schools. The courses provide teachers with knowledge of bilingualism and bilingual education, as well as critical language arts instructional approaches that center language for teaching literacy.

EDUC7615: Foundations of Dual Language and Bilingual Education (1 credit, online)

June 24 - August 8, 2019

Students will be able to walk into any school that offers a bilingual program and/or serves bilingual pupils and identify the type of program in place depending on the specifics of different contexts. In service of this goal, students will explore the following characteristics of language education programs in the U.S specifically: history, models (and key attribute of program types) political contexts and legal foundations. Students will understand dual language models, design, and implementation, specifically: competencies, knowledge, and skills of dual language teachers, features of instruction and assessment, and implementation

EDUC7621: Bilingualism, Second Language, and Literacy Acquisition (3 credits, hybrid)

Fall 2019

Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy.

EDUC7547: Teaching Narrative Writing to K-8 Students (1 credit, online)

Fall 2020

This is a project-based course where groups of participants will collaborate to develop a writing unit in a genre appropriate for their grade level. Using a genre-based pedagogy informed by systemic functional linguistics, participants will learn what and how to teach non-fiction narratives (Personal and procedural recounts, autobiographies, biographies, empathetic autobiographies, and historical recounts) and fictional narratives. Features of the genres demanded in elementary and middle schools will be learned and practiced. The strong emphasis on language development distinguishes this approach from others currently used in schools. The approach to teaching guides teachers in ways of apprenticing students to writing that builds confidence and success.