Foundations of Biliteracy Education
EEND-650/MSED-750

Introduces theory and application of planning, self-reflection, and continual improvement of dual language programs including interdisciplinary curriculum and instruction, teacher preparation, and family engagement.  Candidates will identify the pedagogical and organizational principles of dual language education based upon relevant literature and research.  Using this knowledge, candidates will analyze and evaluate existing dual language programs and identify areas of growth for effective program implementation. 

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Candidates

Demonstrate an understanding of curricular, instructional and language learning practices critical for student success in a dual language program.  

Serving the Community

Articulate positive attitudes toward bilingualism through the professional exchange of ideas, experiences, and insights pertaining to biliteracy development.

Finding Our Professional Selves

Demonstrate an enhanced understanding of the professional role as advocates of biliteracy in a dual language setting.

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

1. Describe the fundamentals of bilingual and bicultural educational theory and the implication for multilingual and multicultural education in Bilingual programs (MABE – 1.1-3; 4.1s; 5.1), (TESOL-Standard 1; 5c), (ILA Standards for Reading Professionals-4.4), (TLMS – 2.a; 4.b,  4.f, 6.b, 6.c, 7.b), (IL-BTS 2.c), (IL-ETS -  1.b, 1.c; 2.a; 3.a.i, a.ii; 5.c.i) 
2. Understand how language, power, policy, stakeholders, students, and staff both affect and inform the design, and development of dual language programs (MABE 1.1s; 2.3s; 4.1s; 5.1s), (TESOL-Standard 1, 2a, 5c), (ILA Standards for Reading Professionals-4.1-4), (TLMS – 2.a; 4a, b, f;  6b, c, e; 7b, c), (IL-BTS 2.c), (IL-ETS -  1b, c; 2a, c, d; 3a.i, 5.c.i, cii) 
3. Model effective skills in presenting ideas to promote professional learning. (MABE – 4.1s, 5.1), (TESOL-Standard 1, 2a, 4b,c, 5c), (ILA Standards for Reading Professionals-4.3, .4), (TLMS – 2a; 4a, b, f; 6b, c, 7b), (IL-BTS 2.c), (IL-ETS - 1b, c; 2a, c, d; 3a.i, 5.c.i , c.ii) 
4. Evaluate teaching materials and resources for appropriateness as related to cultural relevance. (MABE – 1.1s; 2.3s; 4.1s; 5.1s), (TESOL Standard 1, 2a), (ILA Standards for Reading Professionals -4.1-.4), (TLMS -  2.a; 4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c, d; 3a.i, 5.c.i , c.ii) 
5. Demonstrate knowledge of and apply concepts, research, and best practices to plan classroom instruction in an environment for multilingual learners.  (MABE – 1.1-3; 4.1s; 5.1), (TESOL -Standards 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals - 4.3, .4), (TLMS – 2a; 4a, f; 6b, c; 7b), (IL-BTS - 2c), (IL-ETS 1b, c; 2a, c; 3.a.i, a.ii; 5.c.i, c.ii)
6. Understand their role as an advocate, a resource, and provide leadership within their school and community. (MABE – 1.1-3s; 4.1s; 5.1s), (TESOL-Standard 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals-4.1-.4), (TLMS – 2.a; 4.a, b, f; 6.b, c; 7b), (IL-BTS 2c), (IL-ETS -  1b, c; 2a, c; 3.a.i, a.ii; 5.c.i, c.ii) 
7. Support the collective responsibility for meeting the academic, social, emotional, and physical needs of each student, aligned with the school’s mission, vision, and core values.  (TESOL - Standard 5c), (ILA Standards for Reading Professionals - 4.4), (IL-ETS - 1.b, c; 2.c) 
8. Analyze environmental data to promote language and content learning. (MABE – 4.1s; 5.1), (TESOL-Standards 1, 2a, 4b, c; 5c), (ILA Standards for Reading Professionals -4.3, .4), (TLMS -  2a; 4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c; 3a.i, 5.c.i , c.ii) 
9. Reflect on and complete an assessment of a school’s culture and climate in relation to a dual language program, including goal setting. (MABE - 4.1s, 5.1), (TESOL -Standards 1, 2a), (ILA Standards for Reading Professionals-4.2- .4), (TLMS - 4.a, 6.b,  c), (IL-BTS - 2.c), (IL-ETS -1b, c; 2a, c; 3.a.i, 5.c.i, c.ii) 
10. Evaluate a dual language program that is both context- and research-based, including program mission, purpose, goals, outcomes, components, instruction, curriculum, staffing, and students.  (TESOL Standard 2a), (ILA Standards for Reading Professionals -4.4), (TLMS -  4a, f; 6b, c; 7c), (IL-BTS - 2c), (IL-ETS - 1b, c; 2a, c; 3a.i, 5.c.i , c.ii) 

Discussions

Candidates will respond to content discussions providing a reflection sharing insights and knowledge gained.  Candidates will also provide thoughtful and timely feedback to other candidates.

• Course outcomes 1, 2, 3, 6
• Standards: (MABE - 5.1), (TESOL-Standard 5c), (ILA for RP - 4.4), (TLMS - 4.b, f, 6b, c, 7b), (IL-BTS 2.c), (IL-ETS -  1.b, c; 5.c.i) 

Memory Technique for Dual Language Components

Candidates will create an acrostic, acronym, rhyme or alliteration listing essential components of effective dual language programs.  

• Course outcomes 1, 5, 6
• Standards: (MABE - 1.1-.3 ,  4.1s), (TESOL- Standard 1),  (TLMS - 2a , 4f, 6b), (IL-BTS 2c), (IL-ETS 1.b,  2.a, 3.a.i)

Culturally and Linguistically Relevant Book List

Candidates will identify bilingual books that can be utilized in different literacy activities to support bilingual reading identities and analyze the various elements of each text’s academic language.

• Course outcomes 2, 4, 6
• Standards: (MABE – 1.1s, 2.3s,  4.1s, 5.1s), (TESOL Standards 1, 2a), (ILA for RP - 4.1-.4), (TLMS- 2.a , 4.a,  4.f, 6.b,  6.c), (IL-BTS - 2.c ), (IL-ETS 1.b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i)   

Dual Language Instructional Strategies Presentation

Candidates will create and record a presentation sharing the non-negotiable dual language instructional practices.

• Course outcomes  3, 5, 6, 8
• Standards: (MABE - 4.1s , 5.1), (TESOL Standards 1, 2a, 4b, 4c), (ILA for RP - 4.3), (TLMS -  2.a, 4.a: 4.f; 6.b; 7.b), (IL-BTS -  2.c), (IL-ETS 1.b, c; 2.a, c; 3.a.i, 3.a.ii, 5.c.i)

Reflection on Culturally Responsive Principles

Candidates will identify Culturally Responsive Principles that need to be strengthened in order to improve a selected dual language program (structure and/or instruction).

• Course outcomes 2, 4, 6, 9
• Standards: (MABE - 4.1s, 5.1), (TESOL -Standards 1, 2a), (ILA for RP - 4.2 -4), (TLMS - 4.a, 6.b,  6.c), (IL-BTS - 2.c), (IL-ETS - b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i)   

Promoting Community Engagement

Candidates will collaborate with stakeholders to create a plan for a school or district community event taking into consideration the community they serve.

• Course outcomes 2, 6, 7
• Standards: (MABE - 5.1s), (TESOL-Standard 2a), (ILA for RP 4.2, 4.4), (TLMS – 4.a, 6.b, c, e; 7.c), (IL-BTS - 2.c), (IL-ETS - 2.c, d; 5.c.ii) 

Dual Language Observation Checklist

Candidates will create a Non-Negotiable Dual Language Observation Checklist to determine appropriate classroom instruction for a dual language classroom.

• Course outcomes 5, 6, 8
• Standards: (MABE - 5.1, 4.1s), (TESOL -Standards 1, 2a, 4b, c), (ILA for RP - 4.3, .4), (TLMS - 4.a, f; 6b, c), (IL-BTS - 2.c), (IL-ETS 1.b, 2.a, c, d; 3.a.i, 3.a.ii, 5.c.i 5.c.ii) 

Final Project – Capstone Assignment

Candidates will conduct a dual language classroom visit, observe the classroom environment, and interview a current dual language program educator.

• Course outcomes 2, 4, 5, 8, 10
• Standards: (TESOL Standard 2a), (ILA for RP - 4.4), (TLMS -  4.a, f; 6.b, c; 7.c), (IL-BTS - 2c), (IL-ETS - 1.b, c; 2.a, c; 3.a.i, 5.c.i , 5.c.ii) 

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