Methods and Materials for Teaching Bilingual Students
EEND and MSED-637

Focuses on the strategies appropriate for teaching bilingual students in a bilingual program of instruction.  Language development of the bilingual students is explored through instructional theories, methods, and approaches to promote bilingual learning and language.  Special consideration will be given to integration of literacy in content areas, assessment of bilingual students, and effective parental involvement in bi-literacy development.

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

Candidates will develop and understanding of how to create learning environments for first and second language development. 

Serving the Community

Candidates will demonstrate the ability to interact with colleagues and members of the community in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights on the second language learning.

Finding Our Professional Selves

Candidates will demonstrate an enhanced understanding of their professional role as advocates of language minority students.

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:

Standard 1: Knowledge about Language

Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help English Language Learners (ELLs) acquire academic language and literacies specific to various content areas.

Standard 2:  ELLs in the Sociocultural Context

Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of ELLs as supported by research and theories.  Candidates investigate the academic and personal characteristics of each ELL, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their ELLs.  Candidates recognize how educator identify, role, culture and biases impact the interpretation of ELLs’ strengths and needs.

Standard 3: Planning and Implementing Instruction

Candidates plan supportive environments for ELLs, design and implement standards-based instruction using evidence-based, ELL-centered, interactive approaches.  Candidates make instructional decisions by reflecting on individual ELL outcomes and adjusting instruction.  Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their ELLs’ acquisition of English language and literacies in the content areas.  Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for ELLs.

Standard 4: Assessment and Evaluation

Candidates apply assessment principles to analyze and interpret multiple and varied assessments for ELLs, including classroom-based, standardized, and language proficiency assessments.  Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning.  Candidates understand the importance of communicating results to other educators, ELLs, and ELLs’ families.

Standard 5:  Professionalism and Leadership

Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of ELLs, advocating for ELLs and their families, engaging in self-assessment and reflection, pursuing continuous professional development, and honing their teaching practice through supervised teaching.

Discussions

Candidates will respond to discussion prompts directly related to assigned readings.  Candidates will demonstrate the ability to interact with colleagues through an exchange of ideas, thoughts, experiences and insights.

• Standards: TESOL/CAEP D1a-b; D2; D3b-c; D4; D5b

Activities

Candidates will participate in activities that involve further investigation, evaluation, and application based upon the various objectives and topics presented in the course.

• Standards: TESOL/CAEP D1a-b; D2; D3b-c; D4; D5b

Reflections

Candidates will synthesize understandings and engage in reflection as to how the course topics influence their professional experiences and goals.  Candidates will self-evaluate their progress and address areas for future inquiry.  

• Standard: TESOL/CAEP D5b

Capstone Project

Candidates will complete lesson plans consisting of a preview, focused learning, application, and bridge stages. The lessons will be designed around a Big Idea and include methods/strategies for teaching bilingual students in a bilingual program setting.  Lessons will include the deliberate integration of listening, speaking, reading, and writing skills, as well as direct or indirect treatment of grammar and vocabulary. Learning activities will be outlined for individual students, small groups, and the class as a whole.

• Standards: TESOL/CAEP D1-D5 (all)

Students should use the MyUSF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the MyUSF portal.

• A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. Students are expected to follow all policies in the USF Catalog and Student Handbook, both of which can be found in the student portal.
• Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).
• Policies not covered in this document will be handled in accordance with the USF Catalog, Student Handbook, and Program Handbook as applicable.

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Accessibility Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Accessibility Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Accessibility Services at 815-740-3631 or [email protected] . The Office of Accessibility Services is located on the third floor of Tower Hall in room N320. Consultations are welcome; please contact the Office of Accessibility Services for an appointment.

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• Web: techsupport.stfrancis.edu
• Or visit them on the first floor of Marian Hall

The Academic Resource Center (ARC) located in Room N316 in Tower Hall (815-740-5060 or [email protected]) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.