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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

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

  • Template 2015
  • Section TMPL
  • 3 Credits
  • 07/22/2015 to 07/22/2115
  • Modified 07/19/2020

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 


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. Student ability to use appropriate teaching and learning strategies in a bilingual program classroom will be considered.

Serving the Community

Candidates will articulate positive attitudes toward language minority Candidates and demonstrate the ability to interact with colleagues and 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 Candidates.


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. Participants will develop a unit for a bilingual classroom that includes appropriate teaching and learning strategies for content learning and for first language and second language development. Appropriate learning and teaching strategies include: TESOL/CAEP D1a-b; D2; D3a-c; D4all; D5b
    • Diversifying instruction for academic and language proficiency
    • Planning learning experiences in L1 and L2
    • On-going and embedded assessment
    • Integrating instructional strategies/ activities for transition between languages
    • Activities that promote higher level and meet cognitive thinking
  2. Participants will explore a broad range of issues affecting the development and implementation of successful Bilingual programs: TESOL/CAEP D1a-b; D2; D3a-c; D4all; D5b
    • Program Model Choice and Critical Features for Program Success
    • Language Allocation
    • Teaching Literacy in Two Languages: Comparing English teaching methods to those of other languages
    • Cooperative Structures
    • Strategies for Academically and Linguistically Diverse Classrooms
    • First and Second Language Development
    • Promoting Use of the Minority Language
    • Assessment
    • Advocacy
  3. Create a classroom culture that embraces ethnic and cultural diversity TESOL/CAEP D4all
    • Integrate cultural diversity in the design and development of instructional materials
  4. Enhance and continue to cultivate an attitude of professionalism by exhibiting the following behaviors: preparedness, neatness, organizational skills, poise, leadership, self-motivation, responsibility, promptness, professional curiosity, and proper oral and written communication skills; TESOL/CAEP D5all


All required materials will be supplied within the course.


Weekly Discussions and Activities

Candidates will respond to weekly discussion prompts directly related to assigned readings.

Candidates will create one weekly activity that involves further investigation, evaluation, and application on the week’s objectives.

Candidates will demonstrate the ability to interact with colleagues in a professional manner through exchanging (both listening and sharing) ideas, thoughts, experiences, and insights; TESOL/NCATE Standard D5b

  • Week 1: TESOL/CAEP Standard D1a-b, D2
  • Week 2: TESOL/CAEP Standard D1a-b; D2; D3a-c
  • Week 3: TESOL/CAEP Standard D1a-b; D2; D3a-b
  • Week 4: TESOL/CAEP Standard D1a-b; D2; D3a-b
  • Week 5: TESOL/CAEP Standard D1a-b; D2; D3a-b
  • Week 6: TESOL/CAEP Standard D1a-b; D2; D3a-c
  • Week 7: TESOL/CAEP Standard D1a-b; D2; D3a-c; D4all; D5b
  • Week 8: Candidates will demonstrate all the corresponding outcomes detailed above in a course Capstone project.

Weekly Reflections

The weekly reflection is an opportunity for students to synthesize understandings and practice deep reflection as to how these topics impact your professional experiences and goals. Students are encouraged to share personal experiences, self-evaluate their progress, and address areas for future inquiry. 

  • TESOL/CAEP Standard D5b

Capstone Project -Bilingual Lesson

Candidates will complete the lesson plan template consisting of the preview, focused learning, application, and bridge stages. The Bilingual Lesson Plan Template provided in week two of the course is to be used. The lesson will be designed around a Big Idea. It will include methods/strategies for teaching bilingual students in a bilingual program setting, and a deliberate integration of listening, speaking, reading, and writing skills, as well as direct or indirect treatment of grammar and vocabulary. The lesson must incorporate activities for the individual, small group, and class as a whole.

  • TESOL/CAEP Standard s D1-D5 all

Course Policies

Policies for the College of Education at University of St. Francis

CLICK HERE (requires active student account) for policies, including but not limited to:

  • Method of Instruction
  • Expectations of Candidates
  • Online Courses
  • Attendance Policies for Site-Based and Online Courses
  • Minimum Standards for Writing
  • Computer and Digital Information Literacy Skills

Course Evaluations | Surveys

Information gathered through course evaluations and surveys is an important part of maintaining quality and continuous improvement in courses, and it is the University’s expectation that students will thoughtfully participate in this evaluation process.

Institutional Policies

Students should use the USF 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 USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

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.

Services and Accommodations for Students with Disabilities (ADA)

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 Disability 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 Disability 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 Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via:

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) 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.

Additional Items

Course References

Escamilla, K (2000). Bilingual means two: Assessment issues, early literacy and two language children. Research in literacy for limited English proficient students, , 100-128.

Escamilla, K. & Hopewell, S. (2010). Transitions to billiteracy: Creating positive academic trajectories for emerging bilinguals in the United States. In J. Petrovic (Ed.) International Perspectives on Bilingual Education: Policy, Practice, Controversy. Charlotte, NC: Information Age Publishing

Espinosa, L (in press). Second language acquisition in early childhood. In New, R & Cochran, M. (EDs.) Early childhood Education: Westport, CT: Greenwood Publishing Group.

Genesee F, Paradis J., Crago, M.B. (2004) Dual Language Development and Disorders: A Handbook on bilingualism and second language learning. Baltimore, MD: Brookes, 2001. 256 pp.

Pease-Alvarez, L. & Hakuta, K. (1992). Enriching our views of bilingualism and bilingual education. Educational Researcher, 21 (March), 4-19.

Potowski, K. (2005) Fundamentos de la ensenanza del espanol a hispanohablantes en los EE.UU. Madrid: ArcoLibros

Soltero-Gonzalez, L., Hopewell, S. & Escamilla, K. (In Press). A bilingual perspective on writing assessment:Implications for teachers of emerging bilingual writers. Li, & P. Edwards (Eds.) Best Practices for Teaching English Language Learners.

Swanson, C. B. (2009) Perspectives on a Population: English Language Learners in American Schools. Bethesda, MD: Editorial Projects in Education, Inc. Retrieved April 12, 2012 from

Tabors, P., & Snow, C. (1994). English as a second language in preschools (pp. 103-125). In Genesee, F. (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community. New York, NY: Cambridge University Press