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MLE 543: Methods for Teaching Entering and Emerging Multilingual Learners

Multilingual Education · 5 credits · Chldhood,Elem,&MulitLing Educ

An introduction to the theoretical and practical concerns in teaching English as an additional language/bilingual education to students at entering & emerging levels of language proficiency across P-12. The course is framed by a culturally and linguistically sustaining pedagogical approach, including strategic uses of translanguaging. The focus is on building oral language as a bridge to early literacy (to include phonemic and phonological awareness, morphological knowledge), with emphasis on applying theories of second language acquisition to task design. The course provides guided practice in material selection and development, with a specific focus on students new to the US school system. Students will engage in task, lesson, and unit design that integrates interpretive and expressive modes of language. Students will also examine a variety of formative and summative assessment strategies, as well as be introduced to language proficiency assessments. Students will examine the intersection of special education/highly capable programs and ELL/Bilingual programs for dual identified multilingual students. This course requires participation in guided interactions with English language learners.

Offered in 2 of the 26 listed terms (Fall 2022 to Winter 2024).

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Prerequisites

MLE 542 (minimum grade C)

From Banner's catalog for Spring 2027. Banner lists only the requisites it enforces, so check the catalog entry too.

Required by (1)

MLE 544

Syllabi and course websites

None listed yet.

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Instructors

Every offering in the listed terms (2 sections)