This course provides participants with the knowledge base necessary for understanding the historical, political, legal, social and educational aspects of Bilingual and Second Language Education. Theories in Bilingual/ESL Education will be reviewed, as well as state and local policies, district policies, and their overall benefits and impact on second language learners. The course will also provide a foundation of first and second language acquisition theory, as well as various program models, approaches, and philosophies in Bilingual Education and a foundation of biliteracy development in Spanish and English. There will be a strong focus on caring for second language learners with the goal of promoting and supporting their academic success.
Required Text(s)/Reading(s)/Sources of Information:
Baker, C. (2006). Foundations of Bilingual Education and Bilingualism, (4th Edition).
Learning Outcomes & Objectives
When you leave you this course, you should have a firm understanding of the social, historical, political, legal, and various educational aspects of bilingual education and the education of English language learners and its influence on teacher approaches and the design and implementation of bilingual/bicultural curriculum. You will be knowledgeable in the following:
- Language and discourse diversity in various social and educational contexts
- The importance of addressing the unique needs of culturally and linguistically diverse student populations
- The history of bilingual education and education of English language learners in the United States
- The history and influence of teaching and learning other languages throughout the United States
- The sociopolitical nature of bilingual education and the implications in policy formation, teacher attitudes and pedagogical development, and the teaching-learning of English language learners
- Local, state and federal laws and policy regarding the education of English language learners and what guides curriculum and teaching approaches
- (Texas state standards for bilingual education students will be reviewed and discussed based on information from the following websites):
- Pedagogy and approaches in working with culturally and linguistically diverse student populations
- Second language acquisition theory and the nature of language
- The role of culture, context and identity in language and literacy teaching and learning
- Bilingual education programs, design, and curriculum
- Teaching content – Materials, methods and assessment in working with English language learners
- Understand state law and Chapter 89.
BILINGUAL EDUCATION STANDARDS
Standard I. The bilingual education teacher has communicative competence and academic language proficiency in the first language (L1) and in the second language (L2).
Standard II. The bilingual education teacher has knowledge of the foundations of bilingual education and the concepts of bilingualism and biculturalism.
Standard III. The bilingual education teacher knows the process of first- and second-language acquisition and development.
Standard IV. The bilingual education teacher has a comprehensive knowledge of the development and assessment of literacy in the primary language.
Standard V. The bilingual education teacher has a comprehensive knowledge of the development and assessment of biliteracy.
Standard VI. The bilingual education teacher has a comprehensive knowledge of content-area instruction in L1 and L2.
This course is also aligned with the State Standards for Bilingual Education. Students are responsible for knowing and understanding all standards for bilingual education as well as the TEKS, Texas Essential Knowledge and Skills. These are available at the following websites:
All TEKS, Texas Essential Knowledge and Skills for all grades and subjects can be found at this website.
- All information regarding testing and standards for teacher certification in the area of specialization can be found at the following website:
TExES Texas Examinations of Educator Standards
Field 103: Bilingual Education\Generalist EC–4
Test Framework Domain Range of Competencies
I. Bilingual Education 001–004
II. English Language Arts and Reading 005–015
III. Mathematics 016–019
IV. Social Studies 020–023
V. Science 024–027
VI. Fine Arts, Health, and Physical Education 028–031
Standard I.* The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.
Standard II.* The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity, and excellence.
Standard III.* The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process, and timely, high-quality feedback.
Standard IV. The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.