Language Use in Multilingual Classrooms

Catalog description

is designed to empower teachers with the theory, principles, knowledge, and skills to effectively affirm, welcome, and respond to a diverse range of multilingual students, incorporating their strengths, needs, and identities. Graduates will join California schools that prepare students with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California. Note that Alder chooses to use the asset-based term “multilingual learners” to mean the same as “English Learners” or “Emergent Bilinguals.” Alder also uses the phrase “students classified as English Learners/ELs” to indicate the institutional process embedded within the classification.. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both California ELA/ELD Framework and the Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of multilingual students. In addition, students will understand the complex history of multilingual instruction including keystone historic events such as the Treaty of Guadalupe Hidalgo through important case law such as Lau v Nichols. Through this learning residents will be able to realize excellent teaching in their classrooms and the vision of California’s roadmap for English Learners.