Standard 4: Bilingual Methodology

Narrative Response

Documentation/Evidence

The bilingual teacher preparation program prepares bilingual candidates to understand the interrelatedness among the four domains of language (listening, speaking, reading, and writing) and to know language forms and functions.

NEWLY ADDED:

Bilingual Authorization teacher candidates are prepared to plan, develop, implement and assess standards-aligned content instruction in both the primary and target language across all methods course in the general and bilingual authorization courses. The program level approach in our methodology on bilingual instruction in the primary and target languages was carefully planned throughout their bilingual authorization program. When designing this program, it was critical to offer 4 courses that will be taught in Spanish for at least 50% of instruction (delivery, materials, assignments). Of the 4 courses, 3 are methodology courses; Methods for Language Literacy in Spanish (100 % in Spanish), and Bilingual Elementary Curriculum Methods 1 & 2 (50% in Spanish).

The sequence of these courses allows for gradual acquisition of skills in the areas of planning, assessment and implementation of standards aligned instruction in the primary and target languages. In each of these courses, students are placed in dual immersion classroom for practicum and extended practicum so they have the possibility to assess their students in Spanish and English and plan instruction accordingly. Since they also take a Methods for Language and Literacy in English, they also have opportunities to conduct assessments in English during their clinical placement for those courses.

In the Bilingual Elementary Curriculum Methods courses 1 & 2, they continue developing their primary language skills through assessing their students in the content areas and by planning and implementing lessons in Spanish and English for Math, Science, and the Humanities. In these lessons, they are able to utilize academic language in the primary and target language learned in the Language and Literacy Methods course in Spanish and the academic language they are learning concurrently in the Bilingual Elementary methods 1 & 2.

EDTE 319P/519P Methods for Language and Literacy in Spanish addresses teaching of oral, reading and writing in Spanish. This course includes understanding effective practices to teach children to decode and encode and to read to learn. Bilingual candidates understand interrelatedness among the four domains and develop lessons that incorporate practice with language structures, forms and functions. They also apply knowledge of contrastive analysis, literacy analysis and differentiation in L1 & L2. In this course, they assess a focus student in the four domains in Spanish, paying particular attention to use of language forms and functions.

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc. Chapter 1: Foundations in Teaching for Biliteracy.
Chapter 1 Freeman and Freeman, El contexto para desarrollar la lectoescritura de los estudiantes bilingues

EDTE 312P/512P Methods for English Learners helps candidates understand the interrelatedness of language in the four domains in English and prepare ELD lessons that include instruction of structures, forms and functions and that are appropriate to student language proficiency levels. They learn about second language acquisition and the interrelatedness of in the development of listening, speaking, reading and writing.

Readings:

1)Wayne E, Wright. (2015). Foundations for teaching English language learners: Research, theory and policy and practice. Philadelphia: Caslon Publishing. Chapter 3 Language Learning and Teaching; Chapter 7 Listening and speaking; Chapter 8, reading; and, Chapter 9 Writing

2)Dutro, S. (2005). A focused approach to frontloading English Instruction for Houghton Mifflin Reading, K-6 (California Reading and Literature Project).

EDTE 320P/520P& EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II explores how to address the interrelatedness of language and literacy development in bilingual/ dual language education settings. Candidates gain an understanding on interrelatedness among the four domains of language (listening, speaking, reading, and writing) and use a variety of strategies for developing students’ content-area knowledge and skills in bilingual/ dual language education settings

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc.
Chapter 1: Foundations in Teaching for Biliteracy.

Supplemental reading:

Hornberger, N. (2003) Continua of Biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings.

Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish
- Link to sessions #10 & 12

Link to assignment:

Literacy Unit, Pg.10
Lesson for focus student Pg.9
- Syllabus EDTE 312P/512P Methods for English Learners
- Link to sessions #2, #3, #4, #5, #6 & #10

Link to assignment:

ELD Lesson Pg. 9
- Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science
- Link to session #2

Link to assignment:

STEM Unit Pg.18
Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to sessions #4, #10, #14

Link to assignment:

PBL Unit Pg. 11

The program also prepares candidates to plan, develop, implement and assess standards-aligned content instruction in the primary and target language.

EDTE 319P/519P Methods for Language and Literacy in Spanish provides theory and practice on using standardized and non-standardized primary language assessments. The course provides opportunities for selecting effective strategies and planning for developing students’ literacy in Spanish. The lessons for the focus student include language and grade-level content objectives in language arts in Spanish.

Readings:

Chapter 5 Freeman and Freeman, Los metodos para ensenar la lectura en espanol
Chapter 6 Freeman and Freeman, El enfoque basado en principios para la ensenanza de la lectura
Gomez, R. Dual language instruction and contrastive analysis in the elementary grades. https://assets.pearsonschool.com/asset_mgr/current/201829/DualLangInstWP_RichardG_hi.pdf

In EDUC 312P/512P Methods for English Learners

Candidates learn to develop activities and plan instruction for the four domains. They develop an ELD/ELA lesson based on the focus Ell assessment results. They assess their instruction in English through the ELD lesson’s reflection, bi-weekly and final reflections. They also develop SDAIE/UDL/Changemaking lessons that are ELA standards in English aligned content.

Reading:

Ferlazzo, L. & Hull, K. (2018). The ELL Teacher’s toolbox: Hundreds of practical ideas to support your students. San Francisco: Jossey and Bass.

EDTE 320P/520P & 321P/521P Bilingual Elementary Curriculum Methods I & II guide candidates in learning how to plan, develop, implement and assess standards-aligned instruction in the primary and target language in Math, Science, Social studies and the Arts. They select and use strategies for developing students’ content-area knowledge and skills in dual language education settings including language and grade-level content objectives in lessons.

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc.
Chapter 4: Planning the Strategic Use of Two Languages.

Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish
- Link to session #8

Link to assignment:

Case study of bilingual learner, Pg.9
Lessons for focus student P.9
Literacy unit Pg.10
- Syllabus EDTE 312P/512P Methods for English Learners
- Link to sessions:#3, #4, #5, #6, #9,#10, #11, & #12

Links to assignments:

ELD Lesson Pg. 9
Bi-weekly reflection, Pg. 10
Final reflection, Pg. 10
- Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science
- Link to sessions # 3 & #7

Link to assignment:

STEM unit Pg. 18
- Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to sessions # 7

Link to assignment:

Lessons for field-based assignment Pg.11
PBL Unit Pg.11

Candidates are prepared to employ a variety of instructional and assessment strategies, appropriate to student language proficiency levels, that foster higher-order thinking skills.

EDTE 319P/519P Methods for Language and Literacy in Spanish includes a case study in which candidates assess and develop focused instruction for a minimum of 3 students at different proficiency levels in the 4 domains in Spanish. They also plan three lessons and effective strategies for the students and implement at least one lesson.

EDTE 312P/512 Methods for English Learners

Candidates develop ELD/ELA lessons that are appropriate for the students’ proficiency levels SDAIE/UDL/ Changemaking lessons for their focus Els. The candidates also develop SDAIE/UDL lessons that foster higher order thinking skills and addresses the needs of students at the different proficiency levels including differentiation for students at the beginning levels of proficiency and students with disabilities.

Reading:

Wayne E, Wright. (2015). Foundations for teaching English language learners: Research,
theory and policy and practice. Philadelphia: Caslon Publishing. Chapter 7 Listening and speaking; Chapter 8, reading; and, Chapter 9 Writing

Videos:

https://www.youtube.com/watch?v=s4A85oOjZW0
Comparing two texts with a Venn diagram https://www.youtube.com/watch?v=3pgYIqm1Guc&index=2&list=PLoU659hwTdDaCefJI0UvL__51UTaSVpe7
Literacy strategies for Ells https://www.youtube.com/watch?v=gTkX1oTbfVc
Interactive reading of a story https://www.youtube.com/watch?v=Bi_sWt8NDHk&list=PLoU659hwTdDaCefJI0UvL__51UTaSVpe7

EDTE 320P/520P & EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II includes theory and practice of student -centered constructivist strategies for bilingual learners. Candidates develop lesson plans based on student assessment that differentiate for different language proficiency. It includes methods such as G.L.A.D to foster higher thinking skills.

Readings:

OCDE Project GLAD- Assessment and Feedback Component Area- Project GLAD en español. These readings address a variety of instructional and assessment strategies appropriate to student language proficiency levels in the dual language classroom. Students will have an opportunity to implement these assessment strategies and document findings on students in a dual language classroom.

Syllabus EDTE 319P/519P Methods for Language and Literacy in Spanish

Link to sessions #5, 7, 8, 9, 10, 12

Link to assignments:

Case study of bilingual learner, Pg.9
Lesson for focus studentPg.9
Literacy unit Pg.10
- Syllabus EDTE 312P/512P Methods for English Learners
- Link to sessions:#3, #4, #5, #9, #11, & #12

Link to assignment:

Individualized English Language Proficiency Assessments Pg. 9
ELD/ELA lesson Pg. 9
SDAIE/UDL/Changemaking lesson Pg. 10
- Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science
- Link to session # 13

Link to assignment:

STEM unit Pg.18
Field based assignment: Video lessons, self and peer reflections Pg. 18
- Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to session #8, #14

Link to assignment:

The program ensures that bilingual candidates have knowledge of bilingual instructional models, instructional strategies and materials to appropriately apply them to their instructional and assessment practices.

EDTE 318C/518C Educating the LatinX Student: History and Culture introduces candidates to different bilingual instructional models and they evaluate bilingual programs/classrooms where they are placed and through scenarios.

Readings:

Baker and Wright- read Chapter 10 “Types of Bilingual Education” and learn about the different program models and how they respond to the theories of bilingual education.

EDTE 320P/520P& EDTE 321P/521P Bilingual Elementary Curriculum Methods I & II supports candidates in learning how to plan, develop, implement and assess standards-aligned instruction in the primary and target language in Math, Science, Social studies and the Arts. They select and use strategies and materials for developing students’ content-area knowledge and skills in dual language education settings including language and grade-level content objectives in lessons.

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc.
Chapter 8: Writing: A Multilingual Perspective

In this chapter, candidates will learn writing strategies that respect and reflect all the language resources of language learners and the language experience approach. They will learn to use dialogue journals and content-area journals in the dual language classroom in Math, Science, Social studies and the Arts.

Syllabus EDTE 318C/518C Educating the LatinX Student: History and Culture
Link to session 6, 7

Link to assignment:

Journal Critique Assignments, pg. 5
Research Bilingual Program Models Assignment, pg. 6, 7
- Syllabus EDTE 320P/520P Bilingual Elementary Curriculum Methods I-Math and Science
- Link to sessions # 7, #8, #10 & #13

Link to assignment:

STEM Unit Pg.18
Field based assignmentPg.18
- Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to sessions #4, #7, #9, #10, & #11

Link to assignment:

Programs develop bilingual candidates’ understanding of knowledge of intercultural communication and interaction that is linguistically and culturally responsive.

In EDTE 318C/518C Educating the LatinX Student: History and Culture learn about Crosscultural, intercultural/ intracultural relationships/ interactions

Readings:

Read in Baker, Chapter 18 Bilingualism and Bilingual Education: Ideology, Identity and Empowerment
Baker, Chapter 17 Bilingualism and Bilingual Education as a Problem, Right and Resource

Syllabus EDTE 318C/518C Educating the LatinX Student: History and Culture
- Link to session- 6, 11, 13

Link to assignment:

Journal Critique Assignments, pg. 5
Annotated Bibliography Assignment, pg. 5
School and Classroom Observation Assignment, pg. 6
Culture Study Assignment, pg. 6
Design of a Transformational Environment Classroom, pg. 8

The bilingual teacher preparation program further prepares candidates to evaluate, select, use and adapt state-board adopted and state-board approved materials, as well as other supplemental instructional materials.

EDTE 321P/521P Bilingual Elementary Curriculum Methods II Includes the examination of subject matter materials in Spanish and English. Candidates learn to evaluate, select, use and adapt State board and supplementary materials.

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc.
Chapter 4: Planning the Strategic Use of Two Languages.
Spanish Language Development Standards

Syllabus EDTE 321P/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to sessions #4, #5, #7

Link to assignment:

Activity: Collaborative group posters on materials Pg. 13

The program provides opportunities for teacher candidates to demonstrate the ability to use a variety of criteria for selection of instructional materials, to assess the suitability and appropriateness for local context and to augment resources when they are not suitable or available.

EDTE 321P/521P Bilingual Elementary Curriculum Methods II-Humanities includes practice analyzing instructional materials using specific criteria. Candidates also develop materials in Spanish to augment resources when not available.

Readings:

Beeman, K. & Urow, C. (2013) Teaching for biliteracy: Strengthening bridges between languages. Chicago: Caslon Inc.
Chapter 4: Planning the Strategic Use of Two Languages.

In EDTE 319P/519P Methods for language and Literacy in Spanish includes practice analyzing instructional materials using specific criteria. Candidates also develop materials in Spanish to augment resources when not available

Syllabus EDTE 321/521P Bilingual Elementary Curriculum Methods II-Humanities
- Link to sessions #4, #5, & #7

Link to assignment activity:

*EDTE 312P/512P Methods for English Learners (Formerly EDUC 384C/584C-ELD/SDAIE) is already an approved course in our current SB2042 Multiple and Single Subject Credential Program