THEORIES OF BILINGUALISM AND BILITERACY
Study of contemporary theoretical perspectives, constructs, models, and frameworks related to bilingualism and biliteracy development and relationship between home/first languages (i.e., Spanish) and second/additional languages (i.e., English); review of cultural backgrounds and experiences, transnational experiences and mobility, and social and linguistic identities; application of theory to curriculum and instructional decision-making for K-12 bilingual learners; taught in Spanish. Demonstrate advanced-low Spanish language proficiency
Prerequisites & course information
Requisites: Consent of instructor Course Designation: Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Learning Outcomes: 1. Demonstrate understanding of bilingualism and biliteracy as dynamic sociocultural processes that vary widely from student to student Audience: Both Grad & Undergrad 2. Demonstrate theoretical understandings of bilingualism and biliteracy, including relevant constructs, frameworks, and models Audience: Both Grad & Undergrad 3. Articulate, critique, and justify implications of particular constructs, frameworks, and models on bi/multilingual pupils’ schooling experiences Audience: Both Grad & Undergrad 4. Articulate, critique, and justify implications of particular constructs, frameworks, and models on teaching, learning, and curriculum for bi/multilingual pupils Audience: Both Grad & Undergrad 5. Articulate, critique, and justify how particular theoretical constructs, frameworks, and models can help realize equitable and humanizing schooling for bi/multilingual pupils Audience: Both Grad & Undergrad 6. Articulate and justify critical perspectives about varied and shifting definitions of what counts as bilingualism and biliteracy, and who has the power to define them Audience: Graduate 7. Synthesize latest research and scholarship about relevant course topics to identify pressing theoretical/conceptual inquiries in bilingual-bicultural education Audience: Graduate Learning Outcomes: 1. Demonstrate understanding of bilingualism and biliteracy as dynamic sociocultural processes that vary widely from student to student Audience: Both Grad & Undergrad 2. Demonstrate theoretical understandings of bilingualism and biliteracy, including relevant constructs, frameworks, and models Audience: Both Grad & Undergrad 3. Articulate, critique, and justify implications of particular constructs, frameworks, and models on bi/multilingual pupils’ schooling experiences Audience: Both Grad & Undergrad 4. Articulate, critique, and justify implications of particular constructs, frameworks, and models on teaching, learning, and curriculum for bi/multilingual pupils Audience: Both Grad & Undergrad 5. Articulate, critique, and justify how particular theoretical constructs, frameworks, and models can help realize equitable and humanizing schooling for bi/multilingual pupils Audience: Both Grad & Undergrad 6. Articulate and justify critical perspectives about varied and shifting definitions of what counts as bilingualism and biliteracy, and who has the power to define them Audience: Graduate 7. Synthesize latest research and scholarship about relevant course topics to identify pressing theoretical/conceptual inquiries in bilingual-bicultural education Audience: Graduate
Sources
- Course catalogue ↗2026-2027