everything.study
CURRIC 676

BILINGUALISM AND BILITERACY IN SCHOOLS

3 credits.

Study of pedagogies, frameworks, and methodologies appropriate for bilingual-bicultural education; review of contemporary scholarship about rigorous, responsive, and effective practices with K-12 bilingual learners; review of Spanish and English language standards and bilingual standards-based teaching and learning; taught in Spanish.

Prerequisites & course information

Requisites: Declared in Elementary Education BSE, Capstone Certificate in Spanish-English Bilingual-Bicultural Education or graduate/professional standing Course Designation: Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Last Taught: Spring 2026 Learning Outcomes: 1. Identify and summarize broad issues related to equitable teaching and learning in/across two (or more) languages Audience: Both Grad & Undergrad 2. Integrate knowledge of teaching, learning, and curriculum to support bi/multilingual learning and development and K-12 bi(multi)lingual students Audience: Both Grad & Undergrad 3. Analyze strategies that build and develop students linguistic repertoires to facilitate content area learning and meaning making Audience: Both Grad & Undergrad 4. Articulate theoretical and methodological justifications about when, why, and how to teach in/across two (or more) languages across content areas Audience: Graduate 5. Compose (1) language objectives and (2) content objectives as part of their instructional and assessment planning practices Audience: Graduate Learning Outcomes: 1. Identify and summarize broad issues related to equitable teaching and learning in/across two (or more) languages Audience: Both Grad & Undergrad 2. Integrate knowledge of teaching, learning, and curriculum to support bi/multilingual learning and development and K-12 bi(multi)lingual students Audience: Both Grad & Undergrad 3. Analyze strategies that build and develop students linguistic repertoires to facilitate content area learning and meaning making Audience: Both Grad & Undergrad 4. Articulate theoretical and methodological justifications about when, why, and how to teach in/across two (or more) languages across content areas Audience: Graduate 5. Compose (1) language objectives and (2) content objectives as part of their instructional and assessment planning practices Audience: Graduate

Sources