EDLS 4100 - ELL Elementary Instruction I

2 credit hours
Emergent bilingual students are underserved, misunderstood, and over-assessed in public schools, but their teachers nevertheless play a powerful role in their schooling experiences. This course is an introduction to the challenges and opportunities that pe1iain to this growing student population. Speciically, it addresses social, cultural, political, and educational factors related to schooling for young emergent bilinguals or English Language Learners (ELLs). In this class, we will be exploring these factors at the macro-level (e.g. ELL-focused educational policies and legislature); meso-levcl (e.g. school environments and programs); and micro-level (e.g. classroom instrnction). These issues include: theories relating to language use and learning; registers and varieties of English; program structures and designs; school and classroom environments, and connections between families and schools. This course is meant to enable students to connect theories and concepts from the course to their praclicum·experience. Students will engage in reading and class discussions, then conduct investigations and inquiry to explore how these theories and concepts help them understand emergent bilinguals’ in- and outof-school environments and classroom practices as their future K-8 teachers in any educational program.

Registration Restriction(s): EDLS Candidacy Students