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It links EB instructional leadership to academic outcomes, reviews language inputs and dual language instruction, explains cognitive theory of multimedia learning and relevant principles, and provides a second-language lesson example with design implications.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Instruction  \nMarjorie Ceballos  \nUniversity of Central Florida  \nJoyce W. Nutta  \nUniversity of Central Florida  \nThe purpose of this practice to theory article is to present educational leaders with critical considerations for multimedia instructional content for emergent bilinguals (EBs) in dual language programs and other EB academic settings. EBs’ academic development and achievement are advanced when multimedia instruction is intentionally designed to address language inputs and science of learning principles for multimedia instruction. Instructional leadership practices for emergent bilinguals may benefit from an understanding of the connection between the science of learning principles for multimedia design and second language learning. This article begins with a brief discussion of EB instructional leadership and continues with an overview of language inputs and dual language instruction. Next, it introduces the cognitive theory of multimedia learning and science of learning principles focused on for this discussion. The article concludes with an example of the science of learning principles applied to a second language lesson and considerations for EB multimedia instruction design as educational leaders provide EB instructional leadership in schools and school districts.  \nKeywords: dual language instruction, emergent bilinguals, English learners, instructional leadership, multimedia instruction, science of learning  \nEducation Leadership Review, Volume 23, Number 1, Fall 2022 135  \nEmergent bilinguals’ academic development and advancement is supported through instructional programs and strategies that build on their linguistic assets and promote deeper learning. Although the term emergent bilingual (EB; Garcia & Wei, 2014) could refer to any student who is developing proficiency in two languages, its most common use signifies what the US Department of Education calls English learners, which are students who are in the process of acquiring a level of English proficiency that enables grade-level academic achievement, and who speak a different first language. Dual language programs, designed to develop bilingualism, have proven beneficial in furthering EBs’ academic achievement. Likewise, the use of evidence-based instructional design models also facilitate EBs’ teaching and learning. While there are several instructional design models, we focus on multimedia instructional design principles drawn from the cognitive theory of multimedia learning (CTML; Mayer, 2014) . We chose CTML because instructional content in dual language classrooms (and other second language learning settings) includes multimedia instructional messages (Mayer, 2014) to facilitate second language learning. Using Mayer’s (2008, 2014) definition, multimedia instructional messages in dual language classrooms refer to instruction that uses both words and pictures (multimedia) to promote second language learning and academic content learning (instructional message) .  \nAs is known, principals and other educational leaders who focus their efforts on instructional leadership practices have a greater influence on student achievement outcomes (Hattie, 2009) . Possessing research-and theory-based knowledge of EB instruction and leading teachers in deepening their own knowledge to inform EB instruction has been associated with positive EB student outcomes (DeMatthews & Izquierdo, 2018; Theoharis & O’Toole, 2011; Wiemelt & Welton, 2015) . To strengthen teaching and learning in dual language programs, specifically, and in second language learning settings generally, it is advantageous for educational leaders tasked with supporting EBs’ academic development to understand the science of learning principles informing the design of multimedia instruction to ensure EBs are presented with intentionally-designed instructional content that results in de","cbCairIPhCERyhxN","https://ap.wps.com/l/cbCairIPhCERyhxN","pdf",377437,16,"English","# Emergent Bilinguals and Multimedia Instructional Design\n## Purpose and scope\n## Instructional leadership for emergent bilinguals\n## Dual language instruction and language inputs\n## Cognitive theory of multimedia learning and science of learning principles\n## Applied examples and implications","[{\"question\":\"What does the article identify as the main purpose for educational leaders?\",\"answer\":\"It offers critical considerations for designing multimedia instructional content for emergent bilinguals in dual language programs and other EB academic settings.\"},{\"question\":\"Why does the article connect multimedia instructional design to second language learning?\",\"answer\":\"It explains that dual language classrooms use multimedia instructional messages that combine words and pictures to support second language learning and academic content learning.\"},{\"question\":\"How does the article suggest educational leaders strengthen EB teaching and learning?\",\"answer\":\"Leaders should understand science of learning principles that inform multimedia design so students receive intentionally designed instructional content that supports deeper learning.\"}]","Emergent Bilinguals and Multimedia Instructional Design - Applying the Science of Learning Principles to Dual Language Instruction | PDF",1792094118]