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Focuses on theory and practice of bilingual education and ESL instruction for emergent bilingual students/English learners, including linguistic concepts, language learning theories, program models, and historical, legislative, and philosophical foundations. Covers content and language assessment for ELs, instructional strategies, translanguaging and advocacy, and bilingual US–Mexico border population instruction, with emphasis on advancing educational equity and social justice in Texas.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/principles-of-bilingualesl-education-bed-4340-spring-2020/498172/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/principles-of-bilingualesl-education-bed-4340-spring-2020/498172.png","ImageObject",300,407,{"name":92,"@type":93},"BAd apple","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of BED 4340?","Question",{"text":113,"@type":114},"The course introduces bilingual education and ESL instruction for emergent bilinguals/English learners, emphasizing both theory and classroom practice, including linguistic concepts and instructional strategies.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which kinds of topics are included in course learning objectives?",{"text":118,"@type":114},"Objectives include identifying ELs using asset-based approaches, understanding language subsystems and terminology, language acquisition and the role of L1 in L2 learning, and assessing language proficiency and content knowledge.",{"name":120,"@type":111,"acceptedAnswer":121},"What assessment and policy resources are required for the course?",{"text":122,"@type":114},"Students are directed to access Texas Education Agency materials such as LPAC Decision-Making Resources and the Educator Guide to TELPAS Grades K-12.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},498172,1791050653,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},19241458193282,"https://us-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Principles of Bilingual/ESL Education: BED 4340 Spring 2020  \nDr. Brenda Oriana Aranda BED 4340 [CRN 29422]  \nMeets Tues 9:00-11:50am EDUC 307  \nOffice hours: F2F Tues 12:00-1:00pm,  \nonline Mon 9:00-11:00am, and by appointment 3 credit hours  \nCOURSE DESCRIPTION  \nThis course is an introduction to education for emergent bilingual students (or English learners/ELs, students who are proficient in a language other than English and are learning English in school) . It focuses on the theory and practice of both bilingual education and English as a second language instruction. Included are linguistic concepts; theories of language learning; program models in bilingual/ESL education; their historical, legislative, and philosophical foundations; issues in content and language assessment for ELs; instructional strategies for teaching ELs; and, in particular, instruction for bilingual US-Mexico border populations. At its core, this course is about advancing educational equity and social justice in the ways we use and teach language in schools.  \n\n| \u003Cbr>COURSE OVERVIEW\u003Cbr>|  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | WEEK | TOPIC | ASSIGNMENTS DUE |  |\n|  | 1 | Introduction to the course and each other |  |  |\n|  | 2 | Who are English learners/emergent bilinguals? | Wright (2019) Ch1\u003Cbr>Online getting-to-know-you survey Photovoice discussion via BB |  |\n|  | 3 | Language | Short pre-course writing assignment Group work on Photovoice presentation |  |\n|  | 4 | Language learning and teaching | Wright (2019) Ch2\u003Cbr>Wright (2019) Ch3 |  |\n|  | 5 | Translanguaging, effective instruction, and advocacy | Wright (2019) Ch11\u003Cbr>García et al. (2017)\u003Cbr>SLP letter of commitment Translanguaging strategy description |  |\n|  | 6 | Language education policy for ELs | Wright (2019) Ch4 Photovoice presentation |  |\n|  | 7 | Program models for ELs | Wright (2019) Ch5 |  |\n\n\n| “I am learning inglés: A dual\u003Cbr>language comic” |  |  |\n| --- | --- | --- |\n| 8 | Assessment | Wright (2019) Ch6 TELPAS Guide Ch1 |\n| 9 | Listening and speaking | Wright (2019) Ch7 |\n| 10 | Reading | Wright (2019) Ch8 Chapter 89 PSA2 presentation |\n| 11 | Writing | Wright (2019) Ch9\u003Cbr>ELPS |\n| 12 | Content-area instruction for ELs | Wright (2019) Ch10 TEKS Grade 1 |\n| 13 | Review and connections | PSA2\u003Cbr>Summative quiz (Weeks 1-7) |\n| 14 | Group work | SLP reflective essay and log Summative quiz (Weeks 8-12) |\n| 15 | Final presentations | Final presentation\u003Cbr>Revised PSA |\n\nPREREQUISITE  \nAdmission to Teacher Education is required before taking this course, and this course is required before taking other BED courses on all education degree plans.  \nPURPOSE OF THE COURSE  \nThis course is designed to prepare future educators with the foundational knowledge (history), conceptual understandings (philosophy), and current mandates and program model information (law and pedagogy) regarding the education of English learners (ELs) in the United States, and specifically in the state of Texas. All educators—general education, elementary, middle school, secondary, literacy education, special education, gifted education, bilingual education, ESL education, counselors, and administrators—share the responsibility for the schooling of bilingual students.  \nCOURSE ALIGNMENT WITH COLLEGE MISSION AND VISION  \nThis course aligns with the University’s and College of Education’s mission and vision in addressing the preparation of educators with a special emphasis on and support for student learning and development within linguistically and culturally diverse border region settings. It provides students with opportunities to apply knowledge of bilingual/EL education as they develop and deliver presentations and teaching activities that are aligned to the state standards for educators. In line with the College of Education’s Roadmap to the Future (2017) the course prepares students to address and advocate for diverse learners by understanding how linguistic issues are part of social justice.  \nCOU","cbCaini4pl3yvVsX","https://ap.wps.com/l/cbCaini4pl3yvVsX","pdf",454435,22,"English","# Course Overview\n## Weekly Topics and Assignments\n# Prerequisite\n# Purpose of the Course\n# Course Alignment with College Mission and Vision\n# Course Learning Objectives\n# Required Course Materials","[{\"question\":\"What is the main focus of BED 4340?\",\"answer\":\"The course introduces bilingual education and ESL instruction for emergent bilinguals/English learners, emphasizing both theory and classroom practice, including linguistic concepts and instructional strategies.\"},{\"question\":\"Which kinds of topics are included in course learning objectives?\",\"answer\":\"Objectives include identifying ELs using asset-based approaches, understanding language subsystems and terminology, language acquisition and the role of L1 in L2 learning, and assessing language proficiency and content knowledge.\"},{\"question\":\"What assessment and policy resources are required for the course?\",\"answer\":\"Students are directed to access Texas Education Agency materials such as LPAC Decision-Making Resources and the Educator Guide to TELPAS Grades K-12.\"}]","Principles of Bilingual/ESL Education - BED 4340 Spring 2020 | PDF",1790977440,55]