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Using research-based readings and assignments on scaffolding language and content learning, students progress from theory to practice and engage in seminar discussions for reflective, toolkit-building outcomes. By semester end, learners design inclusive lessons, activities, and assessments, strengthening critical examination and modeling of best practices.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/teaching-emerging-bilinguals-in-the-pre-k-12-classroom-module-2/352216/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/teaching-emerging-bilinguals-in-the-pre-k-12-classroom-module-2/352216.png","ImageObject",442,249,{"name":88,"@type":89},"Dipper","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-29","2026-09-22",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",9,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the primary focus of Module Two?","Question",{"text":109,"@type":110},"Module Two builds a set of general and content-specific pedagogical practices for teaching emerging bilinguals in fully inclusive Pre-K-12 classrooms.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How do students progress through the module’s learning activities?",{"text":114,"@type":110},"Students use course readings and assignments centered on research-based scaffolding methods, move from theory to practice through Pre-K-12 classroom settings, and participate in seminar discussions to promote reflection.",{"name":116,"@type":107,"acceptedAnswer":117},"What will students be able to do by the end of the semester?",{"text":118,"@type":110},"Students will be able to design inclusive classroom lessons, activities, and assessments for Pre-K-12 emerging bilingual learners, supported by a toolkit of best practices.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},352216,1791730072,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":15,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":79},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Rutgers, The State University of New Jersey  \n05:300:453:M2 TEACHING EMERGING BILINGUALS IN THE PRE-K-12  \nCLASSROOM – MODULE 2  \n1.5  \nCREDITS  \nSpring  \n2021  \nTHURSDAYS, 6.10-  \n9:00pm Virtual  \n\n| Instructor: Tasha Austin | Email: [tasha.austin@gse.rutgers.edu](tasha.austin@gse.rutgers.edu) |\n| --- | --- |\n| Phone Number: 848-932-0827 | Location: GSE, Learning and Teaching, Office \\#321B |\n| Office Hours: By appointment | Prerequisites or other limitations: Emerging Bilinguals 1 |\n| Mode of Instruction:\u003Cbr>  Lecture\u003Cbr>_X  Seminar\u003Cbr>  Hybrid\u003Cbr>  Online\u003Cbr>  Other OFF CAMPUS | Permission required:\u003Cbr>  No\u003Cbr>_X_Yes\u003Cbr>Directions about where to get permission numbers: via Kenneth Tufo ( [ken.tufo@gse.rutgers.edu](ken.tufo@gse.rutgers.edu) ) |\n\nRutgers University welcomes students with disabilities into all of the University’s educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentations:  \nh [https://ods.rutgers.edu/students/documentation-guidelines. If](https://ods.rutgers.edu/students/documentation-guidelines. If) the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS web site at: [https://ods.rutgers.edu/students/registration-form](https://ods.rutgers.edu/students/registration-form).  \nCourse Description  \nModule Two of Teaching Emerging Bilinguals in the Pre-K-12 Classroom builds a set of general and content-specific pedagogical practices for creating classrooms that are fully inclusive of emerging bilinguals. Through course readings and assignments focused on research-based methods for scaffolding language and content learning, assignments in Pre-K-12 classroom  \nsettings that allow students to move from theory to practice, and seminar discussions that prompt reflection, students will develop a pedagogical toolkit for future teaching. By the end of the semester, students will have an understanding of how to design classroom lessons, activities, and assessments that are fully inclusive of their Pre-K-12 emerging bilingual learners. This course is the second in a two-course sequence.  \nCourse Objectives  \nIn this second module (second semester), our main objective is to build a toolkit of general and content-specific pedagogical practices that address the classroom needs of emerging bilinguals in schools. The course goal is to critically examine, model and perform best practices inclusive of emerging bilinguals, in content-specific areas. Building on the knowledge and dispositions developed in the first module of this course, students will amplify a lesson plan for a content area developed in their method classes, reflecting, analyzing, performing, and deconstructing key practices to build support for emerging bilinguals.  \nStandards  \n1. Standard One: Learner Development  \nThe teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.  \nCritical dispositions  \n(2) The teacher is committed to using learners’ strengths as a basis for growth, and their misconceptions as opportunities for learning.  \n(4) The teacher values the input and contributions of families, colleagues, and other professionals in understanding and supporting each learner’s development.  \n2. Standard Two: Learning Differences  \nThe teacher uses understanding of individual differences and diverse cult","cbCaijVGPEWuWa9J","https://ap.wps.com/l/cbCaijVGPEWuWa9J","pdf",234569,"English","# Course Description\n# Course Objectives\n# Standards\n## Standard One: Learner Development\n## Standard Two: Learning Differences\n## Standard Three: Learning Environments\n## Standard Five: Application of Content","[{\"question\":\"What is the primary focus of Module Two?\",\"answer\":\"Module Two builds a set of general and content-specific pedagogical practices for teaching emerging bilinguals in fully inclusive Pre-K-12 classrooms.\"},{\"question\":\"How do students progress through the module’s learning activities?\",\"answer\":\"Students use course readings and assignments centered on research-based scaffolding methods, move from theory to practice through Pre-K-12 classroom settings, and participate in seminar discussions to promote reflection.\"},{\"question\":\"What will students be able to do by the end of the semester?\",\"answer\":\"Students will be able to design inclusive classroom lessons, activities, and assessments for Pre-K-12 emerging bilingual learners, supported by a toolkit of best practices.\"}]","Teaching Emerging Bilinguals in the Pre-K-12 Classroom - Module 2 | PDF",1790098332]