Childhood Education Teacher (1-6) - Childhood Education Teacher, bilingual education extension, B.A.
- Childhood Education Teacher, Bilingual (Spanish / English) Education Extension (grades 1-6), B.A. Program Page
- Childhood Education Teacher, Bilingual (Spanish / English) Education Extension (grades 1-6), PRLS Concentration, B.A. Four-Year Degree Map for Bulletin Year 2018-2019
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-Bilingual Concentration, B.A. Four-Year Degree Map for Bulletin Year 2019-2020
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-Bilingual Concentration, B.A. Four-Year Degree Map for Bulletin Year 2020-2021
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-Bilingual Concentration, B.A. Four-Year Degree Map for Bulletin Year 2021-2022
- Childhood Education Teacher, Bilingual (Spanish / English) Education Extension (grades 1-6), PRLS 2nd Major, B.A. Four-Year Degree Map for Bulletin Year 2018-2019
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-2nd Major, B.A Four-Year Degree Map for Bulletin Year 2019-2020
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-2nd Major, B.A Four-Year Degree Map for Bulletin Year 2020-2021
- Childhood Education Teacher, Bilingual (Spanish/ English) Education Extension (grades 1-6), PRLS-2nd Major, B.A Four-Year Degree Map for Bulletin Year 2021-2022
Student Learning Outcomes
- Understand the major concepts of bilingual education theory and practice across developmental levels including the history of bilingual education (InTASC, Standard 4)
- Understands and inquires about the development and growth of a variety of emergent bilingual students across developmental levels and school contexts (InTASC, Standard #1)
- Able to translate the most current bilingual education theories to practice that supports the development of emergent bilinguals across developmental levels and content areas. (InTASC, Standard 4)
- Recognizes and respects the group and individual differences of emergent bilingual students and uses these differences as resources in student learning (InTASC, Standard #2)
- Identifies, modifies, and executes practices that ensure that both the physical and interactional learning environment supports a healthy attitude towards language diversity and language learning and supports emergent bilinguals’ overall academic and social development (InTASC, Standard #3)
- Understands how to support students’ language development alongside overall academic and social development through the use of their entire linguistic repertoire and multiple modalities (including play, art, digital literacies, etc). (InTASC, Standard 5)
- Thoughtfully plans developmentally-appropriate and culturally sustaining pedagogy that results in rigorous learning of language and content (InTASC, Standard 6)
- Can adapt and utilize a range of informal assessment tools to accurately assess emergent bilinguals’ growth in both content area skills as well as language (InTASC, Standard 6)
- Can develop and implement instructional strategies that take into account the multiple dimensions of the bilingual learning (including linguistic diversity, cultural background, race, socioeconomic background) and honors and builds off students’ resources (InTASC, Standard 7)
- Structures experiences so that bilingual students can build and develop metacognitive and metalinguistic practices to support bilingualism and learning in general (InTASC, Standard 8).
- Engages in frequent and collaborative professional development experiences that, at times, cuts across grade bands and languages, to develop an identity as a bilingual practitioner (InTASC, Standard 9).
- Collaborates with other colleagues to discuss, share, and lead to improve the educational lives of emergent bilingual students alongside the collaboration of families and community members (InTASC, Standard 10).
