Course code:

ED1019

Level:

I - Introductory

Class size limit:

15

Typically offered:

Once

Cultural and linguistic diversity in the classroom is becoming increasingly prevalent around the world. In the United States, for example, approximately ten percent of all students in public schools are English learners (ELs), i.e., students who are in the process of acquiring English as an additional language. ELs enjoy valuable opportunities with their additional set of cultural and linguistic resources, but they may also face discrimination as a result of racism, linguicism, and/or xenophobia. These forms of discrimination, along with other systemic barriers, can negatively affect ELs’ academic achievement and sense of belonging in their schools and communities. This course, based on a framework of culturally and linguistically responsive pedagogy, has two overarching goals. First, it aims to equip aspiring educators with the tools to recognize and respond to bias and inequity in the education of ELs. Second, it aims to introduce these future educators to the fundamental principles and techniques for teaching and advocating for culturally and linguistically diverse students. Human ecologists planning to work as educators in the school or the communities to serve ELs and their family will find this course helpful. Students who take this course will learn through active and critical engagements with readings and audio-visual materials, whole-class and group discussions, reflective and analytical writings, lesson planning, micro-teaching, and project planning. They will be evaluated through weekly responses to course materials as well as individual and team project-based assignments, such as interviews with ELs or current EL educators, advocacy projects targeting issues affecting ELs, outreach initiatives that build partnerships and/or enhance cross-cultural understanding.

Prerequisites:

None.

Always visit the Registrar's Office for the official course catalog and schedules.