Full course description
Course Dates: April 13-26, 2020 (Virtual). Please contact email@example.com with questions.
If you do not wish to receive a certificate for this course, you can register for a reduced fee ($75) by using the promotion code: NOCERT368
Course Description: Iowa has experienced a 250% increase in the number of students who are identified as English language learners in the past 20 years. Many districts in Iowa have 10%, 20%, as many as 42% of their students identified as English learners. The urgency to understand and meet the needs of a growing ELL population is reaching a critical point. At the same time, nation-wide, Emergent Bilingual students lag behind their peers in graduation rates and a host of other measures of success in schools. Meeting the needs of ELs requires a deep understanding of both pedagogically sound teaching practices and understanding the ways that implicit bias, language privileging, and cultural factors can impact students’ capacities to be successful.
This course will support teachers as they grow their Equity Agency℠, which we define as the ability to engage in equitable practices and to create equitable environments, in this course, specifically in regards to the needs and existing capacities of the Emergent Bilingual student. Participants also will improve their ability to have conversations about language and race with other adults and to look at how equity practices support academic and pro-social learning. Participants will identify and develop culturally and linguistically responsive teaching practices and teams will develop plans for supporting one another and their students over time.
Select articles, videos and case studies will allow participants to explore racial and cultural identity, implicit bias, and how these play out in classrooms. By centering race and linguistic and cultural competency in discussions of instruction and discipline, we will work to shift from a deficit model of acquiring English to an Emergent Bilingualism model that highlights the cognitive, academic, social, and emotional benefits of bilingualism. The course will include presentations, readings, discussions, activities, and reflection tools.
Course Objectives: Teacher Participants will:
- practice talking about race and its intersections with language and culture;
- explore their own racial, cultural, and linguistic beliefs and identities and how that impacts their work in education;
- deepen their understanding of what it means to be Emergent Bilingual in the United States and how conceptions of the value of language impacts schooling;
- deepen understanding of language acquisition theory and the associated cognitive benefits of bilingualism;
- define, explore, and practice culturally responsive Emergent Bilingual teaching practices such as translanguaging and examine ways to incorporate these into current promising practices such as sheltered instruction;
- grow their Equity Agency by developing an understanding of what equitable practices and equitable environments are;
- develop an individual professional development plan for further growing their Equity Agency; and
- gain motivation to advance equity for specific populations.
Course Requirements: Active participation in all of the virtual online modules, including completion of a pre- and post-assessment, and daily reflections and Exit Tickets, and crafting an individual professional development plan.
Course Materials: Course materials will be provided to participants in the virtual classroom. Participants should have a device that allows them to access the Canvas course and Google Drive during the Institute. Virtual sessions will use web conferencing through Zoom.
** Attention: If you wish to use this course for licensure renewal credit, make sure to always check with your school district for approval prior to registering for the course.