By way of introduction, share what drew you to the course and to its content. What question (s) do you hope we explore over the course of the semester? What informs/inspires these lines of inquiry?
Multilingual Learners in US - bmc.EDUC.B275.001.F26
Section outline
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Focus: Orienting to the Course/What's in a Name?
Assigned Reading/Viewing/Doing:
Kleyn, T., & Stern, N. (2018) . Labels as Limitations. MinneTESOL Journal.
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Focus: Orienting to Each Other and to the Field
Assigned Reading/Viewing/Doing:
“A Letter to Parents and Teachers on Some Ways of Looking and Reflecting on Children”by Patricia F. Carini (from From Another Angle, pp. 56-64)
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Focus: What do we know about EMLLs in Philadelphia? How are they identified?
Assigned Reading/Viewing/Doing:
Educating Emergent Bilinguals Chapter 2 (p.8-27)
Chalkbeat Article on Performance of EMLLs
Excerpt from SDP Handbook on Identification
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Opened: Saturday, September 5, 2026, 12:00 AMDue: Wednesday, September 9, 2026, 11:59 PM
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Your fieldwork is an important part of this course. In preparation for entering the field and your first interactions with your host educator, share a bit about how you are feeling about this experience.
Some questions to consider:
What excites you?
What, if anything, makes you anxious?
What questions do you have about the process?
***To support you in answering the above, if you have a confirmed placement, take time to familiarize yourself with your site by visiting their webpage.
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Focus: What is your own relationship with language and how does that shape how you may enter the field and view the subject matter?
Assigned Reading/Viewing/Doing:
Select 5 pieces to read from Tongue Tied Part 1
Read: "Teenagers on What Their Families' Native Languages Mean to Them"
Listen: https://www.npr.org/2021/06/01/1000922653/a-daughters-journey-to-reclaim-her-heritage-language
Review Linguistic Autobiography Prompt
To Do: Bring in a line that spoke to you from your reading or listening.
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Focus: Shift 1-Problem/Right/Resource/?
Assigned Reading/Viewing/Doing:
Read Educating Emergent Bilinguals, Chapter 3 “A brief history of educational policies for emergent bilinguals," pp. 38-52
Souto‐Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.
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On Wednesday's class, we discussed the shift from language as a problem, right, and resource and what may not be captured in these framings. Based upon your own educational experiences, present/past fieldwork, readings, etc., fill in the following blank and then provide a short paragraph explaining why.
Language is ______________________________________. -
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Use the time to work on your linguistic autobiography and/or review the readings for Session 7.
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Focus: Shift 2-Assimilation to Culturally and Linguistically Sustaining/Revitalizing
Assigned Reading/Viewing/Doing:
Gloria Anzaldúa Excerpts
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational researcher, 41(3), 93-97.
Teresa L. McCarty and Tiffany S. Lee, “Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty." Harvard Educational Review.
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Focus: Shift 3- Monoglossic to Heteroglossic
Assigned Reading/Viewing/Doing:
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Understanding by Design- Chapter 2 pp. 21-28
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Pick One to Watch:
Benefits of the Bilingual Brain
How Language Shapes the Way We Think -
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Opened: Sunday, September 6, 2026, 12:00 AMDue: Monday, September 28, 2026, 11:59 PM
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Focus: Shift 4- Submersion to Translanguaging
Assigned Reading/Viewing/Doing:
Read: Educating Emergent Bilinguals, Chapter 3 “Educational Programs for Emergent Bilinguals,” pp. 30-35
Listen: https://www.mathlearningcenter.org/blog/tatyana-kleyn-edd-translanguaging (2O MINUTES)
Read: https://www.languagemagazine.com/2018/09/10/a-pedagogy-of-translanguaging/
OR
Read: Translanguaging Practices and Perspectives of Four Multilingual Teens
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Individual Inquiry Project Workshop
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Focus: Shift 5- Parental Responsibility to Collective Accountability
Assigned Reading/Viewing/Doing:
"Elena" by Pat Mora
"An Indian Father's Plea" by Robert Lake
Elementary Teachers’ Initiatives in Engaging Families of English Learners
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Opened: Sunday, September 6, 2026, 12:00 AMDue: Wednesday, October 7, 2026, 11:59 PM
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Opened: Monday, March 23, 2026, 12:00 AMDue: Friday, October 9, 2026, 11:59 PM
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Fieldwork Check-In/Looking Forward
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Focus: How do we come to know the students in our classroom?
Assigned Reading/Viewing/Doing:
"Beginning where the Children Are"--- Chapter 32 in Tongue Tied, available at Tripod Link
Understanding by Design pp. 56-61
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Focus: How do we develop content learning objectives?
Assigned Reading/Viewing/Doing:
SIOP pp. 30-31
Review:
PA Curriculum Frameworks: https://www.pdesas.org/CMap/CFramework/Download?SectionPageItemId=1478
PA State Standards: https://www.pdesas.org/Standard/View
And by your chosen discipline:
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Focus: How do we build background knowledge?
Assigned Reading/Viewing/Doing:
Unlocked Chapter 7 (pp. 197-224)
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Focus: How do we scaffold?
Assigned Reading/Viewing/Doing:
Unlocking Chapter 3 (pp. 65-94)
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Focus: How do we scaffold?
Assigned Reading/Viewing/Doing:
Unlocking Chapter 3 (pp. 45-94) (Same as Session 17)
Come prepared to talk about your placement in light of our lesson planning conversations!
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Focus: How do we create opportunities for practice and application of skills?
Assigned Reading/Viewing/Doing:
Unlocked Chapter 4 (pp. 94-127)
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Choose one of the following options for brainstorming:
1. Share a bit about the lesson that you will be looking at for Praxis #3. What is the lesson about? What have you noticed in terms of the structure of the lesson? Its objectives? The use of scaffolding? Assessment?
2. Share a bit about where you are in your inquiry project. What vehicle do you think you will use to showcase your preliminary findings/engage your classmates in your topic?
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Focus: How do we meaningfully assess the learning of EMLLs?
Assigned Reading/Viewing/Doing:
Unlocking Chapter 9; pp.263-290
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Focus: How do we meaningfully assess the learning of EMLLs?
Assigned Reading/Viewing/Doing:
Listen:
https://www.bamradionetwork.com/track/more-effective-strategies-for-assessing-english-language-learners-do-this-not-that/
Authentic Assessment Reading
Final Portfolio Assignment Description
Sample Portfolios -
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Individual Inquiry Project Workshop
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Focus: Individual Inquiry Project Sharing Group 1
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Focus: Individual Inquiry Sharing Group 2
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Having engaged with two days of wonderful gallery presentations, reflect on any of the following questions:
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What surprised you?
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What intrigued you?
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What resonated with you?
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What challenged or expanded your previous understanding?
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What appreciations do you have?
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Any other takeaways and/or emerging questions?
Additionally, feel free to share about your experience presenting your artifact!
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Focus: Portfolio Workshop
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Focus: Closing/What is the future of education for EMLLs in the U.S.?
Assigned Reading/Viewing/Doing:
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