Culturally & Linguistically Diverse Education

Student Learning Outcomes for all Concentrations

Student learning outcomes are aligned to the teacher preparation standards from TESOL, the national professional organization of Teachers of English to Speakers of Other Languages. 

  1. Knowledge About Language. Candidates demonstrate knowledge of English language structures, English language use, second language acquisition and development, and language processes to help bilingual students acquire academic language and literacies specific to various content areas.
  2. Sociocultural Context for Bilingual Students. Candidates demonstrate and apply knowledge of the impact of dynamic academic, personal, familial, cultural, social, and sociopolitical contexts on the education and language acquisition of bilingual students as supported by research and theories. Candidates investigate the academic and personal characteristics of each bilingual student, as well as family circumstances and literacy practices, to develop individualized, effective instructional and assessment practices for their bilingual students. Candidates recognize how educator identity, role, culture, and biases impact the interpretation of bilingual students’ strengths and needs
  3. Planning and Implementing Instruction. Candidates plan supportive environments for bilingual students, design and implement standards-based instruction using evidence-based, bilingual-centered, interactive approaches. Candidates make instructional decisions by reflecting on individual language outcomes and adjusting instruction. Candidates demonstrate understanding of the role of collaboration with colleagues and communication with families to support their bilingual students’ acquisition of English language and literacies in the content areas. Candidates use and adapt relevant resources, including appropriate technology, to effectively plan, develop, implement, and communicate about instruction for bilingual students.
  4. Assessment and Evaluation. Candidates apply assessment principles to analyze and interpret multiple and varied assessments for bilingual students, including classroom-based, standardized, and language proficiency assessments. Candidates understand how to analyze and interpret data to make informed decisions that promote English language and content learning. Candidates understand the importance of communicating results to other educators, bilingual students, and bilingual students’ families.
  5. Professionalism and Leadership. Candidates demonstrate professionalism and leadership by collaborating with other educators, knowing policies and legislation and the rights of bilingual students, advocating for bilingual students and their families, engaging in self-assessment and reflection, and pursuing continuous professional development.

Descriptions of Key Assessments of Student Learning

CLDE 5070 Linguistic Analysis of English: Analysis case study of a language learner

The performance-based assessment of CLDE 5070 Linguistic Analysis of English is an analysis of transcripts of spoken and written language produced by a bilingual individual. You will determine what the student is already doing well in their second language, as well as look for errors of tense, auxiliaries, agreement, word order, adverbials, number, count/non count nouns, pronouns, complements, indefinite/definite articles, conditionals, and a variety of other topics we will explore. You will then suggest possible reasons for the non-native examples, and provide implications for teaching, learning, and policy. (Outcome 1)

CLDE 5030 Language Development of Multilingual Learners: Language acquisition and development case study of a language learner

You will write four case study drafts that will eventually be turned into your case study final product. Part #1: Describe the data you collect around the students you work with and select 1-2 students to focus on as you work throughout this project. Part #2: Describe a development progression of language and literacy development from early childhood through the elementary school years and discuss how first language literacy skills may or may not affect that development. Part #3: Explore bilingualism in action and become acquainted with how bilingual communities function and what kind of exposure to different languages children have in their community contexts. The goal here is for you to be an ethnographer, and to write a detailed description of what you see and hear with respect to degrees of societal bilingualism. You should write it as if you were showing the reader a video of your walk through the community. Part #4: Describe a development progression of language and literacy development from middle years of childhood through high school and discuss how first language literacy skills and contextual factors may or may not affect that development. (Outcomes 1 & 2)

CLDE 5010 Foundations of Language and Culture in Education:  A language, literacy and culture biography of a bilingual individual

Each student will write a biography of a bilingual individual, preferably one of your students. Based on the readings and concepts covered in class, you will write a biographical account of the role of language and culture in the life of this person, drawing from the concepts and readings we've covered in class. We will discuss the selection of this person and how you will proceed. You will submit three portions of the biography at intervals in the semester. There will be a journal component to this project which you will keep throughout as a means of maintaining a record of your thoughts. (Outcome 2)

CLDE 5820 Teaching Multilingual Learners: Teach/Reflect/Respond Assignments

The Teach/ Reflect/Respond assignments give you an opportunity to experiment with new instructional practices in your classroom. You will target a group of bilingual students, try a new strategy that comes from the course readings, and reflect upon the outcomes. Each TRR is focused on a specific topic (classroom talk, reading, writing, scaffolded content instruction). This is an opportunity to take risks and try new practices. You will also give and receive feedback from colleagues on lessons. (Outcome 3)

CLDE 5825 Methods of Content Teaching for Bilingual Learners: Standards-based Thematic Unit

The thematic unit is the performance-based assessment for the course. The unit plan is a demonstration of your abilities to design standards-based instruction with differentiation across language proficiency levels; integration of content and language instruction through oral language and literacy activities; reliable and valid assessment strategies; and inclusion of parents, community, and student interests and experiences into your lessons. There will be opportunities for both instructor and peer feedback on components on the unit plan.  (Outcome 3)

CLDE 5050: Assessment and Advocacy for Multilingual Learners: Assessment Critique

Teachers will work with a group to select one standardized assessment to critique from the perspective of administering it to a bilingual learner. The critique will include: (a)An overview of the assessment instrument, its design and suggested use. (b)A critique of the instrument in terms of practicality, validity, reliability, authenticity & potential for feedback, especially focused on strengths and weaknesses with respect to the needs of bilingual students.

(c)Recommendations on improvements to the instrument or its use with bilingual students

(Outcome 4)

CLDE 5050: Assessment and Advocacy for Multilingual Learners: Assessment Case Study

The Case Study of a Multilingual Learner performance-based assessment has two parts.

Part 1: Teachers will develop a language learning profile which includes: (a) Educational, personal, and academic histories of selected students derived from interviews, observations and records review (b) Standardized and classroom-based language assessment data for listening, speaking, reading, and classroom-based academic achievement data (math, sci., etc.)  and (c) Instructional goals and recommendations for strategies derived from WIDA language standards.  Part 2: Formative Language Assessment Process: Teachers will follow the formative language assessment process outlined in the McDonald et al. text., for two cycles.  The formative language assessment cycle has four steps: (i) Design and teach a lesson (ii) Collect a language sample (iii) Analyze language sample and create language learning targets (iv) Engage in a feedback discussion with student and create collaborative language learning target.  (Outcome 4)

CLDE 5160 History and Law of Immigrant and Bilingual Education: School Improvement Plan

Graduate students complete one major assignment requiring critical analysis of the historical and legal foundations of bilingual and English as a second language education and US, state, district, and school language policy culminating in a School Improvement Plan (SIP). The assignment is broken down into three sections: Federal and State Policies, District and School Policies, School Improvement Plan. The School Improvement Plan (SIP) is your final component to the overall PBA for Graduate students, where you complete a critical analysis of your own school and district programs for second language learners. (Outcome 5)

CLDE 5820 Teaching Multilingual Leaners: Staff Development Plan

For this final assignment, you will assess your strengths and areas of need in terms of professional development for teaching multilingual learners. Pulling from your strengths, you will create an annotated agenda and/or PowerPoint which you could use for staff development on teaching multilingual learners. You will pick one topic of the class which seems especially relevant for your current school context. (Outcome 5)

CLDE 6912 Teacher Inquiry in Multilingual Classrooms: Research Poster

Poster sessions are one of the ways that people present their research at professional conferences. For the final CLDE 6912 presentation, you will create and present a poster that summarizes your research. It will include your research purpose, your inquiry question, information on your focal students and school context, data collection and analysis, research findings and implications.  (Outcome 5)

CLDE 5035 Connecting Theory to Practice: Create a rationale for, design, teach and analyze a lesson specifically for bilingual learners

A major goal of this capstone course is for you to articulate why you teach the way you do and whether your theory and practice coincide. The PBA will be completed in parts. The kind of lesson you teach will depend on the age of your students and your particular content area and grade level. If you work in a dual immersion program your lesson can be in the target language. This assignment consists of four parts which will be completed throughout the class:  Part 1 Matrix of Theories/Research; Part 2 Rationale Paper; Part 3 Description of the Lesson; Part 4 Lesson Reflection and Analysis. (Outcomes 1-5)


Student Learning Outcomes for Certificate in Teaching for Cultural and Linguistic Diversity

Graduates of the Teaching for Cultural and Linguistic Diversity certificate program will be able to:

  1. Understand language and literacy development of multilingual learners and implications for classroom practice.
  2. Plan, implement, and reflect upon high challenge/high support instruction designed for multilingual learners
  3. Plus one additional area of expertise:
    1. Assessment expertise: Design, gather and use assessment results to advocate for appropriate placement, programming, formative assessment, and instruction for multilingual students.
    2. Linguistics Expertise: Analyze the linguistic features of classroom, student and teacher language, including both written and oral discourse; describe the implications for teaching.

Descriptions of Key Assessments of Student Learning for Certificate in Teaching for Cultural and Linguistic Diversity

CLDE 5030 Language Development for Multilingual Learners: Language Development Case Study

Describe a developmental progression of language and literacy development from early childhood through school years, including applications to teaching and influence of societal bilingualism. (Outcome 1)

CLDE 5820 Teaching Multilingual Learners, Advanced: Four Lesson Reflections

Lesson targeting language development of Multilingual Learners using strategies learned in the course. (Outcome 2)

CLDE 5820 Teaching Multilingual Learners, Advanced: Professional Learning Plan

Create an annotated agenda and/or PowerPoint which you could use for professional development on teaching multilingual learners. You will pick one topic of the class which seems especially relevant for your current school context. (Outcome 2)

LCRT 5770 Teaching Multilingual Learners, Advanced: Four Literacy Focused Lesson Reflections

Literacy lessons targeting language development of Multilingual Learners. (Outcome 2)

LCRT 5770 Teaching Multilingual Learners, Advanced: Book Group

(Outcome 2)

CLDE 5050 Assessment and Advocacy for Multilingual Learners: Assessment Case Study

Includes Student Profile and Formative Learning Assessment Cycle. (Outcome 3a)

CLDE 5070 Linguistic Analysis of English: Linguistic Analysis

Analysis of transcript of student written or oral discourse, with implications for instruction. (Outcome 3b)

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