General Catalog 2022-23

(Formerly numbered 166.) Seminar, five hours. Use of child-centered approach to examine instructional strategies and assessment practices with preK-12 multilingual and English learner (EL) students who are learning academic content at same time they are acquiring English (and possibly additional languages) in school. Critical comparison of effectiveness of English-only programming with dual-language approaches (e.g., two-way immersion, transitional bilingual education) and roles of summative and formative assessments in educational decision making with multilingual and EL students. Letter grading.