Lewis & Clark Moodle

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.