2: Differentiation & Academic Language Instruction

2: Differentiation & Academic Language Instruction

Sale Price:$216.00 Original Price:$275.00

In order to plan and deliver effective, meaningful instruction for multilingual learners (MLLs), educators need to understand deep features of academic language and provide targeted scaffolds for a language-rich classroom. In this self-directed course, we teach evidence-based strategies for intentionally planning instruction with a Language Lens.

Popular with all teachers, including content teachers K-12 and ESL/ELL/ESOL/MLL/EAL and Special Education teachers.

This course can be taken as a stand-alone by individual educators OR as part of a professional learning program with Confianza.

THIS PAGE IS FOR INDIVIDUAL PURCHASE ONLY; CONTACT US FOR A GROUP/BULK ORDER THROUGH A PURCHASE ORDER. Contact us to learn more.

A portion of every purchase from Confianza supports non-profits working for social justice.

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What You'll Learn

  • Examine belief systems and research-based practices for serving culturally and linguistically diverse students

  • Identify and apply functional academic language goals and strategies in content and/or language classrooms

  • Integrate academic language practices into lesson planning, delivery, and assessment

  • Explore literacy-specific strategies for teaching academic language across all domains (listening, speaking, reading, and writing)

  • Apply and share new strategies through fieldwork and an action plan for each participant’s classroom/school context

 Length 15 Hours (course access expires after 1 month)
 Course Type Asynchronous, on-demand so you can start, stop and finish on on your own time
 Price $275 USD
 Activities Mini-Lesson Videos, Articles & Fieldwork Tools for Application, including personalized action plan
 Platforms Integrated here on our website with Squarespace Member Area
 Certificate For 15 PD hours upon course completion
 Approved Vendor Massachusetts (SEI PDPs) & Rhode Island (PLUs)
 Prerequisites None
I love the framework of understanding the domains as input/output (or receptive/productive). That is helpful to consider how activities I might do in the classroom are reinforcing all of these. I *think* I balance these, but I will now pay closer attention.
— Kathryn M. Flinner, High School English Teacher
I used to make assumptions about my ELLs level of vocabulary based on their spoken language, now I know that they may speak much more fluently/differently than they read or write or comprehend.
— Ted Purcell, 7th-8th Grade Science/Technology Teacher
Before I may have assumed understanding but now through task analysis and key vocabulary I have a way to make sure the learner is comfortable with the vocabulary prior to the lesson.
— Anthony Cappelli , Itinerant Teacher of the Blind