2: Differentiation & Academic Language Instruction
2: Differentiation & Academic Language Instruction
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.
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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. ”
“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.”
“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. ”