Learning Objectives:
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 language and 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
Differentiation & Academic Language Instruction
Popular with all teachers, including content teachers K-12 and ESL/ELL/ESOL/MLL/EAL and Special Education teachers.
In order to plan and deliver effective, meaningful instruction for multilingual learners (MLLs) and ALL learners, 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®.
| Length | 15 Hours (course access expires after 1 year or upon completion of the course) |
| 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 & a private Padlet space for additional (optional) discission |
| Certificate | For 15 PD hours upon course completion |
| Approved Vendor | Massachusetts (SEI PDPs) & Rhode Island (PLUs) |
| Prerequisites | None |
“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.”
“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 never considered adding a language objective to my lessons. I did not know that I was even missing something that can be implemented so easily and provide so much more structure for the students and their learning.”
“Much more aware of the fact that the new reality for all of us is multilingual, multi-ethnic, multi-racial, multi-identity groups, multi-national, multi-abilities and the intersectionality of all of these. We must shift our mindset to be more inclusive and respectful of the many varied backgrounds and unique life experiences that fill the seats in our classrooms.”