Educating students learning English presents unique challenges. Yet with these students, we often mistake poor performance and low test scores as indications that a student might have a disability, rather than focusing on the nature of the education a student is receiving and how it interacts with their second-language development. These students have different circumstances and development compared to monolingual learners; however, if we do not understand or accept this, we are essentially undermining their educational experience. This course will provide educators with a solid foundation for understanding the many challenges students face as they learn English in the school system and are expected to progress and learn in ways that don't always reach every child, which may lead to poor academic performance and mimic intrinsic signs of disability.
At the conclusion of this course, participants will be able to:
- Communicate the nature of language acquisition vs. language learning and its implications regarding instruction and comprehensible input.
- Recognize the myths surrounding language acquisition and development, and understand their relevance to academic development.
- Communicate the manner in which development plays a substantial role in learning, particularly for Multilingual Learners (MLLs).
- Communicate how language, cognition, and achievement are developmental processes that are interrelated and interdependent.
Intended Audiences
- PreK-12 General and Special Educators
- District and Building Administrators
- Multilingual Educators
- Speech and Language Pathologists
- School Psychologists
- Social Workers
- Interventionists
- Specialists
- Instructional Coaches
Course Type
- Self-Paced
Recommended # of PLUs
- 1.5 PLUs