CHDV C256 Strategies and Curriculum for Multilingual Learners in Early Childhood

This is the second course in the Multilingual Learners specialization for the Master Teacher Certificate. While there have been certifications available for teaching multi-language learning children for at least the past 30 years, the importance of supporting these children in developing both their home and other languages is beginning to have a larger impact on educational policy. In this course, we will be exploring principles and strategies for culturally and linguistically responsive teaching, building strong connections with families, classroom environments, curriculum, and authentic assessment. Our focus will be on how to support multi-language learners in the early education setting.

Before we start this exciting exploration, though, we need to set some ground rules for the class and get a big picture for how the class will operate over the next 8 weeks. Please take some time to look through the information in this liquid syllabus so you will be prepared when our class starts. 

If you have questions at any time, please email me either through the Canvas Inbox or email me at LFULLER@cerrocoso.edu.

Catalog Course Description

This course includes principles and strategies for culturally and linguistically responsive teaching, building strong connections with families, classroom environments, curriculum, and authentic assessment. Students explore strategies to effectively support all multilingual learners in an early childhood setting from infancy through preschool. Students are required to observe children in a group setting.

Advisory: ENGL C101 & LIBR C100 

Course Readings

There is no required textbook. The learning resources are free to all of us, which means I have already built them into the Canvas course. The learning resources for each module will be available when each module opens on Monday morning.  

Student Learning Outcomes

Upon completion of the course, the student will be able to:

• Examine principles of culturally and linguistically responsive teaching, including building strong connections with families.

• Apply developmentally, culturally, and linguistically appropriate strategies to effectively support multilingual learners (MLLs).

• Plan curriculum that supports multilingual learners (MLLs) in an early childhood setting.

In this course, I have identified the summative and formative assignments, so you understand which assignments are most important for you to complete in order to demonstrate your understanding and learning of the course content. Summative assignments are cumulative assignments that demonstrate your overall learning. Formative assignments demonstrate your learning as you progress through the course content. Both types of assignments are important. The summative assignments are required - they are larger assignments that make up the majority of your grade, demonstrate your overall learning in the course, and are used to assess the efficacy of the course. The formative assignments are more flexible. They are worth fewer points, help me to assess your learning and progress throughout the course, and allow you to check for understanding before submitting the summative assessments. In order to help you plan out the semester so you can be successful, you will be submitting a Learning Contract by the end of Module 1.

Here is a list of Summative and Formative Assignments for you to review to help you work through the content of the course. Your final grade will be determined by how many points you earn in the course. THE SUMMATIVE ASSIGNMENTS ON THEIR OWN ARE NOT ENOUGH POINTS TO PASS THE COURSE. You must choose from the Formative Assignments to make sure you are completing enough points in the course to earn the grade you want. The more assignments you complete, the higher your final grade will be.