Teaching Irregular Verb Conjugations to Emergent Bilingual Learners

Using a backwards design approach, this lab identifies learning outcomes given real-world data from emergent bilingual learners (EBLs) in an English Language Arts classroom in Spain. It contains an e-learning module for teaching and learning irregular verb conjugations in the English past tense. Participants interacted with the model and completed diagnostic, formative, and summative assessments on both regular and irregular verbs. The module captures a design process, from development to implementation, of a coherent educational experience for elementary-level EBLs.