Instructional Design With a Language Lens: Preparing Educators for Multilingual Classrooms

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Author(s): Amy J. Heineke (Loyola University Chicago, USA), Wenjin Guo (Loyola University Chicago, USA), Luke Carman (North Carolina State University, USA)and Jay McTighe (McTighe & Associates, USA)
Copyright: 2023
Pages: 21
Source title: Handbook of Research on Solutions for Equity and Social Justice in Education
Source Author(s)/Editor(s): James Etim (Winston-Salem State University, USA)and Alice Etim (Winston-Salem State University, USA)
DOI: 10.4018/978-1-7998-9678-4.ch010

Keywords: Business Science Reference / Civic Engagement & Social Justice / Educational Administration and Leadership / Social Sciences & Humanities

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Abstract

Classrooms are more diverse than ever before with increasing numbers of multilingual students who are developing English proficiency while simultaneously being expected to learn and perform in English in literacy and the content areas. In the context of the United States, previous efforts to prepare teachers for the heterogeneous population of students have led to simplified curriculum that limits children's equitable access to rigorous disciplinary learning. This chapter probes one project's efforts to build capacity in schools by holistically preparing educators across grades and disciplines to provide equitable instruction for students labeled as English learners. Using a framework that added a language lens to the understanding by design framework already used in partner schools, participants developed understandings and practices that facilitated curricular design that maintained focus on language across instruction.

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Instructional Design With a Language Lens: Preparing Educators for Multilingual Classrooms

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