ble503 | Graduate

Foundations Of Instruction

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This course is designed to introduce historical, legal, and theoretical frameworks of education for bilingual learners in the United States. Participants identify effective bilingual instructional approaches and strategies with emphasis on content area instruction. Evaluation and assessment strategies for bilingual learners are also addressed.

This graduate-level course is 6 To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6

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    Historical and Legal Background

    • Analyze legislation and landmark cases that have influenced bilingual education.
    • Identify standard-based reforms related to bilingual education.

    • Demonstrate how bilingual education policies and programs have developed.
    • Summarize the historical and legal aspects of bilingual education.

    Instructional Approaches and Strategies

    • Describe the stages of language acquisition.
    • Explain the issues that affect language acquisition.
    • Identify the principles of bilingual special education.
    • Analyze instructional approaches, methods, and strategies for teaching bilingual learners, including technology applications, tools, and software.

    Content Area Instruction

    • Apply multiple approaches in teaching social studies.
    • Explain the thematic approach used to teach bilingual learners in the content areas.
    • Identify the role culture plays in learning math and science.
    • Analyze methods for teaching bilingual learners with special needs in the content areas.

    Assessment and Evaluation

    • Analyze assessment and evaluation for bilingual learners.
    • Compare the types of assessment and evaluation for bilingual learners.
    • Identify the political context for assessment and evaluation of bilingual learners.


    • All objectives apply.

    Overview of Bilingual Instruction

    • Explain the principles, philosophies, and theories of education for bilingual learners.

    • Identify cultural, linguistic, academic, and social issues that affect bilingual learners.
    • Analyze the influence of cultural diversity on instructional programs.
    • Determine the characteristics of effective communication and collaboration among stakeholders.
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    Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.