Investment: $299

What do the new trends in research and practice mean for our multilingual students? 

Early data is showing trends of increased decoding performance for schools who have shifted to a Science of Reading model with an emphasis on explicit phonics and morphology instruction. However, data is also showing slowed second language proficiency development for multilingual learners. Recent research on language development, specifically translanguaging instructional practices, has documented the benefits of drawing on multilingual students’ linguistic knowledge in multiple languages with increased literacy and language performance in workshop settings.  How can we take the best of workshop and Science of Reading and infuse them with evidence-based practices to support multilingual students?

This course will present practical strategies for supporting multilingual students’ language proficiency development within the context of new literacy instructional trends. Drawing on principles of the Science of Reading, Reading and Writing Workshop, and research-based practices for multilingual students, we will explore practical instructional ideas and classroom examples of the following:

  • Differentiation techniques to support multilingual students from a wide range of proficiency levels
  • Ways to infuse language development supports into phonics and fluency instruction
  • Ideas for supporting transfer from phonics instruction and decodable texts to self-selected, high-quality text with rich vocabulary 
  • Strategies for using translanguaging instructional practices to support literacy instruction, even if you don’t know the students’ home language!

Course curriculum

    1. Course Information

    1. Padlet

    1. Part 1: Introduction and Course Goals

    2. Part 2: Who are Multilingual Learners? What are the Stages of Language Proficiency?

    3. Part 3: Science of Reading: What does the research say? What pedagogical shifts might we make?

    4. Part 4: What does this mean for multilingual students? What research-based scaffolds might we integrate into our instructional practices?

    5. Part 5: Word Recognition: How might we blend SOR research and effective instructional approaches for multilingual students?

    1. Part 1: How might we support background knowledge building before reading and learning?

    2. Part 2: What are some highly effective vocabulary instructional practices? What scaffolds might we add to support multilingual students?

    3. Part 3: How might we teach language structure and verbal reasoning in ways that support our multilingual learners?

    4. Part 4: How might we build students’ literacy knowledge?

    5. Part 5: What is translanguaging?

    6. Part 6: What might translanguaging look like in the classroom?

    7. Part 7: How might we design culturally relevant translingual literacy experiences?

    1. Complete this short survey and get your course completion certificate!

About this course

  • $299.00
  • 15 lessons
  • 2.5 hours of video content

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Course Facilitators

Dr. Lindsey Moses

Lindsey grew up in Billings, Montana. She completed her B.S. degree in Elementary Education with an emphasis in Early Childhood Education at Montana State University. Lindsey began teaching second grade at a bilingual elementary school in Colorado. During that time, she became interested in how to best support the needs of young bilinguals acquiring English. She received her M.A. in Interdisciplinary Studies: ESL, Multicultural, Bilingual Education from the University of Northern Colorado. Lindsey received her doctorate from the University of Northern Colorado in Educational Studies with a dual cognate of Reading and Culturally and Linguistically Diverse Education. Lindsey began working as an assistant professor of Early Childhood Education at the University of Northern Colorado in 2009. During this time, she taught classes in Early Childhood Education, Elementary Education, Literacy, Linguistically Diverse Education, and Teaching English as a Second Language. Lindsey also worked at the University of Vermont as an assistant professor of Early Childhood/Elementary Literacy. She is currently an associate professor of Literacy Education at Arizona State University. Her research interests include examining how young children and young bilinguals construct meaning with text in various instructional settings. She has published articles on her classroom research, student inquiry and caring relations in schools settings. Lindsey is a co-author of the Heinemann book, Comprehension and English Language Learners: 25 Oral Reading Strategies That Cross Proficiency Levels, with Michael F. Opitz. Lindsey also authored the Heinemann book Supporting English Learners in the Reading Workshop. Her latest book, What are the REST of my Kids Doing? Fostering Independence in the K-2 Reading Workshop, was co-authored with an amazing first-grade teacher, Meridith Ogden. This book provides practical, classroom-based ideas for developing meaningful independent reading and learning opportunities for primary-aged students. Lindsey enjoys working with school districts, schools, and teachers across the country and internationally as an educational consultant to provide workshops and professional development to support their reading and writing instructional needs. She enjoys everything from long-term residencies to one-day workshops.