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Candidates demonstrate knowledge and application of concepts, theories, and research from applied linguistics, second language acquisition, and literacy development.

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Candidates consistently reflect upon and analyze the classroom, school, and community experiences of ELLs and how such experiences influence the education of culturally and linguistically diverse populations.

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Candidates understand how to advocate for English language learners within the local school and community contexts by challenging: misconceptions, arbitrary requirements, inappropriate curricular and assessment assumptions, cultural misunderstandings, and other factors that may impede language learners’ development and access to opportunities.

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Candidates differentiate instruction and assessment by applying concepts, theories, and research of educational linguistics, second language acquisition, and literacy development.

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Candidates plan and support English language learners’ authentic engagement and interaction in a variety of learning environments (e.g., whole group, cooperative groups, independent learning, and individualized instruction).

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Candidates advocate for ELLs and their families in multiple contexts within the school and communities.

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classroom observation of litercy learning

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Instructional Support for Language Demands 413

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Candidates understand the diversity within the English language learner population (e.g., immigrant, migrant, refugee, and those born in the United States) and the impact of immigration status, socioeconomic status, race, religion, class, national origin, disability, and gender on student learning.

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Candidates consistently engage in culturally responsive practices that empower students intellectually, socially, emotionally, and politically to develop knowledge, skills, and attitudes. These practices may include: 1.    Use resources and assets available in schools (e.g., parent advisory committees, adult reading programs) and English learners’ cultural communities (e.g., online, local, and regional resources).2.    Acknowledge that parenting practices and participation in the education of a child vary among cultures and accommodate for this variance by developing diverse opportunities for parental outreach and integrating families within the school community.3.    Validate and incorporate home languages and cultures as educational assets4.    Facilitate/Bridge understanding of expectations and processes in the new culture to empower ELLs to excel socially and academically.5.    Use information, if available, of native language literacy and demonstrated knowledge of content to inform instructional choices.6.    Integrate students’ funds of knowledge to build bridges to content understanding.7.    Include multiple cultures and integrate culturally-relevant texts in discipline- specific instruction

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Candidates apply a range of teaching strategies, structures, and methods to support the development of higher level thinking skills at all levels of language proficiency.

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Candidates collaborate with stakeholders (e.g., teachers, administrators, other educational staff, families, and community partners) to support and facilitate English language development and overall academic success for English language learners.

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Welcome to my webpage! My name is Lisa-Kristina and I am a student at Washington State University. I am an elementary education major with an ELL endorsement. This webpage contains information on...

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Candidates plan, differentiate, and use materials, for multiple language proficiency levels ensuring meaningful access to grade-level content for each student.

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Candidates can analyze how policies (e.g., discipline systems, ELL identification, programing, ELL placement, extracurricular eligibility) may impact the school experiences of ELLs.

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Candidates know how to serve as effective resources (e.g., instructional strategies, policy and outreach) for working with English language learners and the importance of collaborating with other educational staff and community members

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Instructional Support for Language Demands 413