Bilingual Education (BILG)

BILG 3321. Literacy Instruction for Emergent Bilingual Students EC-6.

This course focuses on the review, historical analysis, and application of reading and writing methods and materials in bilingual elementary classrooms, in both English and Spanish. Emphasis is placed on examining literacy theories associated with biliteracy development and methodologies for teaching emergent bilingual children. Students evaluate current reading programs and design strategies for biliteracy development. As this is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite coursework requirements. Prerequisite: Admittance to Educator Preparation Program and 2.75 Overall GPA and Departmental Approval.

BILG 3332. Foundations of Bilingual Education.

This course focuses on theories, principles, research, historical foundations, and contemporary issues in bilingual education. Students examine core concepts necessary for effective bilingual instruction, including the language development of emergent bilingual children and the cognitive and social bases for bilingual education. Students explore state and national legal issues related to bilingual education, program models, and the evaluation of bilingual learners. As this is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite coursework requirements. Prerequisite: Admittance to the Educator Preparation Program and 2.75 Overall GPA and Departmental Approval.

BILG 4310. Teaching Young Emergent Bilinguals in Early Childhood Education.

This course introduces students to the fundamentals of asset-based bilingual education within early childhood education, with instruction in both English and Spanish. Students explore early childhood education practices and theories as well as investigate the multiple cognitive, emotional, and sociocultural factors that shape young children's learning experiences. Students examine and apply current research on the early childhood language development of emergent bilingual learners, the agency of young children, and the role of teachers and families in their learning.

BILG 4325. Classroom Management and Teacher-Student Relationships in Bilingual Classrooms.

This course examines the essential structures associated with classroom community development in bilingual settings bilingual classroom community. Students explore key principles, methods, and practices that support meaningful classroom relationships, with particular attention to four interrelated domains: the classroom, agreements of its members, planning and teaching, and trust between the teacher and students. Through reflection of their own educational experiences, participation in current bilingual classroom practices, and analysis of established classroom management models, students identify strengths and limitations in varied approaches to classroom management. Course content emphasizes the evaluation and application of models emphasizing teacher‑student interaction patterns that promote effective learning, student engagement, and positive educational outcomes for emerging bilingual students. As this is part of a multi-course, field-based experience, students must apply in advance for placement and meet program-specific prerequisite and corequisite coursework requirements. Prerequisite: Admittance to Educator Preparation Program and a 2.75 Overall GPA and departmental approval.

BILG 4350. Teaching Mathematics to Bilingual Children in 3rd-6th Grade Classrooms.

This course examines children’s mathematical thinking as a research-based construct for guiding instructional decision-making in 3rd-6th grade bilingual classrooms. Students analyze and apply strategies to elicit and extend children’s mathematical reasoning, drawing on children’s bilingual and other linguistic resources and considering how family and cultural knowledge may relate to children's mathematical learning experiences. Through directed field experiences, students explore and enact problem-solving and assessment practices that use bilingual children’s cultural and linguistic resources to sustain and extend their participation in mathematical learning.  Prerequisite: 2.75 Overall GPA required.

BILG 4360. Methods and Materials for Teaching ESL in Bilingual Content Areas.

This course examines the content, instructional methods, and materials used in elementary English as a Second Language (ESL) instruction to support English language learners across the curriculum, including dual language learners developing academic proficiency in two languages. Emphasis is placed on classroom learning arrangements; strategies for developing listening, speaking, reading, and writing skills across content areas; and materials for instruction and assessment. The course is taught in Spanish and English and provides opportunities for students to read and write in Spanish. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4361. Transliterate Communities in Schools.

This course analyzes educational practices and opportunities for emergent bilingual students and their families in elementary public school classrooms, considering sociocultural, sociopolitical, and sociohistorical factors. Students examine theories and research on bilingual education, instructional approaches, and the role of families and communities in schools. The course emphasizes analysis of how these factors influence teaching practices and student experiences in bilingual classroom settings. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4362. Teaching Across the Bilingual Content Areas EC-6.

This course examines research-based content, instructional methods, and classroom resources for teaching children in EC–6 bilingual settings across mathematics, science, social studies, and language arts, aligned with the Texas Essential Knowledge and Skills in English and Spanish. Students analyze research on how bilingualism supports learning across content areas and how language practices can shape children’s learning opportunities and achievement. Emphasis is placed on the design of meaningful activities and integrative lessons that examine how bilingualism may function as an instructional resource for standards-based content learning. Prerequisite: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4365. Biliteracy Development for Emergent Bilingual Learners.

This course examines the dynamic and interconnected development of reading and writing in Spanish and English among emergent bilingual learners. Students explore a range of assessment approaches used to evaluate emerging biliteracy skills and learn how to interpret assessment data to inform instruction. Emphasis is placed on key theoretical frameworks, instructional methods, strategies, and materials that support biliteracy development across languages. Throughout the course, students examine the socio-cognitive, linguistic, historical, and policy contexts that shape the educational experiences of emergent bilingual learners. Prerequisites: Admittance to the Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 4665. Biliteracy Development and Assessment for Emergent Bilingual Learners.

This course explores the dynamic and interconnected development of reading and writing in Spanish and English among emergent bilingual learners. Students examine theoretical frameworks, instructional methods, strategies, and materials that support biliteracy development through evidence-based instructional practices. The course uses an integrated approach that considers socio-cognitive, linguistic, historical, and policy contexts shaping the educational experiences of emergent bilingual students. Students also explore assessment approaches used to evaluate biliteracy skills and interpret assessment data to inform instruction. The course is taught in Spanish and English and includes extensive experience in a bilingual elementary classroom. Prerequisite: Admittance to Educator Preparation Program and a 2.75 Overall GPA and Departmental Approval.

BILG 5367. Policy and Practice in Dual Language Immersion Education.

This course examines current research, theory, policy, and practice in two-way and one-way Dual Language Immersion education. Students analyze empirical research on program models serving emergent bilingual learners in Spanish and English, including participation, demographics, curriculum design, and instructional practices. The course reviews program effectiveness through sociolinguistic, cognitive, historical, policy, and human capital perspectives. Emphasis is placed on the evaluation, design, and analysis of Dual Language Immersion programs in relation to research on effectiveness and equity. Prerequisite: CI 5387 and CI 5337 and SPAN 3308 and SPAN 3371 or upper level SPAN courses or advanced studies in SPAN having earned a grade of "B" or better or Bilingual Education certification.

BILG 5374. Bilingual Academic Content Instruction.

This course examines the integration of native language instruction in Spanish and English as a Second Language to deliver core academic content, including mathematics, science, social studies, and language arts, to emergent bilingual learners in elementary classrooms. Students analyze instructional models, pedagogical strategies, and curriculum materials that support bilingualism and content learning. Students analyze research on cognitive and sociocultural influences on language development, identity formation, and academic achievement. Emphasis is placed on the design, implementation, and evaluation of research-based approaches for addressing cultural and linguistic diversity in content area instruction. Prerequisite: SPAN 3308 or SPAN 3371 with a grade of "B" or better; or upper level SPAN course(s); or advanced studies in SPAN with a grade of "B" or better; or Bilingual Education certification.

BILG 5388. Language and Power in Schools and Society.

This course examines sociopolitical dimensions of language in local, national, and global settings. Students analyze primary documents, policy texts, and research to study how perspectives about language emerge and circulate across educational and social contexts. The course investigates ways in which language practices can be interpreted in teaching and learning environments and how linguistic diversity can be organized, regulated, or supported within institutional frameworks. Attention is given to descriptive analysis of varied language practices; research-based examination of the relationship of power to language policies and interactions; and comparative perspectives of how individuals and communities understand and respond to these dynamics.