MCCCD Program Description

Sheltered Instruction for Dual Language Settings - Birth to Age Eight

Course: EEP411

First Term: 2023 Fall

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S- Standard

Description: Analysis of sheltered instruction strategies designed to serve the needs of dual language learners ages birth to eight. Includes comparison and evaluation of various language educational models with a focus on asset based behaviors and expectations as well as integrated and targeted language instruction.

MCCCD Official Course Competencies
1. Distinguish between the characteristics of key approaches to sheltered language instruction in the early childhood dual language setting. (I-IV) 2. Practice proven strategies for targeted and immersive language instruction in the early childhood dual language setting. (I, III) 3. Examine language learning in early childhood dual language settings including stages, proficiency levels, challenges, and key terminology. (II-V) 4. Prepare sheltered instruction strategies for encouraging growth in oral and written language in the early childhood dual language setting. (III, IV) 5. Formulate practices for cultivating collaborative relationships between families and educational settings with clear expectations for supporting dual language learners. (V)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Dual language instruction approaches A. One-way B. Two-way C. Time distribution D. Translanguaging E. Content-based instruction F. Immersion G. Other approaches II. Key terminology A. Basic Interpersonal Communication Skills (BICS) B. Cognitive Academic Language Proficiency (CALP) C. Language dominance D. Language proficiency E. Code switching F. Other key terms III. Instructional strategies A. Total Physical Response (TPR) B. Comprehensible input C. Visuals D. Hands-on learning E. Responsiveness F. Extending language G. Thematic instruction H. Discovery/inquiry learning I. Cooperative learning J. Student choice K. Background knowledge L. Other strategies IV. Key understandings of language learning A. Stages of learning B. Levels of proficiency C. Relationship between first and second languages D. Characteristics of effective programs E. Other V. Collaboration between early childhood setting and home A. Home language B. Home culture C. School culture D. Family learning opportunities E. Classroom learning opportunities F. Parents G. Students H. Community resources I. Community advocacy J. Other opportunities

MCCCD Governing Board Approval Date: August 23, 2022

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.