vcc.ca
PIDP 3350: Supporting Multilingual Learners
Effective date
January 2023
Department
Provincial Instructor Diploma
School
Library, Language, and Teaching and Learning
Description
Post-secondary classrooms and other adult learning environments are more linguistically and culturally diverse than ever before. In this course, students will explore issues, learn skills and reflect on attitudes and values in order to create a supportive learning environment for all students. Students will learn foundational concepts in TESOL (Teaching English as a Second or Other Language) and strategies to support the needs of multilingual learners. They will also apply these concepts and strategies in lesson and course planning for their specific learning and teaching contexts. The focus of this course is on the practical strategies and techniques for teaching multilingual learners in discipline specific content courses.
Credits
2.0
Year of study
3rd Year Post-secondary
Prerequisites
None
Corequisites
None
Course Learning Outcomes
Upon successful completion of this course, students will be able to:
- Explain concepts in language learning and teaching theory and methodology related to multilingual learners in discipline specific content courses.
- Describe the range of multilingual learner profiles of students that may be in your class including immigration pathways, motivation and language proficiency.
- Determine practical strategies to address issues including linguistic and cultural challenges that multilingual learners experience.
- Apply TESOL instructional and assessment practices in developing and adapting lesson plans to support all learners to meet the learning outcomes.
- Reflect on instructor role, responsibilities and limitations in ensuring support of multilingual learners within the context of a fair and equitable learning environment.
Prior Learning Assessment & Recognition (PLAR)
1. Actual curriculum products / portfolio created and used by the applicant in their workplace which are judged equivalent to course assignments.
2. A successful interview with the SIE Department Head or delegate.
3. An essay that describes the development of their thinking on the themes, issues, and concepts in the course.
2. A successful interview with the SIE Department Head or delegate.
3. An essay that describes the development of their thinking on the themes, issues, and concepts in the course.
Hours
Lecture, Online, Seminar, Tutorial: 30
Total Hours: 30
Total Hours: 30
Instructional Strategies
Instructional strategies may include in-class workshops, active learning instructional strategies, experiential learning activities, quizzes, critical incident analysis, discussions, group work, online activities, and self directed learning
Grading System
Satisfactory/Unsatisfactory
Passing grade
61%
Evaluation Plan
|
Type |
Percentage |
Assessment activity |
|
Assignments |
25 |
Reflections |
|
Assignments |
35 |
Lesson Plan and Rationale |
|
Assignments |
30 |
Critical incident analysis |
|
Assignments |
10 |
Report |
Course topics
- Second language acquisition (SLA) TESOL key concepts: terminology, methodologies & approaches (content-based instruction) TESOL assessment principles Language proficiency levels English language entrance requirements and equivalencies Language & culture Approaches to working with multilingual learners: asset-based vs. deficit models UDL principles and strategies Equity in the Learning Environment Advocacy (for self & learners) Developing a personal learning network (PLN) & strengthening resource & referral skills Constructive alignment Lesson planning
Notes:
- Course contents and descriptions, offerings and schedules are subject to change without notice.
- Students are required to follow all College policies including ones that govern their educational experience at VCC. Policies are available on the VCC website at:
https://www.vcc.ca/about/governance--policies/policies/. - To find out if there are existing transfer agreements for this course, visit the BC Transfer Guide at https://www.bctransferguide.ca.