Equity in Online Learning for Multilingual Students
9 SCECH hours
Explore how to create equitable and supportive learning experiences for K-12 multilingual students in virtual and hybrid environments. This course is part of a series of courses included in the “Inclusive Teaching and Learning in COVID-19” grant awarded by GEER funding.
This course explores how K-12 general education teachers can support emergent bilingual or multilingual English learners in online and hybrid teaching contexts. The first module provides an overview of current research on language acquisition and the diversity of language learners in K-12 communities. The second module discusses the importance of an assets-based approach and highlights strategies for creating a classroom environment that honors and sustains the linguistic and cultural skill sets students bring to the classroom. The third module introduces how teachers can utilize Universal Design for Learning (UDL) practices in online and hybrid teaching contexts. The fourth module explores how teachers can lower affective barriers to create inclusive digital communities. The final module explores how teachers can create opportunities for oral language development in online and hybrid teaching contexts.
- Language Acquisition
Learners understand current research on language acquisition for K-12 students, the strengths and needs of different groups of multilingual learners, and how to establish two way communication with multilingual families.
- Asset-Based Approaches
Learners understand the importance of using an asset based approach with multilingual students, how to identify student funds of knowledge in online/hybrid contexts, how to draw on student funds of knowledge in online/hybrid lessons, and how to encourage and develop home language in online/hybrid lessons.
- Universal Design for Learning
Learners understand why providing multiple means of engagement, representation, and expression supports multilingual students, how to provide student voice and choice in online/hybrid lessons, how to provide multiple means of representation (visual, written, oral) in online/hybrid lessons, and how to provide multiple means of expression (visual, written, oral) in online/hybrid lessons.
- Inclusive Communities
Learners acknowledge the importance of reducing affective filters for creating inclusive digital communities, how to provide low stakes community building opportunities in online/hybrid lessons, how to provide linguistic supports (sentence starters, word banks, explicit vocabulary instruction) in online/hybrid lessons, and how to implement routines and consistent organization strategies in online/hybrid lessons.
- Oral Language
Learners understand the importance of oral language development for multilingual learners, how to use equity sticks to ensure opportunities to produce language in online/hybrid lessons, how to use leveled questions to plan and measure oral language development in online/hybrid lessons, and how to use cooperative learning structures to increase oral language development in online/hybrid lessons.
Why take this course?
Developed by teachers, for teachers.
Learn from the best
Learn from multiple educational experts in the field.
Access a wide variety of classroom ready learning supports and plans, as well as technological resources.
- Evelyn Daugherty
- Other contributors
This course is available for free through Michigan Virtual.
Enroll in Disciplinary Literacy
This course is recommended for teachers across all subject and disciplines in grades 9 - 12.
- 10 hours of online course content
- Earn 3 Continuing Education Units (CEUs)
- Access to classroom resources including lesson plans and worksheets
- Earn a certificate of completion from the University of Michigan School of Education
Request a custom quote
- 10 hours of online course content
- Easy progress tracking and deployment
- Volume pricing for teacher groups, school and districts
- Course content created by award-winning educator Elizabeth Birr Moje
- Classroom resources for teachers, including lesson plans