This course focuses on the development of literacy and academic language for English Learners (ELs) across grade levels and content areas. Candidates examine the relationship between oral language, reading, writing, and content learning, with emphasis on evidence-based instructional practices that support multilingual students’ access to rigorous academic content. Topics include academic vocabulary development, comprehension strategies, disciplinary literacy, writing instruction, and differentiation based on English language proficiency levels.

Candidates apply course concepts through analysis of student work, design of literacy-integrated lessons, and reflection on instructional practices within authentic classroom contexts. The course also addresses assessment-informed literacy instruction, culturally sustaining literacy practices, and instructional support aligned with MTSS frameworks. Upon completion, candidates will demonstrate the ability to plan, implement, and evaluate literacy instruction that advances both
language development and academic achievement for English Learners in K–12 settings.

At the completion of this course, the learner will be able to:

• Design literacy and academic language instruction that integrates content and language objectives to support English Learners’ reading, writing, speaking, and listening development across disciplines. InTASC 4, 7
• Apply evidence-based literacy strategies to scaffold complex texts, develop academic vocabulary, and support disciplinary literacy for English Learners at varying levels of English proficiency. InTASC 1, 8
• Analyze student language and literacy data to inform instruction, differentiate supports, and monitor progress within MTSS or tiered instructional frameworks for English Learners. InTASC 6, 7
• Implement culturally responsive and linguistically sustaining literacy practices that honor students’ linguistic assets and promote equitable access to rigorous academic learning. InTASC 2, 3
• Reflect on instructional practices and professional decision-making to improve literacy outcomes for English Learners through collaboration, ethical practice, and continuous professional growth. InTASC 9, 10