Skip to main content

EDRD 570

EDRD 570: Sociocultural Foundations for Teaching Multilingual Learners

Prerequisite: Admission to Graduate College or permission of the instructor

Credit Hours: (3)

This course examines how culture, identity, migration experiences, language development, and sociopolitical contexts influence the schooling of multilingual learners (MLs). Candidates analyze cultural variables in second-language acquisition, acculturation, culturally responsive instruction, and systemic barriers affecting MLs. Emphasis is placed on instructional decision-making, collaboration with families and communities, and professional advocacy aligned to current ESOL standards and Virginia requirements.

 

Detailed Description of Content of Course

Topics include but are not limited to:

  • Culture as a dynamic, multifaceted construct 
  • Interrelationship between culture, language, and identity 
  • Cultural variables influencing second-language acquisition 
  • Sociolinguistic variation and non-standard English varieties 
  • Acculturation vs. assimilation; culture shock 
  • Identity development of multilingual learners 
  • Immigrant, refugee, and newcomer student experiences 
  • Culturally responsive and sustaining pedagogies 
  • Cross-cultural communication and classroom interactions 
  • Home–school relationships with multilingual families 
  • Bias, stereotyping, microaggressions, and linguistic discrimination 
  • Legal and ethical responsibilities in ESOL education (ESSA, Lau, Castañeda) 
  • Advocacy for multilingual learners and their families 
  • Community partnerships and culturally grounded resources 
  • Implications for content-area and literacy instruction 
  • Strategies for facilitating standard English acquisition 
  • Needs of students with language differences and delays 

 

Detailed Description of Conduct of Course

Course will include but is not limited to:

  • Discussions 
  • Critical reflection and identity-based writing 
  • Small-group problem-solving (e.g., case studies of multilingual learners, analysis of cultural scenarios and instructional dilemmas, etc.) 
  • Readings from research and practitioner texts 
  • Application projects using culturally responsive pedagogies 
  • Online modules, multimedia content, and collaborative tasks 

 

Student Learning Outcomes

Upon successful completion, students will be able to: 

  1. Explain the interrelationships among culture, language, and identity, and apply these concepts to multilingual learner contexts. 
  2. Analyze cultural variables in second-language acquisition, including communication norms, thinking styles, and sociolinguistic patterns. 
  3. Differentiate between acculturation and assimilation and interpret how these processes affect MLs’ academic and social development. 
  4. Identify and respond to bias, stereotyping, and linguistic discrimination in instructional and institutional settings. 
  5. Apply culturally responsive, sustaining, and anti-bias pedagogies when planning and delivering instruction for MLs. 
  6. Collaborate effectively with ML families and community partners, using appropriate cross-cultural communication strategies. 
  7. Collaborate with school personnel to support the academic, social, and emotional needs of multilingual learners. 
  8. Demonstrate knowledge of legal, ethical, and advocacy responsibilities in ESOL education (ESSA, Lau, Castañeda, Plyler). 
  9. Use reflective practice to analyze their own cultural identities and biases and their influence on teaching and learning.
  10. Demonstrate effective strategies for facilitating the learning of standard English by speakers of other languages and dialects.
  11. Demonstrate an understanding of the unique needs of students with language differences and delays.
  12. Demonstrate an understanding of the significance of cultural contexts on language.

 

Assessment Measures

Assessment may include: 

  • Cultural Autobiography and Identity Reflection  
  • Case Study Analysis of a Multilingual Learner  
  • Community/Family Engagement Project  
  • Culturally Responsive Instructional Design Task  
  • Participation and Discussion-Based Assignments  

Assessments emphasize applied knowledge relevant to ESOL practice and Praxis competencies. 

 

Other Course Information

This course satisfies one of the cultural/advocacy requirements for the proposed ESOL Certification Pathway. It is aligned with Praxis ESOL 5362 competencies and Virginia’s ESOL endorsement requirements. This course will be required for the Reading Specialist Certificate and Endorsement. 

 

Review and Approval

May 13, 2026

Apply NowPlan a Visit