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Component 1.2. Foundational Knowledge
of Bilingualism

Candidates demonstrate knowledge of the
theoretical nature of the acquisition and
development of language, bilingualism, and
biliteracy across the lifespan.

Assessments as Sources of Evidence

Assessments of content knowledge may
include but are not limited to a state licensure
test or professional exam of content related to
foundational knowledge of biliteracy and
bilingualism in varying content areas.
Assessments of content knowledge such as
designated course projects, case studies, etc.
aligned to the content of biliteracy such as
sequential versus simultaneous versus literacy
development approaches, translanguaging,
grouping of learners, time and subject area
allocation, and diverse learners across the
content areas.
Assessments of dual language content
knowledge such as a comprehensive capstone
project, case study, or action research to
demonstrate knowledge of complex, early
literacy patterns with emerging bilinguals,
English learners, and other multilingual
learners including those with special needs.
Assessments and evaluation tools for the
completion of candidates’ student
Assessments of dual language planning such
as lesson plans, a comprehensive Unit Plan
consisting of a series of related lessons with
corresponding formative and summative
assessments, planning tasks for content and
language development in both program
languages, and/or other planning tasks.

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