Upon successful completion of the course, students will be able to: describe the philosophical, theoretical, and research bases for bilingual education with an emphasis on the local context in New York City; describe the unique and powerful role of bilingual teachers as advocates for English Language Learners; critique ways in which race and culture impact teaching and learning in the classroom and beyond, and devise a plan for a culturally responsive classroom in which students' unique cultural identities are consistently emphasized and included; assess the literacy, language, and content knowledge demands of assessments; define how language skills, literacy levels, and content learning are interdependent; evaluate different approaches and methodologies consistent with the Communicative Approach; apply and implement instructional strategies to support: language and biliteracy development for students at all levels of language proficiency, comprehensive literacy instruction, and bilingual reading and writing development; describe and apply backwards planning using standards and assessments to current curricula; analyze, critique, select and/or modify instructional resources designed for bilingual teachers; analyze curricular plans to determine alignment to student needs, specifically students with disabilities; and practice implementing lesson plan best practices in content areas, with an emphasis on analyzing student growth within the planning cycle.