Seminar, five hours. Use of child-centered approach to examine instructional strategies and assessment practices with preK-12 multilingual and English language learner (ELL) students who are learning academic content at same time they are acquiring English (and possibly additional languages) in school. Critical comparison of effectiveness of English-only programming with dual-language approaches (e.g., two-way immersion, transitional bilingual education) and roles of summative and formative assessments in educational decision making with multilingual and ELL students. Letter grading.