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Course Criteria
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3.00 Credits
Course covers a variety of verbal and nonverbal communication modes in a broad array of language/culture contexts frequently encountered in bilingual/bicultural classroom situations. A primary focus will be on oral communication especially the perception recognition and production of English as rendered by speakers of other languages. Accent, especially when it triggers semantic confusion, is emphasized. Equal significance is granted to culture modes which constitute the context for linguistic expression. The development of cross-linguistic/ cultural awareness of communication is pedagogically geared to help instructors avert and overcome any miscommunications encountered in language/ culture diverse classrooms and community interactions.
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3.00 Credits
Presents detailed trreatment of issues concerning the instruction of diverse language groups such as Hispanics, Asians, East Indian, Arabic, and Middle Easterners within the differentiated curriculum in American schools. Focuses on contrastive and analytical techniques for studying language and culture related to improving instruction in the subject areas.
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3.00 Credits
Presents strategies and theoretical models to develop teacher awareness in those areas that concern the specialized bilingual educator. There is an emphasis on the identification and location of relevant instructional materials which address bilingual education as a method of instruction for culturally and linguistically diverse children with limited English language skills. Participants are expected to apply curricular models and develop pedogogical skills in the areas of task analysis, instructional assessment, and critical evaluation of instructional materials to meet the needs of bilingual students.
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3.00 Credits
Study of recent developments and trends in the assessment of language in the context of bilingual education. Analysis and evaluation of bilingual tests in current use. Review of relevant assessment procedures.
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3.00 Credits
Introduces the fundamentals of bilingual education through the understanding of language and culture diversity and the emergence of different bilingual and bicultural teaching and learning situations in our schools and communities. It is necessary to understand the politics and policies that govern those situations and the probolems associated with them and the manner in which the emerging problems are handled and solved. All instructional problems and solutions are managed in line with the latest philosophies, theories, and principles of bilingual education and their application to culture and language diverse classroom situations.
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3.00 Credits
Surveys the ethnic, cultural and linguistic history and evolution of the U.S. as a pluralistic nation. This survey covers precolonial America, colonization, forced displacement and exploitation of Africans and the following immigration waves since the 18th century. The cultural and linguistic characteristics of each group are discussed with highlights on language and culture maintenance, erosion or disappearance across generations. Erosion and disappearance of language and culture are approached in terms of the processes of acculturation and assimilation, whereas their maintenance is portrayed through recent practices in pluralism of which the implementation of bilingual education and multicultural education are typical examples.
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3.00 Credits
Aims at the development of a methodology for teaching language/culture diverse students by comparing and contrasting a wide range of linguistically/culturally different ethnic groups. After a thorough introduction to culture and multiculturalism and their impact on formal and informal learning situations, the course is complemented with the formation and presentation of several learning centers (modules) related to the major ethnic groups. The characteristics of those groups and the identification of the most effective and efficient techniques compatible with multicultural learning situations.
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3.00 Credits
With the steady increase in the number of language minority students especially those with limited English proficiency, a better understanding of their affective, physical and cognitive needs and readiness for learning in the second language and culture environments is becoming indispensable. This course provides the necessary academic, pedagogical, and clinical preparation for teaching in situations involving limited English proficient students learning through the medium of the first or second language or a combination of both. A primary focus is on developing the most appropriate materials, approaches and methods and the necessary sets of strategies and techniques for implementation.
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3.00 Credits
Assessment is indispensable in any language/ culture learning situation and for a wide variety of purposes, e.g. proficiency, placement, achievement, diagnosis, aptitude. All teachers in monolingual and bilingual classrooms need to understand the purposes, principles, procedures of assessment and how to construct assessment tools and interpret their data. In bilingual situations where more than one language and culture are involved, teachers should be aware of language and culture interfacing and guard against biases, misconceptions and misinterpretations. Participants in this course should be able to critique, evaluate and construct different assessment tools ranging from testing to portfolio and performance-based.
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3.00 Credits
No course description available.
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