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Course Criteria
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3.00 Credits
Internet technologies connect students and teachers to innovative learning projects, multimedia-interactive information and activities, virtual classrooms and information from around the world. Students and teachers must acquire both the knowledge and technical aspects of how to integrate the Internet into their learning environments.
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3.00 Credits
Cross-listed with EDCI 4900; Description: The purpose of this course is to aid students in becoming aware of, understanding, and being sensitive to the needs and interests of ethnic and cultural groups, with the underlying philosophy being that the differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefit they bring to all people.
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3.00 Credits
The course, through readings in the text and on websites, examines in depth the major categories of language assessment. Students will do the following: survey varying approaches to evaluating language subskills (such as vocabulary, grammar, pronunciation) and communication skills (speaking, listening, reading, and writing); distinguish between tests designed for language proficiency from those designed to detect learning problems; investigate models of language assessment; examine standardized tests and their appropriate application, distinguishing between those that assess knowledge of language structure from those that evaluate communicative skill; critique research being done in the area of testing in a second language.
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3.00 Credits
Description: This course is designed 1. to introduce future or in-service language teachers and professionals to a basic understanding of the structure and function of the interrelated systems of syntax, pragmatics, phonetics, phonology, and semantics, both for languages in general and English specifically; 2. to learn to apply that knowledge to work more effectively with language students; 3. to acquire the basic analytical skills applied linguists use to investigate new linguistic situations and data as they are encountered in real-world teaching; and 4. most importantly, to make the participants aware of the vast unconscious linguistic insights they already possess and to help them learn to tap those resources to use in teaching.
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3.00 Credits
No course description available.
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3.00 Credits
No course description available.
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3.00 Credits
TEAE 4020/5020/6020 is designed to build background knowledge regarding oral, reading, and writing development in English for K-12 English language learners. The course covers language acquisition theories, literacy development in the first and second language, classroom organization, teaching strategies, and instructional methods in reading and all content areas as well as assessment procedures for effective English language instruction in the PreK-12 classroom environment. The course is specifically designed to assist practicing classroom teachers in meeting the needs of English language learners and newly arriving immigrant students with varying levels of English language proficiency and varying levels of educational experiences. The course is not recommended for teachers of EFL (English as a Foreign Language) or Foreign Language teachers.
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3.00 Credits
Internet technologies connect students and teachers to innovative learning projects, multimedia-interactive information and activities, virtual classrooms and information from around the world. Students and teachers must acquire both the knowledge and technical aspects of how to integrate the Internet into their learning environments.
-
3.00 Credits
Cross-listed with EDCI 4900; Description: The purpose of this course is to aid students in becoming aware of, understanding, and being sensitive to the needs and interests of ethnic and cultural groups, with the underlying philosophy being that the differences and similarities that characterize individuals and groups should be cherished for their worth and cultivated for the benefit they bring to all people.
-
3.00 Credits
The course, through readings in the text and on websites, examines in depth the major categories of language assessment. Students will do the following: survey varying approaches to evaluating language subskills (such as vocabulary, grammar, pronunciation) and communication skills (speaking, listening, reading, and writing); distinguish between tests designed for language proficiency from those designed to detect learning problems; investigate models of language assessment; examine standardized tests and their appropriate application, distinguishing between those that assess knowledge of language structure from those that evaluate communicative skill; critique research being done in the area of testing in a second language.
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