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Course Criteria
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3.00 Credits
The purpose of this course is to provide an overview of the findings on second/foreign language development and learning strategies over the last 4 decades. Students will read about and discuss the key issues in second/foreign language acquisition process, different acquisition models, and learning strategies involved in the different stages of second language development. Students will also learn to carry out interlanguage data collection, 4 types of data analysis (contrastive, error, performance, and discourse analyses) used in the second language acquisition field. Taught in English (Same as Hispanic Studies 259 and East Asian Languages and Literatures 259.) Hong Gang Jin.
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3.00 Credits
Addresses the general principles of language acquisition and pedagogy for teaching English to non-native speakers as a second or foreign language. Specific classroom application of principles and guidelines are emphasized through lesson and unit plan development. Themes are taught interactively, creating a collaborative learning environment that facilitates communicative language teaching focusing on student-to-student interaction and learning. Students finish course with an experiential and theoretical understanding of how to facilitate a quality ESOL classroom. Prerequisite, permission of instructor. Three lecture hours and three field study and/or service learning hours per week. Course provides students with the Hamilton College ESOL Teacher Certificate of Completion. Maximum enrollment, 18. Britt-Hysell.
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3.00 Credits
Systematic examination, analysis and evaluation of education within a specific public school system. Focus on the intersection of factors including classroom instruction, school structures, public policies and decision-making prerogatives. Self-directed off-campus field experience. Must arrange own transportation. Open to students who have declared an education studies minor or consent of instructor. One-quarter course credit. Maximum enrollment, 20. Mason.
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3.00 Credits
The notion of youth as a lifespan period has grown in salience and pervasiveness in the world. This course explores three major aspects of social scientists' attention to youth: as a category to probe intersections among culture, aesthetics, and class in post-industrial societies; as a means for imagining the relationship between colonial and post-colonial forms of governance; and as a means for tracing the flows of capital among nation-states. Youth thus provides us with a window into pressing concerns in late-twentieth and early-twenty-first century social science. Prerequisite, 100-level anthropology course or consent of instructor. (Same as Anthropology 311.) LaDousa.
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3.00 Credits
Examines the school as a site for the reconstruction of cultural difference. Special attention paid to links between schooling and the nation, to connections between schooling and modernity, and to themes such as discipline, value, gender, language and labor. Examples from Bolivia, Tanzania, India and the United States, among other nation-states. Concludes with a consideration of globalization, specifically the rise in neoliberal approaches in the governance of school systems. Prerequisite, one course in anthropology or consent of instructor. (Same as Anthropology 318.) LaDousa.
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3.00 Credits
Study of theoretical and practical approaches to the design, development, delivery, and assessment of learner-centered instruction. Topics include planning and organizing instructional messages, adapting to learner styles, using Socratic discourse, integrating instructional technologies, and identifying classroom teacher prerogatives. Experiential sessions and videotaping. (Oral Presentations.) Prerequisite, One full unit Education Studies course or permission of instructor. Three hours of lecture and two hours of laboratory Maximum enrollment, 18. Mason.
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3.00 Credits
Systematic observation of a specific learning environment. Examination of classroom discourse and the development and analysis of curriculum. Assessment of the effect social context and relationships have on the enactment of teaching and learning. (Oral Presentations.) Prerequisite, 200 and consent of instructor. Maximum enrollment, 12. Mason.
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3.00 Credits
Applied field experience in a K-12 functional area, including classroom instruction, guidance counseling or school administration. Mentored activities with education professionals. Semester-long placements directed toward analysis and evaluation of educational theories in practice. (Oral Presentations.) Prerequisite, 350 and consent of director. Maximum enrollment, 15. Wieczorek.
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3.00 Credits
Each student is assigned full-time teaching responsibilities, under supervision, in a setting with learners with intensive special needs. Includes extensive practicum experience with a focus on teaching and case management. Papers and attendance at weekly seminars required. Course available to students enrolled in the cooperative program at the New England Center for Children; earns two course credits with only one course credit counting toward requirements for the minor in education studies. Evaluated Satisfactory/Unsatisfactory.
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3.00 Credits
We will look at texts in which characters work to interpret the world in which they live and come to some self-understanding in the process. Reading their stories, we too will face questions of interpretation as we try to make sense of the fictional worlds before us. We will read
two plays-Middleton's The Changeling and Soyinka's Death and the King's Horseman; two novels-Austen's Pride and Prejudice and Dickens's Great Expectations; stories by writers such as Chaucer, Melville, Wharton, and Banerjee; and a selection of poems. (Writing-intensive.) (Proseminar.) Open to first-year students only. Maximum enrollment, 16.
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