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Course Criteria
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3.00 Credits
Presents conceptual foundations and general principles of linguistics, examines the structural/functional properties of the human language, and discusses the rules and principles that govern the structural and interpretative parts of human natural language (i.e., morphology, phonetics, phonology, syntax, semantics, and pragmatics). Focuses on the nature of language and communication and the use of English in various linguistic and pragmatic contexts. The nature of grammar and approaches to the description of English grammar for the purpose of teaching forms and functions based on patterns of "authentic" language are emphasized. Participants carry out document-based, data-driven linguistic, lexical-semantic, and pragmatic analyses in relation to the acquisition of English as a second language and develop pedagogical grammars, dictionaries and literacy materials that enhance and strengthen the education for English language learners.
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3.00 Credits
Explores fundamental questions about the nature of language, memory, and cognition, approaches the evolving field of psycho- and sociolinguistics from a variety of perspectives, including different theoretical positions, various research strategies, and classical versus more contemporary research, and discusses sociolinguistic phenomena such as code switching, dialects and idiolects, language transfer, loan words, and appropriate discourse, including common misconceptions regarding "Spanglish" and other linguistic phenomena associated with "languages in contact." Fundamental issues and principles of psycho-and sociolinguistics are presented in a balanced way that is accessible to all course participants. Participants share with other classmates everyday examples of "language use," apply theoretical models and crosslinguistic scientific findings relative to the cognition and socialization of language to classroom practice through research and projects, and compile a compendium of "best psycho- and sociolinguistic practices" to enable classroom teachers to stimulate active learning in first and second languages.
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3.00 Credits
After reviewing models of first and second language acquisition, the course will discuss sociolinguistic phenomena such as code switching, dialects and idiolects, language transfer, loan words, and appropriate discourse. Common misconceptions regarding "Spanglish" and other linguistic phenomena will be discussed. Phenomena associated with "languages in contact" will be emphasized. Students will apply theoretical models to classroom practice through research and projects. (May be taken instead of EDU 565: Language and Learning by TESOL candidates.)
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3.00 Credits
The course provides the basic theories, issues, and concepts related to teaching bilingual students in P-12 classrooms. Program models will be presented that employ bilingual education and integrated ESL services a well as other models. Classroom strategies impacting student behavior and student learning are discussed. Current issues are discussed and provide students given opportunities to complete library research. The course will address U.S. bilingual education in terms of historical,theoretical, and practice/methods used in schools. Emphasis is on bilingual education from the 1960s to the present; Federal legislation (Title VII; Title III); the No Child Left Behind Act; Supreme and lower court decisions; state legislation; and other legal aspects.
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3.00 Credits
Views current district assessments through psychometric and socio-cultural models of assessment focusing on how schools measure language and achievement for ELLs. Through a unified theory of construct validity, participants identify the purpose, instrument, method, and use of assessments and evaluations most appropriate and valid for ELLs. The course explores relationships of assessment to instruction, consequences of assessments, test score interpretation, state and federal assessment policies, and those assessments unique for ELLs. Participants share with other classmates examples from the classroom of both formal and informal assessments of language and content for ELLs, and develop a conceptual understanding of basic psychometric concepts (grade level equivalent, percentile rank, cut-off scores, standard error of measurement) and how best to apply these concepts in schools with language minority students.
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3.00 Credits
Assists educational practitioners to become knowledgeable consumers of research and evaluation reports by helping them critically analyze and evaluate research. It examines the nature of reasoning in educational research, the use of measurement procedures in quantifying traits, the role of design in testing hypotheses, the role of statistics in analyzing data, and the limitations inherent in generalizing the results of research studies. Should be taken in the first 9 hours of graduate study.
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3.00 Credits
The course encourages and prepares literacy educators to be sensitive to cultural and social needs of their diverse pupil population by studying relevant literature and case studies. In the course, literacy educators investigate the language-specific issues of sociology that permeate all social interactions in school and school-related environments whether spoken, non-verbal, or written.
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3.00 Credits
Practical suggestions for teacher working in secondary school, with a focus on materials and teaching procedures for specific units of work such as: teaching as problem-solving, evaluation strategies, instructional techniques, and recent developments in educational thinking and practice that have affected the curriculum. Special attention to selected topics according to needs and interest of participants. Note: A selected area is to be designated: General, English, Mathematics, Foreign Languages, Science, or Social Studies.
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3.00 Credits
Provides an overview of the Japanese educational system and Japanese educational psychology. Examines historical influences on Japanese educational values; and the nature of typical Japanese schools at all levels of compulsory education. Unique educational approaches, such as juku and kumon, are reviewed.
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3.00 Credits
Focuses on the impact of expectations on student teacher interactions. Participants will learn how their own behaviors may inadvertently create self-fulfilling prophecies, how student performance and relationships with students may be affected, and how reducing perceptual and behavioral biases can result in a better classroom environment. Note: Cross-listed as PSY 546.
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