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Course Criteria
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3.00 Credits
This course provides the knowledge, skills and dispositions that enable K-12 teachers to facilitate learning among students from various linguistic and cultural backgrounds. Intended to focus on access to literacy and educational opportunity, the course will engage class mem- bers in discussions around a variety of topics in educational practice, research and policy. Specifically, the course will (1)analyze the issues of race, racism, and culture in historical and contemporary perspective, and (2)identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, and educational experiences. Field experience is articulated with course outcomes and assignments.
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3.00 Credits
This course is an introduction to first and second language acquisition among K-12 ELL students. The scope of the course covers the period from infancy into early adulthood. Topics include prelinguistic communication, early phonological development, word learning, emergence of syntax, early literacy and development of discourse skills. The major theoretical issues in the field will be used to frame the discussions of language development such as the contribution of biological and environmental factors in language acquisition, the mental structure of linguistic knowledge, individual differenced and cross-cultural differences in language acquisition. The second part of the course examines second language development from psycholinguistic and socio- linguistic perspectives. Attention is given to the impact of the learner's age, native language, and language environment as they impact teaching and learning of ELL students. Field experience is articulated with course outcomes and assignments.
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3.00 Credits
This course provides a general overview of curriculum and assessment for ESL education. It exposes participants to a wide variety of strategies used to assess ESL students¿ at K-12 levels language proficiency as well as presents abundant approaches to plan ESL curriculum. ESL curriculum involves (a) the study of learners¿ needs, (b) the setting of objectives, (c) the development of a syllabus, teaching methods and materials, and (d) the evaluation of the effects of these procedures on the learners¿ language abilities. Assessment involves measurement and evaluation of the ability of a student, the quality or success of a teaching course, and the implementation of an ESL program. The major focus of this course, thus, includes aligning curriculum with ESL and PDE standards, integrating teaching methodology with curriculum design, considering the syllabus and lesson planning, examining the authentic and innovative assessment practices,investigating various types of language assessment, evaluating the appropriateness of assessment measures, and assessing cultural appropriate testing situations. Students will be evaluated on the basis of class attendance/discussion.
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3.00 Credits
This course addresses the relationship between language use and the social world. It provides an overview of the main topics of sociolinguistics and an introduction to the most important methods used in sociolinguistic research and analysis. The lectures will be built around a discussion of topics and notions, such as the speech community, dialect, code-switching, language variation, pidgins and Creoles, bilingualism, multilingualism, diglossia, address systems, language and gender, language planning, language maintenance, and language shift. The course also covers an introduction to the basic levels of language (phonetics and phonology, morphology and semantics, syntax, pragmatics) with special emphasis on the relevance of linguistic concepts to education. Students will explore the relationships between language and society as well as between sociolinguistics and education by assigned readings, classroomdiscussions, written assignments, oral presentation, and final examination.
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3.00 Credits
Classroom success depends upon the ability of ESL students to master academic language. This course is designed to incorporate ESL strategies in the content area classrooms for English language learners. The emphasis of this course will be focused on the techniques and strategies for improving second language learners¿ listening, speaking, reading, and writing in the content areaclassrooms. Content area language instruction will cover ESL teaching in courses such as Reading, Writing, Science, Mathematics, Social studies, Music, Arts, Physical Education, Health Education, and Business Education.
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3.00 Credits
Supervised teaching experience designed for persons who hold an Instructional I or Instructional II teaching certificate and are extending certification to ESL Program Specialist. Prerequisite: approval of faculty advisor.
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3.00 Credits
This course is designed for classroom teachers. Action research is scholarly investigation conducted by practitioners for the purpose of informing their own practice. For education, this means research conducted by teachers with the intent of taking some action that will enhance instruction and consequently, student learning.
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3.00 Credits
Principles of adapting school programs and materials to the interests of a pluralistic society. Addresses specific approaches for implementing a curriculum responsive to diverse and multi-ethnic populations incorporating cultural, racial, socioeconomic, gender, and individual differences.
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3.00 Credits
No course description available.
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3.00 Credits
Skills necessary for critical consumption of quantitative research in the behavioral sciences are emphasized. The major goal is to understand and interpret the statistical analyses used to describe distributions and test hypothesis.
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