ELL Licensure Addition Courses
Assessment of the Bilingual Student
The emphasis in this course is on a research-based and practical approach of the foundations and characteristics of language assessment. Topics covered include evaluation and structure of assessments, analysis of formal and informal assessments, creation of language assessment instruments for various purposes, using appropriate technology for assessment, and using assessment results for the improvement of teaching. ESL 604 includes a 20 clock-hour practicum in a school setting with bilingual or multilingual students.
Methods and Materials for Teaching ESL
An overview of different methods and techniques used in the teaching of ESL K-12 students is provided in this course. The ESL candidate will develop an understanding of the principles of materials development and the application of their practical use. The candidate will also learn the skills necessary to prepare materials for students in the new language learning environment. ESL 605 includes a 20 clock-hour practicum in a school setting with bilingual or multilingual students.
Cross-Cultural Studies for Teaching Limited-English Proﬁcient Students
The study of cultural differences and how they affect communication, both in the ESL classroom and in the speech community is the primary focus of this course. The candidate will gain a greater understanding of the relationship between language and culture. He/she will also learn various methods of how to incorporate culture into the ESL classroom. ESL 606 includes a 20 clock-hour practicum in a school setting with bilingual or multilingual students.
Contemporary Issues in Educating English Language Learners
The candidate will engage in a socio-cultural and education examination of learning achievement issues that culturally and linguistically diverse students face in American school communities. The candidate will also examine techniques and strategies to promote collaboration with colleagues and administrators to provide support and a learning environment that embraces differences built upon commonalities. Topics include family literacy, parent communication, models of co-teaching for ESL classrooms, and taking a leadership role in ESL education. ESL 607 includes a 20 clock-hour practicum in a school setting with bilingual or multilingual students.
Theoretical Foundations of Teaching ESL and Bilingual Students
A study of the major theories and principles of language learning and teaching will take place in this course. Topics to be covered in this course include: the comparison and contrast of ﬁrst and second language acquisition, appreciation of individual differences in second language learning, and learners’ inter-language and the pragmatic functions of language. ESL 613 includes a 20 clock-hour practicum in a school setting with bilingual or multilingual students.
Linguistics for Teachers
In this course, the candidate will receive an introduction to language and linguistics for the K-12 classroom. The course will focus on, but not exclusively, on the English Language. The ESL candidate will be introduced to the traditional structure of linguistics (phonetics, phonology, morphology, syntax, semantics, language change), and the contextual structure of linguistics (discourse, dialect, variation, language and culture, the politics of language). Such concepts as language and brain development, language acquisition, and second language learning will also be presented.
Additional courses required to complete the Master of Arts in Education: Curriculum and Instruction
(All ELL courses plus the following four courses)
It is important that teacher leaders are well-informed about current developments in their ﬁelds of expertise. In this course, the candidate will learn about designing and implementing an action research project that will be conducted during EDUC 696, the CIED Practicum. This course will focus on the fundamentals of qualitative and quantitative research including design, methodology, literature review, data analysis and conclusions. The research topics will emerge from questions generated by in-class discussions, a broad review of the research on literacy, and discussions of theories related to literacy instruction. The culminating assignment will be a research proposal to be implemented and presented during the practicum. The content focus will be current issues, trends and organizational frameworks affecting education and the impact of teaching as well as learning and by what means they can be improved upon.
Applied Learning Theory
This course examines the theories and research on applied learning. The candidate will be able to summarize and apply the basic tenets of the theories to his or her own area of specialization; use the appropriate vocabulary and concepts that have been developed by the educational gurus; apply the theories and concepts in a practical teaching setting; reﬂect upon the outcome; evaluate and design instructional strategies to meet the needs of the K-12 students in his or her classroom; and critique new ideas and proposals related to applied learning.
Understanding Today's Children
This course explores the unique composite of K-12 students in today’s classroom. To develop the best learning environment and curriculum for student diversity, it must be incorporated into the teaching practices applied for their learning. The course will cover this diverseness through the study of ethnicity, race, gender, and socioeconomic status of K-12 students who are a part of the American education system. The topics that will be interconnected with these types of diversity include the impact of home, society and school on the youth’s attitudes and behaviors, and especially on academic behavior.
Practice is the best tool for learning. This course is designed to give the curriculum and instruction candidates experiences in exemplary teaching, curriculum development, professional development, and leadership. The focus is student and overall school achievement in a K-12 learning environment. The practicum (100 clock-hours) experience requires the candidate to apply prior and newly acquired knowledge, skills, dispositions, and performance to the development of an electronic professional portfolio. The culminating experience is a presentation of highlights chronicled in the professional portfolio. The practicum is to be conducted in the candidate’s assigned school of employment.