Courses

Use the keyword search function on this page to narrow your results to a specific area of study. In addition, you can search the academic catalog or Boxer Online to see a current term's offering.

Action Research in ESOL

Number: EDLL-465

Supervised action research project in a public, private, or charter school, or non-public school setting to develop skills in designing, implementing, and evaluating projects in education advocacy and service in diverse settings. 1-13 credits.

Bilingualism & Biliteracy Development

Number: ESOL-470

Designed to prepare ESOL/Bilingual teacher candidates to built theoretical bases and concepts of bilingualism, second-language acquisition, and biliteracy development. Various theories of bilingualism and second-language acquisition will be introduced. In addition, best practices for bilingual and bilieracy education will be explored. 2 credits.

Bilingualism & Biliteracy Development

Number: ESOL-570

Designed to prepare ESOL/Bilingual teacher candidates to built theoretical bases and concepts of bilingualism, second-language acquisition, and biliteracy development. Various theories of bilingualism and second-language acquisition will be introduced. In addition, best practices for bilingual and bilieracy education will be explored. 2 credits.

Cultural Constructs/Diversity ESOL Educ

Number: ESOL-450

This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELLs). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.

Cultural Constructs/Diversity ESOL Educ

Number: ESOL-550

This course is designed to equip ESOL teacher candidates with competency in cultural, linguistic, educational, and ethnic issues present in educating English-Language Learners (ELL). Candidates will develop understanding of cultural and linguistic diversity in ESOL education and be able to implement culturally responsive interventions to promote the learning environment conducive to learning for all students. 2 credits.

ESOL Methods Assessment & Technology

Number: ESOL-564

This course is designed to apply theoretical foundations built in the preceding course, Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESL instruction. It also aims to promote the candidates' knowledge and understanding of inquiry- and standards-based practices and strategies in planning, implementing, and managing ESL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESL lessons and curricula including second language assessment and technology-incorporated instruction. Prerequisite: ESOL 560. 2 credits.

ESOL Methods Assessment & Technology

Number: ESOL-464

This course is designed to apply theoretical foundations built in ESOL 460/560, Foundations of ESOL Methods, in actual lesson planning and unit development for K-12 ESOL instruction. It also aims to promote candidates' knowledge and understanding of inquiry- and standards-based practices and strategies in ESOL education. ESOL teacher candidates will learn how to plan, manage, and implement standards-based ESOL lessons and curricula including second language assessment and technology-incorporated instruction. Prerequisite: ESOL 460. 2 credits.

Educational Linguistics ESOL Teachers

Number: ESOL-444

This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students. Prerequisite: Junior standing or above (60 or more completed credits). 3 credits.

Educational Linguistics ESOL Teachers

Number: ESOL-544

This course is designed to introduce candidates to linguistic aspects of teaching ESOL, and to build a solid foundation in theories of first and second language acquisition as they are relevant in teaching ESOL students. 3 credits.

Foundations of ESOL Methods

Number: ESOL-560

This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built. 2 credits.

Foundations of ESOL Methods

Number: ESOL-460

This course is designed to equip ESOL teacher candidates with theoretical bases, concepts, research, and best practices to plan classroom instruction in a supportive learning environment for ESOL and bilingual students. Various teaching models developed for ESL teaching are introduced and theoretical foundations of second language teaching will be built. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.

Foundations of STEM-ESOL Teaching

Number: ESTM-526

Develops skills in designing and organizing lessons and units for middle school and high school that involve students in appropriate learning activities, require higher level thinking skills, and use a variety of assessment methods. Includes a variety of general and ESOL-specific instructional skills and strategies, assessment, current trends in education, and classroom management as well as adolescent characteristics and development. 4 credits.

Language Policy in ESOL Educ

Number: ESOL-540

Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL. 2 credits.

Language Policy in ESOL Educ

Number: ESOL-440

Students will gain knowledge of local, state, and federal laws pertaining to educating English speakers of other languages. Theory and research will be studied and applications to bilingual classroom setting will be emphasized. Students will study the theory and research that have shaped language policy in the United States, and apply theory and research to the present and future educational setting for ESOL. Prerequisite: Junior standing or above (60 or more completed credits). 2 credits.

Multilevel Supervised ESOL Practicum

Number: ESOL-576

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor's consent required. 2 credits.

Multilevel Supervised ESOL Practicum

Number: ESOL-476

Candidates complete a 90-hour supervised clinical experience working with students identified as English-Language Learners, and an ESOL practicum portfolio. Practicum focus will be in an ECE or Elem setting and a MS or HS setting. Instructor's consent required. 2 credits.

Pedagogical Grammar of English

Number: ESOL-480

Designed to equip ESOL/Bilingual teacher candidates with knowledge and tools to address various aspects of English grammar to teach English learners. The candidates will build a solid foundation of English grammar and learn how to teach and incorporate various grammatical aspects in their classroom instruction. 2 credits.

Pedagogical Grammar of English

Number: ESOL-580

Designed to equip ESOL/Bilingual teacher candidates with knowledge and tools to address various aspects of English grammar to teach English learners. The candidates will build a solid foundation of English grammar and learn how to teach and incorporate various grammatical aspects in their classroom instruction. 2 credits.

Reading/ESOL Dual Endorsement Seminar

Number: EDUC-652

Students will synthesize the pedagogical literacy and assessments skills and knowledge acquired through endorsement specific course work and practicum experiences. Students will prepare to represent and present literacy teaching and learning for a wide range of learners with a particular focus on English-language learners in a way accessible to teachers. Students will create a comprehensive annotated bibliography to represent professional books, and children and adolescent literature to support teachers of linguistically and culturally diverse learners. Prerequisite: Completion of all Reading and ESOL endorsement course work. May be repeated for credit. Pass/No Pass. 1 credit.

STEM/ESOL Teacher As Researcher I

Number: ESTM-601

Introduces candidates to teacher action research. Candidates will develop the skills of accessing, organizing, and analyzing existing research, and collecting action research data as part if classroom assessment. Candidates will learn to use data and existing research to analyze educational practice at the community, school, and classroom levels, with an emphasis on teaching English language learners. 2 credits.

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