A variety of workshops on special topics within the discipline. Goals and objectives will emphasize the acquisition of general knowledge and skills in the discipline. Repeatable, under different subtitles.

Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.

Prerequisite: ECLD 594. Focusing on critical analysis of the use of language in a variety of teaching contexts, the course deepens the knowledge of systemic functional linguistics in L2 teaching and learning.

This course prepares teachers of English and other languages to use current technologies for language education in a variety of second or foreign language contexts.

This course provides historical and international perspectives on multilingualism, multilingual and multiliterate development, and current models of multilingual education including dual language program models.

Designed for educators who are preparing to teach or who are already teaching, English or another language as a second or an additional language. Introduces students to the existing body of theory related to second language.

Designed for educators who are preparing to teach, or are already teaching, culturally and linguistically diverse learners. Primary focus is on the interactions and interrelationships between and among society, language, and institutions of schooling.

Provides teachers of English language learners with an introduction to linguistics and its application in the ESL classroom: linguistic concepts about oral and written language use and development.

This course examines methods of instruction and assessment that target systematic integration of language and content in specific curriculum content areas. Course readings and projects strengthen teachers' theoretical foundation while providing hands-on experience in implementing effective instruction and assessment that address the new Colorado English Language Proficiency Standards (WIDA) to enhance student learning. Topics include selection and effective use of resources and materials, instructional and assessment strategies, program planning and improvement, communicating results of assessments to stakeholders, emphasizing culturally and linguistically responsive pedagogies.

Prerequisite: Fluency in Spanish as indicated by the Spanish Oral Proficiency Exam. This course is designed for educators who are preparing to teach students who are learning content area information in Spanish. The primary focus of this course is to enhance teachers' knowledge of literacy and content area knowledge to be used in the bilingual classroom.

This course will introduce future teachers to the theoretical, practical, and legal aspects of the education of culturally and linguistically diverse learners.

Prepares teachers to apply research-based methods and assessments for culturally and linguistically diverse learners.

Prerequisites: ECLD 602 and ECLD 603. Provides teachers with the opportunity to observe and participate in instructional strategies for culturally and linguistically diverse learners.

Prerequisites: 21 credits in the Culturally and Linguistically Diverse Education program. This course discusses research and practice topics relevant to the education of culturally and linguistically diverse students. It requires the design of a research project on one of the course areas.

This course will introduce students to the history of major language minority groups attending school in the United States and will explore the influences of language and culture on schooling.

Prerequisites: 21 credit hours in the MAT Culturally and Linguistically Diverse Education program to include SRM 600 and ECLD 605. Students will synthesize and integrate what has been learned in the content, pedagogy, and research methods coursework, with classroom teaching and other work-related experiences. Must complete a culminating research project.

Drawing upon recent developments in linguistics and socio-cultural theories of second language acquisition, this course prepares ESL/EFL instructors to work with either adult ESL learners in English speaking countries or EFL learners in different international settings. The course examines theory driven, research informed, and evidence-based classroom instructional and assessment strategies that enhance social and academic language development. Candidates will engage in planning for standards-based ESL/EFL content instruction and the design of assessments for a variety of purposes including placement of learners, program planning and improvement, and communicating results of assessments to stakeholders. The course should be taken with either EDFE 501 (1 credit) or ECLD 604 (3 credits) which provides students with opportunities for hands-on experiences that deepen understanding and strengthen competencies.

Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.) Repeatable, maximum concurrent enrollment is two times.

Introduction to sociocultural theories of learning and development and their relevance for understanding and supporting effective teaching and learning among culturally and linguistically diverse students.

To permit a graduate student to continue making progress in a degree program. S/U graded. Repeatable, no limitations.