This course provides students with the opportunity to observe and participate in instructional strategies for culturally linguistically diverse (CLD) and bilingual learners. Students will examine instructional practices that facilitate language development and academic learning for CLD and bilingual students. At the same time, students will explore and critically reflect upon aspects of teaching practice involving culturally linguistically diverse and bilingual learners. With the help of the instructor and classmates, students will identify personal teaching strengths and challenges, and work to design and implement changes in teaching that will increase the chances for academic success among emergent bilinguals, bilinguals, and English language learners. S/U graded.
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.
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.
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.
This course is designed to provide participants, as future elementary teachers of diverse learners, with special attention to ELL population, with an introduction to the language of academic disciplines and the literacy development of students' use of content and disciplinary discourse. Pertinent Scientifically Based Reading Research (SBRR) is reinforced, emphasizing vocabulary and reading comprehension at the discourse level for academic language/literacy development. The course participants examine strategies to integrate reading, writing, listening, and speaking within and across curriculums.
Examines relevant theories, concepts and research related to development of content specific academic language/literacy skills for all learners, including culturally and linguistically diverse learners. Investigates how to implement effective strategies and select appropriate materials for learners', particularly CLD students', language/literacy development and content learning.
Prerequisite to student teaching. Informed by theories and supported by research, emphasize standards-based teaching and learning methods, curriculum and classroom organization and design, assessment and evaluation, procedures and materials, in relationship to world language and bilingual education in a K-12 setting.
Completion of Appl for Grad Lic Adm to PTEP
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.
From the perspective of sociocultural theory and a functional view of language, the course examines language as a meaning making tool for learners in the process of learning language and using language to learn. The course deepens the knowledge of systemic functional linguistics in L2 teaching and learning. Focusing on critical analysis of the use of language in a variety of teaching contexts, the course examines the interrelatedness between language and education, which serves to guide analysis and development of language-based curriculum.
This course provides a comprehensive introduction to the education of linguistically and culturally diverse (CLD) and bilingual learners. Content knowledge covers the fields of ESL, bilingual, and multicultural education and provides examples of effective practices and their underlying research knowledge base. Students are encouraged to engage in critical reflection on classroom practices related to linguistic and cultural diversity and bilingualism, and to apply what they have learned to their own teaching contexts.
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.
21 hours required
This course prepares teachers to integrate language and content instruction for CLD students, and to adopt culturally and linguistically responsive approaches to teaching diverse learners. Coursework is designed to enhance teachers' foundational knowledge of equitable and effective methods and assessment, including projects that provide opportunities for hands-on experience in implementing effective instructional strategies and assessment for CLD learners.
This course focuses on the practical application of instructional strategies and assessment that support academic language and content learning among emergent bilingual learners. Students learn how to determine an emergent bilingual's language proficiencies in the four language domains, design lessons and assessments to address language development needs, and conduct practice progress monitoring. Students also practice leadership in professional collaboration, family outreach, and advocacy for CLD students. The goals and programming of dual language immersion programs are examined, along with strategies that utilize students' heritage language to support literacy and content areas in English.
Individualized investigation under the direct supervision of a faculty member. (Minimum of 37.5 clock hours required per credit hour.)
Special Notes
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.