Undergraduate Catalog 2022-2023

College of Education and Behavioral Sciences

School of Teacher Education

ECLD 340 Academic Language/Literacy Development in the Content Areas at the Secondary Level

Focuses on language/literacy development of all learners, including culturally and linguistically diverse learners in the academic context. Examines theories, concepts, and research to guide and inform instructional decisions. Covers effective strategies and appropriate materials for all students' language/literacy development with particular attention to the CLD population.

3

Offered

Generally offered Fall and/or Spring Annually

ECLD 350 Teaching Young Bilingual Children

Learn about research based and standards-based methods, approaches, and programs for teaching English as a Second Language/English as a Foreign Language to young children (Birth-3rd grade).
3

ECLD 360 Second Language Acquisition

This is an introduction to the systematic study of second language acquisition. We will discuss main theories of second language acquisition and the implications of research in this field for the second language learners and for the use and acquisition of language in the classroom.

3

Prerequisites

WLC 390 with a minimum grade of D-

Offered

Generally offered Fall and/or Spring Annually

ECLD 380 Introduction to Linguistics for ESL/CLD Educators

This under-graduate course is specifically designed to provide teacher candidates of English as a Second Language and Linguistically Diverse Education with an introduction to language and linguistics that will be relevant for their future professions. The course provides participants with the foundational grammatical, linguistic and sociolinguistic concepts that will help them better understand the English language in order to assist English language learners in oral and written language development. The course also promotes an applied approach to learning about language and linguistics and draws on socio-psycholinguistic perspectives to develop inquiry-based understanding. Participants will learn how to analyze and explore learner language in ways that can inform ESL instruction and assessment in the K-12 classroom.

3

Offered

Generally offered Fall and/or Spring Annually

ECLD 400 Methods and Approaches of Teaching Culturally and Linguistically Diverse Students

In this course, students will learn about how to support emergent bilingual students in K-12 classrooms, including effective methods, approaches, assessments, and programs for teaching English as a Second Language. Topics for the course include: principles of second language acquisition, culturally sustaining pedagogy, language acquisition strategies across the four language domains (listening, speaking, reading, and writing), and instructional approaches for simultaneously teaching, or integrating, academic language and content. Through application activities and a culminating integrative lesson design project, students will develop deep understanding of how to put theory and research into practice to create responsive and supportive learning spaces for emergent bilingual students.

3

Prerequisites

(ECLD 340 or ECLD 455 with a minimum grade of D-) and (ECLD 360 and ECLD 380 and WLC 390 with a minimum grade of D-)

Corequisites

ECLD 401

Offered

Generally offered Fall and/or Spring Annually

ECLD 401 CLD Practicum

This course is designed to provide opportunities for students to observe and teach emergent bilingual students in a classroom setting. The practicum instructor will observe students using the SIOP observation protocol with additional focus on the incorporation of culturally sustaining instructional practices. The ECLD 401 practicum is the last course in the CLD endorsement sequence. Students demonstrate in this course their ability to effectively teach emergent bilingual students, collaborate with mentor and other teachers, and connect to their families and communities.

3

Prerequisites

(ECLD 340 or ECLD 455 with a minimum grade of D-) and (ECLD 360 and ECLD 380 and WLC 390 with a minimum grade of D-)

Corequisites

ECLD 400

Offered

Generally offered Fall, Spring, and/or Summer Annually

Course Fee

Supervision Fee Required

ECLD 450 Literacy/Content Instruction in Bilingual Classrooms

Fluency in Spanish as indicated by the Spanish Oral Proficiency Exam. Students will examine content area and concepts in methodology, curriculum and resources when instruction is delivered in Spanish.
3

ECLD 455 Approaches to Content Literacy for Diverse Learners

This course builds upon previous literacy coursework to explore how to develop students’ content literacy, with special attention to culturally and linguistically diverse (CLD) learners. It provides theoretical foundations for conceptualizing language and literacy learning that are rooted in Scientifically Based Reading Research (SBRR), sociocultural theory, and systemic functional linguistics. Central course learning activities include: (1) practicing effective strategies for supporting students’ literacy development across content areas; (2) deconstructing school-based texts to analyze how text structure and language features relate to purpose, audience, and voice; and (3) designing content/language integrated lessons. Throughout this course, students will also become familiar with the Sheltered Instruction Observation Protocol (SIOP) and the WIDA English Language Development (ELD) Standards.

3

Prerequisites

(EDEC 250 and EDEL 310 and EDEL 360 with a minimum grade of D-)

Corequisites

EDEL 425 and EDEL 457

Offered

Generally offered Fall and/or Spring Annually