Undergraduate Catalog 2022-2023

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