This course is designed to provide on-site mentoring and supervision to world language teacher candidates in K-12 schools. The candidates in this course will be required to observe, participate, analyze and reflect on teaching and learning in their placement settings. Mentoring and supervision will be aligned with the national and state standards for world language education. S/U graded.
Concurrent Prerequisite ECLD 541 with a minimum grade of C
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.
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.