Focuses on acquisition of language—first, second, and multiple—in global texts and local contexts. The course explores the relationship between language acquisition and society and how that relationship impacts people’s lives. The course is intended to be accessible to people without a strong background in linguistics, education, and/or sociology, and provides knowledge of important theories, concepts, and research about language in relation to culture, diversity and equity. The course aims to show the complexity of language(s) in multicultural societies.
Focuses on language/literacy design toward equitable educational opportunities for all learners, especially culturally and linguistically diverse students in PK-12 contexts. Examines theories, concepts, varied literacies, and research to guide and inform instructional decisions. Covers effective strategies and appropriate materials for all students' language/literacy development with particular attention to development of the academic language of instruction.
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).
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.
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.
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. S/U graded.
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.