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| EdPs 620 |
Child
Development and Learning in Cultural Context.
The nature of motor, cognitive, emotional, social
and moral development from birth through adolescence,
with implications for classroom teaching: integration
of theory and research findings from the fields
of developmental and educational psychology. 3
hours |
| EdPS 640 |
Assessment
of Individual Differences in General Education
and Special Education: A Socio-Cultural Perspective
Assessment in general education and special
education of individual differences in intelligence,
learning potential, personality, motivation,
and school achievement; management of data from
assessment and monitoring of student progress;
characteristics of standardized tests; the role
of educational testing in program design and
informing instruction; assessment of young children;
use of achievement tests; introduction to dynamic
(or interactive) assessment; differences between
static and dynamic assessment; the use of teacher-made,
informal tests; opportunity to observe and practice
use of achievement tests, curriculum-based assessment,
and curriculum-oriented dynamic assessment approaches
in classrooms.
3 credits. |
| EDU 634 |
Basic
Reading and Writing Instruction: Teaching Reading
and Writing for 2nd Language Learners
Overview of the basic principles of phonic instruction/structural
analysis, sight word fund, stages in reading words
and syllabication. Strategies for teaching comprehension
and critical reasoning to diverse language learners.
Techniques for developing the process approach
for writing for 2nd language learners.
3
credits. |
| EDU 635 |
Curriculum
Development and Class Management
This course will focus on the specific theory
and practice of curriculum development and class
management for 2nd language learners with special
needs. Concepts and skills in the teaching of
reading, math, language arts, social studies,
and science to students with special needs whose
native language is not English will be explored
using specific instructional methods, materials,
and organization. Guidelines for setting up
the “right physical environment”
to maximize learning productivity and minimize
behavior problems will be discussed and demonstrated.
Techniques for employing appropriate developmental
and cultural approaches for 2nd language learners
with special needs students who have emotional/behavioral/learning
difficulties will be emphasized.
3 credits. |
| EDU 636 |
Linguistic
Structure of the English Language
Exploration of the terminology pertinent to understanding
linguistic/cultural differences. Identification
of dialect variations in English and their expectations
for 2nd language learners. Introduction to the
understanding and development of appropriate linguistic
skills necessary for 2nd language learners using
school and home language models.
3
credits. |
| EDU 637 |
Second
Language Learners and Content Areas:
Overview of the current teaching methods and materials
for teaching math, science, and social studies
for PreK-12 to students of diverse cultural and
linguistical backgrounds. Exploration of ideas
for instructional materials and evaluation for
2nd language learners in the content areas of
math, science, and social studies.
3 credits. |
| EDU 638 |
Teaching
English as a Second Language through Modern English
This course will review the structure of standard
American English. Special emphasis will be placed
on developing an understanding of the different
approaches to teaching grammar and the theoretical
underpinnings of each approach as they relate
to the TESOL/ESL student in both general and special
education. The course will focus on providing
an understanding of the basic terminology and
characteristics of English grammar as well as
developing an appreciation and understanding of
the differences between grammar in written and
spoken and in formal and informal English. Strategies
will be discussed for helping non-native English
students meet the current English Language Arts
standards.
3 credits. |
| EDU 639 |
Trends
and Current Issues in Second Language Acquisition
This course will identify and explore current
trends and issues in 2nd language acquisition.
Emphasis will be placed on examining innovative
ideas for assisting 2nd language learners to acquire
increased language facility and cultural understanding.
Students will become familiar with current instructional
strategies as well as methods for professional
staff and community resource collaboration in
building 2nd language acquisition and respect
for cultural diversity in today’s society.
3 credits. |
| EdPs 671 |
Theory
and Practice of Bilingual/Multicultural Education
Mechanisms of cultural transmission. Effects of
culture on development and social perspective.
Issues of leaving one’s homeland, minority
status, and bilingualism. Getting to know and
understand specific populations. Exemplary bilingual
programs and their practices.
3 credits. |
| EDU 678 |
Supervised
Student Teaching PreK-6 in TESOL/ESL Programs
This course will provide on-site supervised student
teaching in the area of TESOL/ESL. Students will
complete a semester in grades K-6 in both general
and special education working with students whose
native language is not English. This experience
requires students to submit the following documentation
to the Chair of TESOL:
-A portfolio which contains samples of professional
work with students whose native language is not
English. This portfolio should contain case histories,
lesson plans, evaluation reports, progress notes,
and samples of IEPs.
-An essay describing the student’s cross-cultural
experiences with children from various ethnolinguistic
backgrounds. This may include involvement in parent
groups, community advocacy, youth leadership,
professional organizations, study/living abroad,
attendance at conferences/workshops, publications,
in-service consultations, and grant writing, etc.
3 credits. |
| EDU 679 |
Supervised
Student Teaching 7-12 in TESOL/ESL Programs
This course will provide on-site supervised student
teaching in the area of TESOL/ESL. Students will
complete a semester in grades 7-12 in both general
and special education working with students whose
native language is not English. This experience
requires students to submit the following documentation
to the Chair of TESOL:
-A portfolio which contains samples of professional
work with students whose native language is not
English. This portfolio should contain case histories,
lesson plans, evaluation reports, progress notes,
and samples of IEPs.
-An essay describing the student’s cross-cultural
experiences with children from various ethnolinguistic
backgrounds. This may include involvement in parent
groups, community advocacy, youth leadership,
professional organizations, study/living abroad,
attendance at conferences/workshops, publications,
in-service consultations, and grant writing, etc.
3 credits. |
| EdPs 673 |
Methods
and Materials for Teaching English As a Second
Language
TESOL: Historical review, problems, different
approaches, curricula, methods, materials, and
the use of computer and related technologies as
instructional strategies to enhance the learning
of ESL in multicultural groups.
3
credits. |
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