Literacy, Culture, and Language Education Courses

  • EDUC-L 500 Instructional Issues in Language Learning (3 cr.) This course reviews the principles and the current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored.
  • EDUC-L 502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.) Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on pragmatics, semantics, grammar, and dialect.
  • EDUC-L 503 Assessment Literacy for Cultural and Linguistic Diversity (3-4 cr.) Defines assessment literacy for working with culturally and linguistically diverse students.  Topics include the assessment process, curriculum design, backwards planning, ongoing, traditional and alternative classroom assessment, high stakes testing, language proficiency testing, and principles of designing useful, meaningful, and equitable classroom assessments for and of learning. B, I
  • EDUC-L 504 Identifying and Working with Learner Literacy Difficulties (3 cr.) P: L517 or L545, and P507. Examines methods and tools for identifying and working with literacy difficulties. Emphasizes on-going assessment as part of the teaching process as well as techniques effective with at-risk literacy learners.
  • EDUC-L 505 Second Language Literacy Instruction (3-4 cr.) Explores the role of world knowledge, language knowledge, and literacy knowledge in second language literacy development.  Topics include critical literacy, culturally responsive curriculum, differentiation, miscue analysis, strategies for promoted comprehension, writing and vocabulary development across the curriculum, current research and effective assessment, assistance, and pedagogy. B, I
  • EDUC-L 506 Reading and Academic Support of Postsecondary Learners (1-3 cr.) Theory and practice in the field of academic support services, special emphasis on roles and uses of reading, writing, and language. Topics include review of current literature on learning at postsecondary levels, exemplary programs and models; curriculum and instructional applications. Opportunities available for related internships at IU Student Academic Centers.
  • EDUC-L 507 Issues in Language Learning for Graduate-Level Pre-Service English Teachers (3 cr.) The study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. This course explores the close relationship between home language, dialect, and a second language and addresses how speaking, listening, writing, reading, and observing are interrelated.
  • EDUC-L 508 Teaching Young Adult Literature in a Diverse Society for Graduate-Level Pre-Service English Teachers (3 cr.) This course explores the instructional potential of reading literature written for, by, and about young adults in middle and secondary classrooms. It will focus on engaging diverse young adults so that they become lifelong readers and socially responsible students. Pre-service teachers will learn pedagogical techniques for connecting with struggling readers and for challenging proficient readers. (Bloomington/Indianapolis)
  • EDUC-L 509 Cirtical Issues for the Reading Professional (3 cr.) Focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.
  • EDUC-L 511 Advanced Study in the Teaching of Writing in Elementary School (3 cr.) The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in elementary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing.
  • EDUC-L 512 Advanced Study in the Teaching of Writing in Secondary Schools (3 cr.) Study of current trends, issues, theories, and research in literacy, emphasizing the teaching and learning of writing in secondary schools. Addresses linguistic and cultural diversity issues in composition as it explores the complex varied nature of "good" writing and "effective" communication, tracing the implications for composition pedagogy.
  • EDUC-L 513 Literary Aspects of Designing Documents for Training (2-3 cr.) Teachers and business trainers must develop materials for readers at a variety of ability levels. This course will provide the research foundation and practical experiences needed to design print materials for readers of varying literary abilities in high schools, the workplace, and English as a Second Language classrooms.
  • EDUC-L 516 Advanced Study in the Teaching of English/Language Arts (3 cr.) Study of current trends, issues, theory and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focuses on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry, facilitating student responsibility for themselves and their world.
  • EDUC-L 517 Advanced Study of Content Reading and Literacy (3 cr.) Examines approaches for improving adolescent/ adult literacy when reading the specialized materials of various content areas. Special focus upon the literacy process, dealing with a wide range of students, literacy abilities, identifying and modifying materials to support literacy development, and using reading, writing, and thinking activities in instruction.
  • EDUC-L 520 Advanced Study in Foreign Language Teaching (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or permission of instructor. Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels.
  • EDUC-L 524 Language Education Issues in Bilingual and Multicultural Education (3 cr.) A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.
  • EDUC-L 525 Practicum in Literacy, Culture, and Language Education (1-4 cr.) Supervised application of language and literacy teaching methods. Special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals.
  • EDUC-L 528 Inquiry into Secondary English Methods: Middle Schools (1-5 cr.) This course focuses on understanding what a "real-world" middle school class is, i.e., one that involves reading, writing, speaking, discussing, viewing, and listening for authentic purposes. Students will consider the diverse understandings of early adolescence, the changing nature of English classrooms that reflects transformations in our society, and address ways to meet the needs of all students.
  • EDUC-L 530 Topical Workshop in Language Education (1-6 cr.) P: Consent of instructor. Individual and group study of special topics in the field of language education. Updating and improving the teaching of English, English as a second or foreign language, foreign languages, and reading.
  • EDUC-L 535 Teaching Adolescent/Young Adult Literature (3 cr.) The course highlights and analyzes recent young adult literature, acknowledging significant earlier texts and their distinguished features. It also considers curricular and pedagogical issues salient to the adoption of multicultural curricula.
  • EDUC-L 536 Methods and Materials for TESOL Teacher Trainers (3 cr.) Study and analysis of current methods and materials in TESOL. Development and evaluation of practical exercises, visual aids, and demonstration materials for use by teacher-trainers in pre-service and in-service English teacher-training programs overseas.
  • EDUC-L 539 Language Foundations for ESL/EFL Teachers (1-3 cr.) The aims of the class are to provide teachers with an understanding of areas in the English language that could be problematic to English language learners (ELLs), and to assist teachers in modifying instruction to address the problems.
  • EDUC-L 540 ESL/EFL Instruction and Assessment Approaches (3-9 cr.) This course provides an overview of various approaches to instruction and assessment that incorporates current thinking in the field. Sheltered instruction and content-based models are examples of the instruction models that will be discussed.
  • EDUC-L 543 Teaching English in K-12 Classrooms in Global Contexts (3 cr.) Students will learn about practitioner inquiry involving systematic, intentional and self-critical inquiry about language teaching in K-12 settings (US and international). Students will better understand pedagogical, curriculum issues and “pathways of practice” unique to English Language teaching in public schools.
  • EDUC-L 544 Computer Assisted Language Learning (3 cr.) Computer Assisted Language Learning (CALL) offers information about computer-enhanced language teaching and learning importance for ESL teaching.  Participants will explore a working theory of language learning environments, discuss existing and potential applications of computer technology, and create projects to use and test knowledge gained through reading, discussion, and hands-on experience. B
  • EDUC-L 545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.) Review of the developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.
  • EDUC-L 546 Mentorship and Literacy Coaching of EFL/ESL Teachers (3 cr.) The course allows EFL/ESL and bilingual professionals acquire general understanding of mentoring and coaching processes as well as specific knowledge. Course goals focus on positive change, and transformative practice and professional growth. Emphasis is on interrelationships between exploration, critique and reflection to help teachers build on setbacks and successes.
  • EDUC-L 547 Language Policy and Planning (3 cr.) Participants are introduced to concepts, theories, and methods in language and literacy policy and planning from multiple perspectives. The course enables students to understand issues being pursued. Thematic units include: definitions and frameworks, descriptive frameworks and status planning, social change and conclusions, theoretical and methodological perspectives, and topical areas.
  • EDUC-L 545 Advanced Study in the Teaching of Reading in Elementary Schools (3 cr.) Review of the developmental reading program in the elementary school, use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for individualized instruction.
  • EDUC-L 559 Trade Books in the Elementary Classroom (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.
  • EDUC-L 567 Media and Popular Culture in the Teaching of English/Language Arts (3 cr.) Explores curricular and pedagogical issues related to media and popular culture in the classroom. Highlights the uses of full range of media to promote student engagements in literacy. Considers reader response and cultural studies, informing and enabling teaching and learning of media and popular culture.
  • EDUC-L 580 Theories, Practices, and Possibilities in Literacy Education (3 cr.) In this course, students compare, analyze, apply, and evaluate theories of literacy in local and global contexts. Literacy education is consistently in a state of change with an evolving knowledge base, changing contexts, and competing theories that shape literacy as a global field and as everyday practices in local classrooms. B, I
  • EDUC-L 590 Independent Study in Language Education (1-3 cr.) P: Individual research or study with a Language Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, L590 should not be used for the study of material taught in a regularly scheduled course.
  • EDUC-L 599 Master's Thesis in Literacy, Culture, and Language Education (3 cr.) To be used as the master's thesis in language education or the early inquiry experience as part of the doctoral program. The thesis or inquiry experience may be an organized study or a systematic and comprehensive analysis of theory and practice in a specific area.
  • EDUC-L 600 Issues in Literacy, Culture, and Language Education (3 cr.) Explores research and arguments related to current issues in first and second language education with focus upon issues in learning, instruction, assessment, and policy. Studies and interrelates research done in the areas of reading, English education, and second language education.
  • EDUC-L 601 Theoretical Issues in the Study of Language and Literacies (3 cr.) P: L525 and consent of instructor. Explores traditional understandings of literacy, current theories of multiple literacies, and theoretical issues in research on diverse literacies. Particular attention paid to shifting theoretical perspectives and methodologies that have been employed to construct our current understandings of literacies from anthropological, sociocultural, and political perspectives.
  • EDUC-L 605 Capstone in Literacy, Culture, and Language Education (3 cr.) In this course, students analyze their academic preparation, knowledge, skills, and experiences in terms of professional goals in their area of language expertise, design independent projects to address self-identified areas for further growth, and implement instructional applications to their settings to develop their experiences with educational programs and communities. B, I
  • EDUC-L 630 Topics in Literacy, Culture, and Language Education: variable title (1-3 cr.) P: Instructor's permission. Study of special topics in the field of language education. Emphasis on research applications to the improvement of practice.
  • EDUC-L 645 Organization and Administration of a School Reading Program (1-3 cr.) Reviews principles and practices in organizing reading programs within elementary and secondary schools. Describes techniques for supervising and administering a reading program via case studies, simulation, and discussion.
  • EDUC-L 650 Internship in Literacy, Culture, and Language Education (1-4 cr.) Provides directed and supervised experience for advanced graduate students in the field of language education.
  • EDUC-L 690 Readings in Language Education (1-3 cr.) Individually selected advanced readings.
  • EDUC-L 700 Seminar on Literacy, Culture, and Language Education Research (3 cr.) An in-depth treatment of various issues and trends in the design and status of language education research. Students will evaluate and critique extant research, outline a detailed program of language education research for themselves, and conduct initial studies related to this research program.
  • EDUC-L 750 Topical Seminar in Literacy, Culture, and Lanuage Education Research (3-6 cr.) P: Basic courses in foundations and admission to candidacy for an advanced degree. Intensive study of research and theory in selected topics.
  • EDUC-L 795 Dissertation Proposal Preparation (13 cr.) P: Authorization required. This course is for the development of a dissertation proposal in language education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
  • EDUC-L 799 Doctoral Thesis in Literacy, Culture, and Language Education (1-12 cr.) P: Authorization required. Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.

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