Language Education (L) : Academic Bulletin

EDUC-L 400 Instructional Issues in Language Education (3 cr.) Reviews the principles and 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 403 Assessment of Literature, Culture and Language (3 cr.) Define 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.

EDUC-L 405 Secondary Language and Literature Instruction K-12 (3 cr.) Explores the role of world knowledge, language knowledge, and literacy knowledge in second language literacy development in K-12. Topics include critical literacy, culturally responsive curriculum, differentiation, miscue analysis, strategies for promoting comprehension, writing, and vocabulary development across the curriculum, current research, and effective assessment, assistance, and pedagogy.

EDUC-L 407 Language Education Issues for English Teachers (3 cr.) P: EDUC-E 341 or X400. Study of growth in language as a developmental process and how social, cultural, and economic environments are intrinsic parts of language learning. Explores the close relationship between how home language, dialect, and a second language is developed. Addresses how speaking, listening, writing, reading, and observing are interrelated.

EDUC-L 408 Teaching Young Adult Literature in a Diverse Society (3 cr.) P: Sophomore status. Explores the possibilities of reading literature written for, by, and about young adults in the middle and secondary classroom. We will work on engaging diverse young adults so that they become lifelong readers and responsible citizens, creating curricula and instructional activities that enable students to read the word and the world, and connecting with struggling readers while challenging proficient readers.

EDUC-L 409 Critical Issues for Reading Professionals (3 cr.) P: EDUC-X 470. Focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.

EDUC-L 436 Methods and Materials for Teaching ESL (3 cr.) Emphasizes practices, strategies, and materials needed by teachers in English as a second language setting. Whole language approaches, including developing comprehension, speaking, writing and reading will be utilized via hands on experiences with a variety of materials.

EDUC-L 441 Bilingual Education: Introduction (3 cr.) P: Sophomore status. Introduction to the development of bilingual/bicultural education in the United States—its antecedents, rationale, theories. Comparison of existing bilingual/bicultural programs.

EDUC-L 442 Teaching English Language Learners: Bilingual and English as a New Language (3 cr.) P: EDUC-L 441. Introduces undergraduate student to the theory-based instructional methods and activities that are used in bilingual and English as a New Language education programs. In addition, they are introduced to second language development, theoretical applications, and the sociocultural issues involved in teaching language minority students.

EDUC-L 490 Research in Language Education (1-13 cr.) Individual research in applied linguistics. May be repeated.

EDUC-L 491 Alternative Assessment Applications in Language Education (3 cr.) This course introduces students to classroom applications of the interdisciplinary theoretical tenets that underlie alternative assessment practices. Students will use this knowledge in the ongoing assessment of students’ content and literacy development in language education, particularly bilingual and ENL programs.

EDUC-L 121 Academic Writing for Multilingual Students (3 cr.) P: Successful completion of English Language Improvement courses and workshops requisite to attempting to meet the Composition Proficiency Requirement. A course in academic composition designed to improve the reading, writing, and critical thinking skills of students whose first language is not English and whose academic interests would be better served by taking two composition courses rather than one. Emphasis will be placed upon reading and writing within the multiple rhetorics of the academy; students will practice, through revision, three essential academic skills and rhetorical tasks: summary, analysis, and argument. Another emphasis will be upon surface features typically associated with writing outside the first language. L121 will be built around a sequence of short essays, many revised in light of thoughtful criticism by the instructor. Special attention will be paid to the demands of writing in American universities, with emphasis upon practices of attribution. This course is not designed to fulfill the Composition Proficiency Requirement, but rather to complement English W131 Multilingual by serving as practice ground for students not yet prepared to meet the demands of that course. Placement will be determined through cooperation with Second Language Studies and the Department of English.

School of Education Undergraduate Bulletin 2014-2016