Language Education (L)

  • 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.
  • EDUC-L 211 Critical Reading and Thinking (3 cr.) Advanced reading and reasoning strategies for students to develop powers of awareness, analysis, evaluation, judgement and synthesis in dealing with expository material. Activitie include critical analysis, information gathering, seminar discussions and written projects involving use of evidence and reasoning in defining positions and reaching conclusions.
  • EDUC-L 239 Language and Learning (3 cr.) Examines the role of language in creating, maintaining, and changing educational practices. Topics include bilingualism, dialects, heritage languages, language-in-education policy, language revitalization, and first and second language learning. Other topics include basic linguistic principles that are useful for pedagogy in both formal and informal contexts.
  • EDUC-L 295 Literacy Lead Service Pre-trip (1 cr.) Prepares students for an international summer service trip to work with an English summer camp in a selected country. The 8-week session will address service ethics, history, culture, and politics, language, and training for camp counselors. May be repeated.
  • EDUC-L 296 Literacy Lead Service Trip (2 cr.) International summer service trip to work with an English summer camp in a selected country. May be repeated.
  • 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. Variable title course.
  • EDUC-L 403 Assessment of Literacy of Culturally and Linguistically Diverse Students (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 407 Language Education Issues for English Teachers (3 cr.) P: Sophomore status. 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: Sophomore status. Focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.
  • 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 443 Reading in Bilingual Classrooms (3 cr.) Methods of reading instruction in bilingual classrooms including rationale, philosophical, psychological and sociological dimensions as they relate to identification of materials and examination of models.
  • EDUC-L 490 Research in Language Education (1-13 cr.) Individual research in applied linguistics. May be repeated.

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