Language Education (L)

  • EDUC-L 100 English Language Improvement (1-12 cr.)
  • EDUC-L 121 Academic Writing for Multilingual Students (2 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 210 Critical Reading and Thinking (3 cr.)
  • 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 231 Applied Theatre (3 cr.)
  • 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 240 Introduction to Instruction and Assessment for ESL/EFL Teachers (3 cr.) This course introduces interested IU students to important considerations when volunteering, assisting, tutoring or teaching English language learners in preK-12 settings in the use of English-as-a-foreign/second language (EFL/ESL). This course is suited for students who plan to teach and volunteer in schools, workplaces, non-profit, governmental and non-governmental organizations within their communities or overseas. This class is thus suitable in general for anyone interested in exploring ways of engaging in and providing instructional assistance to nonnative speakers of English in preK-12 settings.
  • 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.) P: EDUC-L 295. International summer service trip to work with an English summer camp in a selected country. May be repeated.
  • EDUC-L 338 Early Literacy Learning and Play-Based Instruction (3 cr.) Study of early childhood literacy development, play-based learning, and developmentally appropriate teaching in preschool settings. The purpose of the course is to understand young children's developing literacies as strengths and to practice teaching methods for culturally responsive and inclusive learning communities where all children thrive intellectually, physically, socially, and emotionally.
  • 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 405 Secondary Language and Literary 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 promoted 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 EDUC-X 400 or Secondary English Education Major. 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 Young Adult Literature in a Diverse Society (3 cr.) 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: Must have at least Sophomore standing. Focus on practitioner inquiry, reflective practice, culturally responsive literacy curriculum, and creating professional learning communities.
  • EDUC-L 418 Reading Research for Literacy Leaders (3 cr.) Study of literacy and language learning as a developmental process within social, cultural, and economic environments. Introduces theoretical foundations of reading and other literacies that explain close relationships among linguistic, social, cultural, and environmental influences on literacy development and their implications for assessment and responsive teaching.
  • EDUC-L 436 Methods and Materials for Teaching English as a Second Language (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.) 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 and Admission to the Teacher Education Program. C: EDUC-M 401 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. Variable title course. May be repeated.
  • EDUC-L 491 Alternaate 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 on-going assessment of students' content and literacy development in language education, particularly bilingual and ENL programs.

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