EDUC 377 Introduction to Multicultural Education
Provides historic and philosophic underpinnings of multicultural education, with particular attention to pluralism and its place in US education, institutional racism and other biases in schools, and the sociocultural and sociopolitical influence of diversity on learning. The role of teachers in providing equitable and high quality education for all students is also a key component in the course. (Required for ETEP students).

EDUC 500L Practicum in ELL Seminar
In this seminar, practicum students will develop their e-folios to demonstrate how they have met the Massachusetts State Standards for Initial Licensure in ELL.

EDUC 615L Seminar in Cross-cultural Communications in Education
A critical reading seminar on "silence" in reviewing the research literature from various disciplines that contribute to a deeper understanding about 1) concepts of "silence, silencing, and voice/visibility" and how these are theorized, and operationalized in researching interaction of people from multiple cultural affiliations in international and national settings 2) the impact "silence" has for identity, language, and literacy development and success in different contexts. By the end of the class, a representation of the discourse of silence in the research literature is constructed through its metaphors, methods, measures, and meanings.

EDUC 616 Principles of Second Language Learning & Teaching
see description for EDUC 697P

EDUC 650 Teaching Content for Language Development
see description for EDUC 697T

EDUC 670 Language and Language Learning
Survey of multiple perspectives on language and the models for literacy and language teaching that follow from each. Includes linguistic, psycholinguistic, sociolinguistic and critical perspectives on language. Focus is on implementation of these models into classroom settings for both L1 and L2 students.

EDUC 677 Foundations of Bilingual/ESL/Multicultural Education
Designed to explore the historical, cultural, political, philosophical, and pedagogical foundations of multicultural education and of various approaches to teaching culturally and linguistically diverse student populations. Goals are: to examine from different theoretical and political perspectives the nature of pluralism and intergroup relations in U.S. society; to analyze the influences on learning of sociocultural and sociopolitical variables such as race, ethnicity, language, gender, and social class background, among others; to understand how structures, policies, and practices in schools tend to perpetuate discriminatory inequities; and to develop a sound philosophical and pedagogical rationale for bilingual/ESL/multicultural education.

EDUC 691D Writing for Publication
Intended for doctoral students who have course papers that they would like to develop into publishable manuscripts. A requirement for participation is that you have a paper reporting research that has already received substantive feedback from a faculty member. The class will provide support for further substantive development of your work; consideration of appropriate journals for submission and their requirements, expectations, and procedures; and revision of your paper for submission to an appropriate journal. Advanced Doctoral Students Only.

EDUC 697P Principal of Second Language Learning and Teaching
The purpose of this course is to support students in becoming familiar with different theories of SLA and the implications of these theories for classroom practice; constructing their own informed theoretical understanding of classroom SLA; developing the ability to analyze classroom “discourse” (e.g., classroom interactions and “turns-at-talk”) and make appropriate changes in their evolving teaching practices as a result of their analysis; and using multimedia classroom teaching and research tools (e.g., digital video). Required for ELL licensure.

EDUC 697T Teaching Content for Language Development
The essential question guiding this course is: How can we design curriculum and classroom practices to simultaneously develop the language and content knowledge necessary to meet the goals of students, the expectations of their families and community, and the expectations of the broader society? Through readings, discussions, and small-group curriculum projects, participants will explore the variety of challenges of working with culturally and linguistically diverse students, including : 1) How can teachers ensure that the content is meaningful and comprehensible? 2) How can teachers ensure that attention is paid to both content and language development? 3) How can instruction be organized around powerful learning principles and strategies while respecting and drawing on cultural ways of knowing and learning? 4) How can curriculum be adapted to meet mandated curriculum standards and goals while also furthering the goal of social justice?

EDUC 698 Teacher of Reading
This is the practicum course open only to students who have completed requirements for the Reading Specialist license. Practicum seminar meetings and classroom visits will be scheduled by the instructor in conjunction with the licensure candidates.

EDUC 734 (formerly 792C) Understanding Research in Language, Literacy, and Culture
This course focuses on understanding research reports on language, literacy, and culture across paradigms and across a range of approaches to research. Students learn to compare and critique studies, including their assumptions, questions, goals, methods, and findings. In addition, the course prepares students to locate literature relevant to their own emerging
scholarly interests.

EDUC 783 Diagnosing Reading Difficulties [Assessing and Supporting Language & Literacy Development]
Education 783 is the second half of a two-semester course sequence designed for graduate students in the Reading & Writing Practitioner Area, particularly for those seeking Massachusetts certification as a Reading Specialist/Teacher of Reading. This two course sequence is designed to prepare course participants to assess and support the literacy learning of students across the educational levels and contexts. Pre-requisite is EDUC 611 or permission of instructor.

EDUC 784 Issues in Children's Literature
Participants investigate references and children’s books dealing with issues of social significance, including death, old age, sexism, racism, divorce and war.

791Z Seminar: Second Language Learning and Teaching
One of a series of doctoral level seminars offered by the Language, Literacy and Culture Doctoral Area on contemporary issues in language, literacy and culture education. The purpose of this course is to support doctoral students interested in exploring theorectical and practical aspects of second language literacy, teacher's professional development, and school change from a sociocultural perspective.

EDUC 792C Understanding Research in Language, Literacy, and Culture
course number has been changed to EDUC 734

EDUC 793 Seminar in Critical Literacy
Seminar participants will collectively and individually take a deeper look at how theories and practices of critical literacy potentially inform their various research interests and questions. We will begin with a collective examination of several common texts to trace the “intellectual history” of critical literacy within the larger field of language, literacy, and culture. Next, each participant will choose a book or text set of readings and create a context for group dialogue. For the final class project, each participant will do a mini-literature search using library databases relating to research done in the field of education to explore conceptual and empirical work that matches their focus on critical literacy. Sharing this work, the group will examine the questions and methods that connect to this worldview from a research standpoint. Open to Doctoral Students and Advanced Master’s Students.

EDUC 794D Discourse Analysis
This course provides participants with a working knowledge of Critical Discourse Analysis (CDA) and its application to ethnographic and qualitative research education. Although the contributions of other approaches to discourse analysis to CDA will be sketched out, we will focus primarily on the close analysis of language as a resource for a social analysis of education. Specifically, we will draw on the resources of systemic functional linguistics, genre/text studies and critical social theory to understand how linguistic features of texts constitute and are constituted by social, cultural and local relations, processes and contexts in which they are embedded.

Other Courses of Interest to LLC, BEM, Reading & Writing Students

EDUC 555 Introduction to Statistics I
Wed 4-6:30 Sec 1 @ Hills 373 w/ Prof. Keller
Mon 1-3:45 Sec 2 @ Hills 373 w/ Prof. Gonzalez
Develops skills in statistical reasoning: a conceptual understanding of basic statistical procedures used in educational and social science research and computational skills necessary to carry out procedures.

Education 626 Social Theories of Education
Wed 4:00-6:30pm @ Hills 273 w/ Prof. Kamat

Spanish 674, Bilingualism and Language Contact
Tues & Thurs 1 to 2:15 p.m @ TBA w/ Prof. Zamora
Survey of the history of contact between different linguistic and cultural groups, and of the nature and consequences of the contacts. Emphasis on the Hispanic world and Spanish and Portuguese-speaking groups in the U.S. zamora@spanport.umass.edu

Communication 794M, Field Research Methods in Communication
Wed 3:35-6:25 @ Machmer W-23 w/ Prof. Bailey
This is a course in ethnographic approaches to observing, recording, and analyzing communicative events and practices in their sociocultural context. The course emphasizes hands-on application of theoretically-informed methods. We will practice ethnographic observation, audio-visual recording, transcription of interaction, interviewing, and presentation of analyses of interaction as a social and cultural practice. Students must have semester-long access to a research site (e.g. a home, school, workplace, religious institution, recreational context, service organization) and receive written permission from subjects of their study. bbailey@comm.umass.edu

EDUC 838 Seminar in Science Education: Inquiry
Tues 4.00-6:30 @ TBA w/ Prof. Clement
This course will examine research on the nature of inquiry and the different educational methods that can foster it. Depending on the participants, inquiry in mathematics and other subjects will be examined along with science, and all grade levels will be considered, from primary to college. Two common meanings of inquiry are examined most closely: process or thinking skill goals; and learning methods that are in some degree student directed or student generated. A perceived possible conflict between methods used to teach for content goals and for thinking skills is often noted by teachers. By deepening our conceptual vocabulary for talking about this issue we will enhance our ability to analyze and design instructional situations. Topics include: inquiry skills in professional researchers and in students; research on relevant teaching strategies; inquiry cycles; scaffolding and supporting inquiry; and process vs. content goals.