Course Sequence

• EDUC 616 - Principles of Second Language Learning Summer 2009 (July)
  The purpose of this course is to support teachers in: 1) becoming familiar with different theories of SLA (second language acquisition) and the implications of these theories for classroom practice; 2) constructing their own informed theoretical understanding of classroom SLA; 3) developing the ability to analyze classroom interaction and make appropriate changes in their evolving teaching practices as a result of their analysis; and using multimedia classroom teaching and research tools.

• EDUC 611 - Assessment Fall 09 (Sept-Nov)
  This course is designed as an introduction to the field of testing, assessment and evaluation in second language education. It aims to help students: a) gain an understanding of the principles of testing, assessment, and evaluation, b) provide practice in developing classroom based tests and assessment procedures, c) become familiar with alternatives to standardized measures, d) develop a critical position with regard to the use and abuse of testing and assessment procedures, and e) devise ways to deal with the biases in testing content and techniques.
  
  
• EDUC 684 - Reading Writing Language Fall 09 (Dec-Mar)
  The purpose of this course is to provide teachers with a forum for understanding how classroom practices support and/or constrain the academic literacy development of linguistically and culturally diverse students (e.g., ELLs, speakers of non-dominant varieties of English) in times of rapid social, economic, and political change. To achieve this purpose, this course is organized around four main activities:
  
  1. Exploring a sociocultural perspective of literacy development and contrasting this perspective with other orientations in the field of first (L1) and second language (L2) literacy studies;
  2. Reading case studies of L1 and L2 literacy development conducted in a variety of contexts;
  3. Collaborating with other members of the seminar in developing an in-depth analysis of the literacy practices of a focal student;
  4. Developing an explicit, concrete action plan for how you will design, implement, and reflect on students’ literacy practices in your work as an educator.
  
  As a way of uniting these four activities, all of our work this semester will focus on the analysis and preparation of case studies of the literacy development of L2 learners. These case studies will yield a powerful representation of what a sociocultural perspective of literacy development looks like in actual classroom practice. These case studies will also allow you to reflect on how approaches to curriculum, instruction, and assessment can be modified and enhanced to support all students, including ELLs, in acquiring content-based literacies in ways that are academically relevant.
  
  
• EDUC 533 - Methods Spring 10 (Mar-June)
  The primary focus of this course is on the teaching of the English language to (beginning to intermediate) second language learners. It is designed to be a practical introduction to the methods, techniques and materials devised to teach the English language to non-native speakers and the learning theories that they are built upon. Various methods of instruction – Total Physical Response, Cooperative Learning, Communicative Approach and Sheltered instruction – will be studied and their teaching methods integrated into the class.
  
  
• EDUC 500L- Practicum in ELL Summer 10 (July) (3-6 credits)
  During this practicum, candidates for licensure serve in the role of an ESL teacher. With the assistance a program supervisor and supervising practitioner, candidates design, implement, and reflect on a curricular unit they teach in an approved practicum site. Post-observation meetings provide candidates with meaningful feedback about their teaching/coaching and support them in developing a reflective stance on the complexity of teaching and learning. The candidates’ performances are assessed with a state-required instrument called the Pre-service Performance Assessment (PPA). Candidates additionally provide evidence of their having met the TESOL (Teaching English to Speakers of Other Languages) standards in their Field Experience Binder (FEB) by documenting and reflecting on their practice during the practicum and coursework as an ESL teacher.
  
  
• EDUC 670– Lang. & Lang Learning Fall 10 (Sept-Nov)
  This course focuses grammar and how the grammatical choices we make in our everyday lives and in our academic work reflect and create the nature of the relationships we have with others; the topics we communicate about; and the modes through which we interact (on-line, face to face, print). We will draw on a systemic functional perspective of language to support you in designing, implementing, and reflecting on the academic language development of students in a variety of contexts. As such, on completion of this course you will be able to: 1) Understand how a function perspective on grammar differs from traditional grammar and what difference this perspectives makes on supporting learners. 2) Understand and analyze how cultural and local contexts influence how people make meaning with language and other semiotic means; 3) Recognize and analyze critically the linguistic features of the genres, students are routinely asked to read and write in school (e.g., narrative, descriptions, summaries, reports, explanations, arguments); 4) Analyze critically the linguistic features of student writing samples as students attempt to become more expert producers and critical readers of a school-based genres (e.g., narrative, descriptions, reports, explanations, arguments); 5) Develop an action plan for teaching grade-level, content-based academic language to students drawing on the principles and tools of systemic functional linguistics.
  
  
• EDUC 697T - Teaching Content for Language Development. Fall 10 (Dec-Mar)
  Framed by an approach to curriculum planning, Understanding by Design, this course explores the challenges that many English language learners face in acquiring academic competence through the second (or additional) language of English. Around the world, students are being educated through languages that are not their first or home language. Educators working with these students must become adept at both analyzing texts for the linguistic, cultural and world knowledge required to learn from school based reading and writing tasks and using that knowledge to plan curriculum. Course participants will study a genre approach to school texts and tasks and study a variety of scaffolding techniques to support literacy and content development in English.
  
  
• EDUC 687– Language Development Spring 11 (Mar-June)
  In this course current theory and research on children’s development of oral and written language and its implications for reading, writing, and language instruction is examined. Changing conceptions of language, literacy, and therefore, “what” is developing and “how” it’s developing, what roles adults (including teachers) play in the process, and, throughout, what is the ideology of “development” itself as a way of understanding individual and societal links will be considered. Additionally, attention will be paid in “what’s” developing to varied varieties of English and heritage languages other than English.
  
  
• EDUC 692L - Leadership Project Spring 11 (Mar-June)
  Teachers develop an original curricular or research project around the learning and teaching of linguistically and culturally diverse learners drawing on principles developed in their course work. Teachers present their projects and lead a discussion with colleagues and administrators around the issues their projects raise.
  
  
• EDUC 784 - Multicultural Children’s Literature Summer 11(July)
  Multicultural Children’s Literature - The purpose of this course is to use children’s literature (K-8) that focuses on the Puerto Rican and Latino communities to explore the historical, philosophical, sociocultural, sociopolitical, and pedagogical foundations of multicultural education. Children’s literature will be used throughout the course as a way to understand the Puerto Rican experience in the United States, as a model for incorporating issues of language, culture, and power into the curriculum, and as a way to reach out to the community.
  
  
  Reading Specialist Licensure Only
  
• EDUC 783 – Consulting Teacher of Reading Fall 11 (Sept-Nov)
  This course is designed to prepare teachers for the role of the building literacy specialist who supports classroom teachers, paraprofessionals, and administrators in the improvement of reading, writing, and language instruction, including consultation techniques and professional development. Building upon the work done in previous courses, participants in this course will:

  - extend and refine their knowledge of and ability to use instructional strategies and to design effective reading and writing programs to support diverse students’ literacy learning;
  
  - examine diverse students’ literacy learning in relationship to the range of local, state, and federal-level programs in place for developing the literacy abilities of students with reading and writing difficulties;
  
  - engage in activities designed to help them assume the role of instructional leader within their school buildings, this includes working with administrators, peer teachers, parents, and community members to fit instructional policies and practices to the local needs of all learners.
  

• EDUC 698R – Practicum in Reading Specialist Fall 11 (Sept-Nov) (6 credits)
  During the practicum, candidates for licensure must serve in the role of Reading Specialist. They will assessed on their ability to: 1) provide intensive instruction to struggling readers; 2) provide professional development for teachers by providing them with the additional support needed to implement various instructional programs and practices; 3) participate in developing, leading and evaluating a school reading program. A Program Supervisor will observe and assess the candidate’s coaching and teaching a minimum of three times. Post-observation meetings will provide candidates with meaningful feedback about their teaching/coaching and support them in developing a reflective stance on the complexity of teaching and learning. Candidates provide evidence of their having met IRA (International Reading Standards) in their Field Experience Binder (FEB) by documenting and reflecting on their practice during the practicum and coursework and addressing the essential questions and enduring understandings they take with them to their work as a Reading Specialist.
  
  

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  Next Cohort: Begins with Educ 611 in Summer 2011