Course Descriptions

ESL 503 - Second Language Acquisition

(Credits: 3.00)

In this course students will learn about the developmental process of learning a second language. Students will explore the internal and external factors that influence second language acquisition via an interdisciplinary survey emphasizing research in linguistics, psychology, education, and sociology. In addition, participants will review and evaluate the major second language theories and connect these theories to classroom practices. Students also will learn how to discriminate between language stages and how to plan for appropriate instruction to students at various language levels. Students will be able to communicate their approaches to language instruction with administrators, teachers, and parents.

ESL 509 - Primary Level Practicum

(Credits: 2.00)

This course is designed to provide the opportunity to apply the knowledge base acquired in previous course work to the teaching of reading and writing to elementary-level ELL students. Graduate students identify a student with a literacy difficulty, develop appropriate instruction, assess progress, and communicate progress to the child's caregivers in the form of a written report. Prerequisite: Enrollment is contingent upon successful completion (grade of C or better) of all courses and benchmarks listed on the program calendar that take place before the practicum..

ESL 520 - Sociocultural Linguistics

(Credits: 3.00)

This course introduces the concept of teacher research, centered on theories and practices of second-language development applicable to K-12 classrooms. Informed by sociocultural theories, students conduct, analyze and evaluate research, and investigate implications for student learning and teaching practice.

ESL 521 - Assessment and Program Design

(Credits: 3.00)

This course focuses on the decisions ESL teachers need to make on a regular basis. Student assessment, data analysis, program design, cooperative teaching, staff development and leadership skills are the key areas covered. Students will write Chapter 1 of their action research paper as the final project for this course. Because of the work conducted in the field for this course, study team meetings are limited.

ESL 529 - Secondary Practicum

(Credits: 3.00)

This course is designed to provide the opportunity to apply the knowledge base acquired in previous course work to the teaching of language/content to secondary level ELL students. Graduate students will identify a student with a language proficiency of Level 1, 2, or 3, gather pertinent information prior to 'pre-teaching' instruction, develop a SIOP model of instruction, and communicate with the classroom teacher regarding alternative forms of instruction and assessment in the form of written recommendations.

ESL 533 - Bilingualism in Home and School

(Credits: 3.00)

Students will explore literature and recent debates related to cultural and linguistic diversity, learning and instruction. Discussions, activities and assignments focus on education within and across home, community and school contexts, including a focus on home-school-community relationships.

ESL 546 - Linguistics

(Credits: 3.00)

This course provides an introduction to the study of linguistics and its application to teaching in K-12 multicultural classrooms.

ESL 566 - Action Research

(Credits: 1.00)

Action research is defined as working in an authentic educational context with an authentic task that is both implemented and evaluated. The purpose of this course is to refine students' problem-solving abilities while providing hands-on experience in classrooms and schools. It is a requirement for the completion of the degree.

RL 507 - Emergent Literacy

(Credits: 3.00)

This course introduces students to topics in fields related to the needs of beginning readers and writers. Students examine, discuss, and apply their knowledge of the following topics: language and literacy development, appropriate practices to meet the diverse language and literacy needs of young children, and assessment of language and literacy development.

RL 510 - Language, Cognition and Literacy

(Credits: 3.00)

This course includes examination, discussion, and application of linguistic and learning differences as applied to the relationship among language, cognition, and literacy.

RL 519 - Word Recognition

(Credits: 2.00)

This course is designed to examine effective word identification, spelling, and writing instruction. Students will examine research and theory in this course, but it is closely tied to classroom instruction and to the content of the rest of the program. Discussions and work sessions focus on phonological awareness instruction and activities, phonics instruction, strategies for integrating word study with literature, and assessment. Spelling instruction is necessarily integrated.

RL 524 - Literacy Seminar I

(Credits: 1.00)

This course is designed to add to the body of knowledge and strategies used in an exemplary literacy program. Participants will gain an understanding of how the 'scaffolding' model of teaching and learning can enhance and lead to higher achievement in student learning. Each seminar will focus on a specific literacy teaching practice that is grounded in research and applied in the classroom. Participants will reflect on these practices, create a model lesson and apply it in their classrooms. Through collegial dialogue, teachers will share their lessons, identifying strengths and next steps for improvement.

RL 558 - Reading and Writing with Children

(Credits: 3.00)

This course is designed to examine effective, diverse reading and writing instruction and assessment. Students examine research and theory in this course, as well as consider how they plan to incorporate the reading of literature into instruction and assessment and how to design writing programs.

RL 559 - Comprehension

(Credits: 3.00)

This course is an in-depth study in the area of comprehension. Students read cognitive and sociocultural theories related to comprehension development as well as learn about diverse contexts for comprehension instruction. Students examine and reflect on their own comprehension instruction.