Bilingual Education Course Descriptions
EDU 5130 MEETING THE NEEDS OF CULTURALLY DIVERSE STUDENTS IN INCLUSIVE CLASSROOMS IN BIRTH-GRADE 2, CHILDHOOD 1-6 AND ADOLESCENCE 7-12
This course will initially approach multicultural education from a reflective, autobiographical, and learner-centered viewpoint, which focuses on birth through grade 2, grades 1 through 6, and grades 7 through 12. The meaning, necessity, and benefits of multicultural education will be explored by placing it in a socio-cultural context. The interaction of home, school, and community context, the teaching and learning process, as well as the content of instructional materials also will be examined from a multicultural perspective. Strategies for fostering intergroup understanding, awareness, and appreciation by students of the diverse ethnic, racial, cultural, and linguistic groups represented in schools and the general population will be considered. Specific cultures will be examined. The effects of students' home culture, race, gender, ethnicity, religion, socioeconomic status, and exceptionalities on the learning process will be explored utilizing case studies and snapshots as well as participants' own field experiences. 3 credits
EDU 5250 TEACHING LITERACY IN THE NATIVE LANGUAGE: STRENGTHENING THE CONNECTION BETWEEN LANGUAGES
This course will provide methods and materials for teaching Native Language Arts (reading, writing, and oral language) to emergent bilingual students (P-12). The course uses an interdisciplinary approach to teaching literacy in the native language as a pathway to strengthen the connection between languages leading to biliteracy. Course participants will develop the knowledge of theory and best practices as a frame of reference for teaching literacy in the native language to support the connection between the home and new language. Participants will be able to design lessons and assessments aligned to the NYSED Common Core Learning Standards, with specific focus on the Bilingual Common Core Progressions. In addition, the participants will develop an understanding of the historical perspective of language teaching and learning.
EDU 5252 INTRODUCTION TO LINGUISTICS FOR TESOL AND BILINGUAL EDUCATION PROFESSIONALS
This course will provide an introduction to the scientific study of language, with a specific emphasis on areas relevant for TESOL and bilingual education professionals. These areas will include phonology, morphology, syntax, semantics, and pragmatics. Topics in linguistics related to issues of first and second language acquisition, and language development and teaching will receive special emphasis. Theoretical and applied linguistic issues will be discussed through the analysis of English language output.
Teacher candidates will have the opportunity to identify core elements of selected linguistic theories, to describe common components of selected language systems, and to relate this knowledge to the linguistic characteristics they encounter in the second language classroom. Thus, this course will benefit the TESOL and bilingual education teacher candidates (a) on the theoretical level, by providing knowledge and skills for analyzing linguistic data, and (b) at the practical level, by providing explanations for the specific linguistic phenomena observed. It will also serve as a foundation for further study in the theoretical and practical aspects of language teaching as well as a catalyst for developing acceptance of linguistic diversity.
EDU 5253 SECOND LANGUAGE ACQUISITION, TESOL AND BILINGUAL EDUCATION: THEORY AND PRACTICE
This course will serve as a foundation to English as a second language teaching and learning. It provides the course participants with a (a) comprehensive overview of the theoretical principles of second language acquisition (SLA), bilingual education, and teaching English to speakers of other languages (TESOL) and (b) practical methodologies, approaches, and techniques necessary for the effective instruction of English Language Learners (ELLs) and bilingual learners.
Historical perspectives of second language learning research and the development of various language teaching approaches also will be discussed. Teacher candidates will examine the similarities and differences between first and second language acquisition as well as several approaches and perspectives of second language teaching. Course participants will consider the linguistic, cognitive, affective, cultural, social, and instructional factors contributing to variations in language acquisition among ELLs and bilingual learners. Effective instructional techniques and strategies and classroom management techniques will be practiced. Current TESOL and bilingual education instructional materials will be reviewed and critically analyzed.
EDU 5255 INTERDISCIPLINARY TEACHING METHODS AND ENGLISH LANGUAGE ARTS FOR PREK-12 BILINGUAL ENGLISH LANGUAGE LEARNERS
The theoretical and practical aspects of English Language Learners' (ELLs) and bilingual learners' overall language development will be the focus of this course. Teacher candidates will become acquainted with effective tools and teaching ideas to promote ELLs' and bilingual learners' receptive (listening and reading), as well as productive (speaking and writing) language development. The course will address the language and literacy needs of students of diverse age groups, cultural and linguistic backgrounds, and language proficiency, reading, and writing levels.
Through readings, discussions, demonstrations, in-class and at-home projects and activities, teacher candidates are expected to (a) demonstrate a thorough understanding of the complex issues of teaching language arts to ELLs and bilingual learners in light of the Common Core State Standards and (b) develop a repertoire of tools and techniques to maximize ELLs' and bilingual learners' language and literacy learning potential. The course will assist participants in acquiring strategies for teaching listening, speaking, reading, and writing to ELLs and bilingual learners. Effective instructional models, assessment procedures, and classroom organization and management strategies tailored to the needs of ELLs and bilingual learners will be considered. Focus will also be placed on lesson planning and materials development to meet the needs of all English language learners from the pre-kindergarten through high school levels.
EDU 5256 PREK-12 TESOL AND BILINGUAL TEACHING PRACTICES AND ASSESSMENT IN THE CONTENT AREAS
The purpose of this course is to introduce teacher candidates in the TESOL and Bilingual Extension programs to the principles of content-based English and native language instruction and appropriate assessment techniques. The course will assist participants in developing a theoretical frame of reference, the necessary knowledge and skills, and practical techniques for (a) teaching ELA, math, science, and social studies to ELLs and bilingual learners, and (b) assessing their language and content area progress.
Course participants will develop adequate background knowledge to make informed decisions about which teaching and assessment techniques best serve the academic and language development needs of ELLs and bilingual learners. They will become familiar with the Sheltered Instruction Observation Protocol (SIOP) and various differentiated instructional and assessment procedures aligned with the Common Core Learning Standards, with special emphasis placed on the NYSED Common Core Initiative (Bilingual Progressions). Participants will design CCLS- aligned SIOP lessons for content-based English language and native language instruction that develop communicative proficiency through scaffolded learning strategies while also target content-based knowledge and skill development. Additionally, participants will develop a thorough understanding of culturally and linguistically appropriate assessment practices.
EDU 5610 BILINGUAL EDUCATION PRACTICUM
This practicum experience is designed for classroom teachers who already possess initial teaching certification and have completed all other course work required by NYSED for a bilingual extension. It is completed either during the academic year or during the summer under the supervision of a bilingual certified classroom teacher. This field experience is under the direct supervision of a college field supervisor with bilingual certification and includes experience in teaching bilingual in either childhood or adolescent settings. Candidates attend 4 seminars during this course.