| CIL-Curriculum and Instruction - ESL and Bilingual Education |
| |
| CIL500 |
Foundations of ESL and Bilingual Education |
| This course provides participants with an understanding of the historical, political, sociocultural, and educational concepts and issues that affect linguistically and culturally diverse students in the schools. The course considers local, state, and federal policies regarding entitlement and appropriate school services for English language learners, and important program models. Current theories of Second Language Acquisition (SLA), bilingualism, and sociocultural theories are explored for their pedagogical implications, and specific program models within and outside the U.S. are examined for their contributions to student academic achievement. Prerequisite(s): none. 3 semester hours |
| |
| CIL501 |
Introduction to Linguistics for TESOL |
| This course introduces the following dimensions of linguistics: language and the brain, first and second language acquisition, major components of linguistics (phonetics, phonology, morphology, syntax, semantics, and sociolinguistics), cognition and learning, and communicative competence. Emphasis is placed on implications for ESL and bilingual education teachers. Prerequisite(s): none. 3 semester hours |
| |
| *Note: This course may be substituted for CIL512 Reading in a New Language: Linguistic Considerations for the ESL approval. |
| |
| **For Adult TESOL, please note: A four workshop series focusing on the adult ESOL practitioner is offered through the College of Arts and Sciences under the prefix APL486. The workshops can be used for elective credit toward the ESL/Bilingual Concentration, but cannot be substituted for the ESL or Bilingual approval courses. |
| |
| CIL504 |
ESOL Instructional Methods and Materials |
| This course will focus on the instructional practices that help children acquire a second language and master subject matter. Students will learn appropriate methodology, adapt and integrate Best Teaching Practices, and learn how to adapt units and lessons for LEP students in elementary and middle school. Socio-cultural theories are explored for their pedagogical relevance, and specific program models and materials are examined for their contributions to academic achievement. 2 semester hours |
| |
| CIL505 |
Methods & Materials for Teaching English as a Second Language |
| This course prepares teachers in methodology for teaching language and content to English Language Learners (ELLs). Participants consider historical and current ESL program models and second language acquisition theories, pedagogy, and methodology. Students are guided in creating and presenting teaching units and lessons based on various methods, approaches, and techniques. Participants discuss the selection, use, and evaluation of books, multimedia, and other materials. Students apply relevant federal, state, and local learning and assessment standards to their teaching. This course is required for ESL, Bilingual & BIL Special Ed. Prerequisite(s): none. 3 semester hours |
| |
| CIL506 |
Methods and Materials for Teaching Bilingual Education |
| This course prepares teachers in methodology for teaching language and content to English Language Learners (ELLs) in bilingual education programs. Participants critically examine bilingual education program models and theories of bilingualism, biliteracy, first and second language acquisition, and transfer of skills and content knowledge between first and second language. Participants are guided in creating a teaching unit and adapting and presenting lessons using various methods, approaches, and techniques. Participants discuss the selection, use, and evaluation of books, multimedia, and other materials in the first and subsequent languages. Participants examine the application of relevant learning and assessment standards to their teaching. Required for Bilingual Approval. Prerequisite(s): none. 3 semester hours |
| |
| CIL510 |
Assessment of ESL and Bilingual Education Students |
| Participants explore issues of assessment of second language learners as they are situated within larger historical, social, cultural, and political contexts. Participants use theoretical models that account for the intersection of second language acquisition and academic achievement as a basis for creating and evaluating appropriate instruments for second language learners. Participants analyze the ways that second language learners are diverse and discuss issues in equitable assessment of diverse learners. Participants examine and review relevant state standards for content matter learning and language proficiency, and examine how those are assessed in mandated, large-scale assessment and in classroom assessment (traditional and alternative). 3 semester hours |
| |
| CIL512 |
Reading in a New Language: Linguistic Considerations |
| Through review of research, study of best practices, and critical reflection, the process of reading in a new language is examined in comparison to reading in a first language. Differences between the first and second languages' writing and grammar systems and transfer from the first to a new language are discussed. Principles, methods, and techniques for developing second language reading proficiency are described and analyzed. External influences on literacy, such as home literacy practices, cultural views toward education and the school system, and affective aspects are considered, as well as the relationship between second language reading and writing development. Prerequisite(s): none. 3 semester hours |
| |
| CIL531 |
Cross Cultural Education |
| This course examines the impact of culture on society and the educational system, and the importance of culture in addressing the needs of immigrant students. It explores the dynamic processes of acculturation and cultural conflict. Participants examine the role of culture in the American educational system and how ethno-linguistic groups contribute to the dynamics of the classroom. Participants examine behavioral expectations and learning styles of students from different backgrounds and how teacher expectations can affect perceptual judgements of students. Participants design culturally relevant instruction to further the academic success of diverse groups, and learn ways to foster collaborative learning environments. Prerequisite(s): none. 3 semester hours |
| |
| CIL532 |
Technology Applications for Linguistically and Culturally Diverse Students |
| The use of computers and interactive media in linguistically and culturally diverse classrooms is discussed in relation to current research. The selection and use of software and interactive media for use within content area instruction is also presented. Demonstrations of software programs and hands-on activities are incorporated into this course to provide teachers with the information necessary to successfully integrate technology into their classrooms. Prerequisite: CIL500. 3 semester hours |
| |
| CIL583 |
Workshop/Bilingual and Multicultural Education/Contemporary Issues |
| 1-4 semester hours |
| |
| CIL584 |
Workshop/Bilingual and Multicultural Education/Curriculum Materials |
| 1-4 semester hours |
| |
| CIL585 |
Workshop/Bilingual and Multicultural Education/Instructional Practices |
| 1-4 semester hours |
| |
| CIL594 |
Independent Study in Bilingual and Multicultural Education |
| Provides an opportunity for students to pursue advanced scholarly study or investigate a practical school problem related to bilingual and multicultural education. 1-4 semester hours |
| |
| CIL595 |
Topics in Bilingualism and Education |
| 1-3 semester hours |
| |