EAL - English Additional Language

The course provides an understanding of the historical, political, sociocultural and educational concepts and issues that affect linguistically and culturally diverse students in schools. The course considers local, state, and federal policies regarding entitlement and appropriate school services for English language learners. Theories of Second Language Acquisition (SLA) and bilingualism, sociocultural theories, and language and content standards for English language learners are analyzed for their pedagogical implications. Specific program models and ways to differentiate language and content area instruction for English language learners are examined. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

This course examines the impact of culture on learners within society and the educational system and the importance of understanding the power of culture in addressing the needs of English language learners. It explores the processes of acculturation and cultural conflict. Participants examine the influence of cultural assumptions on student performance and self-image in the American educational system. Participants explore the behavior and learning styles of diverse students and the ways teacher beliefs and practices affect their lives and achievements. Assigned course requirements include the completion of 20 clinical/observation hours. Pre-requisite(s): EAL 300. Co-requisite(s): None. 5 quarter hours

The course provides an understanding of the historical, political, sociocultural and educational concepts and issues that affect linguistically and culturally diverse students in schools. The course considers local, state, and federal policies regarding entitlement and appropriate school services for English language learners. Theories of Second Language Acquisition (SLA) and bilingualism, sociocultural theories, and language and content standards for English language learners are analyzed for their pedagogical implications. Specific program models and ways to differentiate language and content area instruction for English language learners are examined. This is an advanced standing course that may count toward both baccalaureate and master’s degrees. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

The course provides an understanding of the historical, political, sociocultural and educational concepts and issues that affect linguistically and culturally diverse students in schools. The course considers local, state, and federal policies regarding entitlement and appropriate school services for English language learners. Theories of Second Language Acquisition (SLA) and bilingualism, sociocultural theories, and language and content standards for English language learners are analyzed for their pedagogical implications. Specific program models and ways to differentiate language and content area instruction for English language learners are examined. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EDU 200CB and EDU 210CB, or Gateways Level 2 ECE Credential. Co-requisite(s): None. 5 quarter hours

This course prepares candidates in methodology for teaching language and content to English Language Learners. Candidates examine and apply conceptual and pedagogical tools, including the SIOP model, for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Candidates explore how to use these tools to create effective language and content instruction that is differentiated according to language proficiency. Additionally, relevant national, state, and local language and content standards and assessments are discussed in relation to teaching ESL. Appropriate selection, and evaluation of books, multimedia, and technology is also discussed. This is an advanced standing course that may count toward both baccalaureate and master’s degrees. Assigned course requirements include the completion of 20 clinical/observation hours.

This course prepares candidates in methodology for teaching to English Language Learners. Candidates examine and apply conceptual and pedagogical tools, including the SIOP model, for teaching English as a second language based on theories of second language acquisition, pedagogy, and methodology. Candidates explore how to use these tools to create effective language and content instruction that is differentiated according to language proficiency. Additionally, relevant national, state, and local language and content standards and assessments are discussed in relation to teaching ESL. Appropriate selection, and evaluation of books, multimedia, and technology is also discussed. Assigned course requirements include the completion of 20 clinical/observation hours. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EAL 400CB and EAL 431CB. Co-requisite(s): None. 5 quarter hours

This course prepares candidates to teach language and content in bilingual education programs Candidates examine and apply bilingual pedagogical practices based on theories of first, second, and bilingual language acquisition, and biliteracy. Candidates explore these tools to create effective bilingual instruction that promotes high academic achievement, English language acquisition, development of students’ home languages, and transfer of skills and content knowledge between languages. Additionally, relevant national, state, and local language and content standards are discussed in relation to teaching in bilingual programs. The course also addresses selection and evaluation of books, and other resources in English and additional languages. This is an advanced standing course that may count toward both baccalaureate and master’s degrees. Assigned course requirements include the completion of 20 clinical/observation hours.

This course prepares candidates to teach language and content in bilingual education programs. Candidates examine and apply bilingual pedagogical practices based on theories of first, second, and bilingual language acquisition, and biliteracy. Candidates explore these tools to create effective bilingual instruction that promotes high academic achievement, English language acquisition, development of students’ home languages, and transfer of skills and content knowledge between languages. Additionally, relevant national, state, and local language and content standards are discussed in relation to teaching in bilingual programs. The course also addresses selection and evaluation of books, and other resources in English and additional languages. Assigned course requirements include the completion of 20 clinical/observation hours. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EAL 400CB and EAL 431CB. Co-requisite(s): None. 5 quarter hours

This course focuses on the equitable assessment of English Language Learners (ELLs). Participants explore the ways assessment of ELLs is conceptualized within larger historical, social, cultural, and political contexts. Using theoretical models that account for the intersection of second language acquisition and academic achievement, participants engage in examining, adapting, or developing effective classroom assessments that measure English language proficiency and content area learning. Participants also review state and national language proficiency and content standards, and examine how they are measured in mandated assessments. This is an advanced standing course that may count toward both baccalaureate and master’s degrees. Assigned course requirements include the completion of 20 clinical/observation hours.

This course focuses on the equitable assessment of English Language Learners (ELLs). Participants explore the ways assessment of ELLs is conceptualized within larger historical, social, cultural, and political contexts. Using theoretical models that account for the intersection of second language acquisition and academic achievement, participants engage in examining, adapting, or developing effective classroom assessments that measure English language proficiency and content area learning. Participants also review state and national language proficiency and content standards, and examine how they are measured in mandated assessments. Assigned course requirements include the completion of 20 clinical/observation hours. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EAL 400CB and EAL 431CB. Co-requisite(s): None. 5 quarter hours

This course will look at the processes of reading, writing and communicating in a first language (L1) and new language (referred to as second language, or L2). We will look at both theoretical and pedagogical issues around developing second language reading, writing and communication skills in various ESL teaching settings. In addition, we will discuss the synergy between reading and writing skills and how they can be developed in a second language, along with communication strategies for ELL students. Current theories in L1 and L2 acquisition, bilingualism and literacy will be explored for their relevance and contribution to academic achievement. This is an advanced standing course that may count toward both baccalaureate and master's degrees. Assigned course requirements include the completion of 20 clinical/observation hours.

This course will look at the processes of reading, writing and communicating in a first language (L1) and new language (referred to as second language, or L2). We will look at both theoretical and pedagogical issues around developing second language reading, writing and communication skills in various ESL teaching settings. In addition, we will discuss the synergy between reading and writing skills and how they can be developed in a second language, along with communication strategies for ELL students. Current theories in L1 and L2 acquisition, bilingualism and literacy will be explored for their relevance and contribution to academic achievement. Assigned course requirements include the completion of 20 clinical/ observation hours. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EAL 400CB and EAL 431CB. Co-requisite(s): None. 5 quarter hours

This course examines the impact of culture on learners within society and the educational system and the importance of understanding the power of culture in addressing the needs of English language learners. It explores the processes of acculturation and cultural conflict. Participants examine the influence of cultural assumptions on student performance and self-image in the American educational system. Participants explore the behavior and learning styles of diverse students and the ways teacher beliefs and practices affect their lives and achievements. This is an advanced standing course that may count toward both baccalaureate and master’s degrees. Assigned course requirements include the completion of 20 clinical/observation hours.

This course examines the impact of culture on learners within society and the educational system and the importance of understanding the power of culture in addressing the needs of English language learners. It explores the processes of acculturation and cultural conflict. Participants examine the influence of cultural assumptions on student performance and self-image in the American educational system. Participants explore the behavior and learning styles of diverse students and the way teacher beliefs and practices affect their lives and achieve Assigned course requirements include the completion of 20 clinical/observation hours. NOTE: this course is only open to students in the ECE Competency-Based program. Pre-requisite(s): EAL 400CB. Co-requisite(s): None. 5 quarter hours