500

The course provides an understanding of the historical, political, sociocultural and educational concepts and issues that advance and constrain equitable educational opportunities for linguistically and culturally diverse students in schools. The course considers local, state, and federal policies outlining appropriate school services for English language learners. Cognitive and sociocultural theories of Second Language Acquisition (SLA) and bi/multilingualism are analyzed for their pedagogical implications. Specific program models including dual language immersion are examined as well. Assigned course requirements include the completion of 20 clinical/observation hours. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The course provides an understanding of the historical, political, sociocultural and educational concepts and issues that advance and constrain equitable educational opportunities for linguistically and culturally diverse students in schools. The course considers local, state, and federal policies outlining appropriate school services for English language learners. Cognitive and sociocultural theories of Second Language Acquisition (SLA) and bi/multilingualism are analyzed for their pedagogical implications. Specific program models including dual language immersion are examined as well. Assigned course requirements include the completion of 20 clinical/observation hours. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces the following dimensions of linguistics: language and the brain, first and second language acquisition, major components of linguistics (e.g., phonology, morphology, syntax, semantics, and sociolinguistics), and cognition and learning. Emphasis is placed on the applicability of linguistics for ESL and bilingual education teachers and their students. Assigned course requirements include the completion of 20 clinical/observation hours. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course prepares candidates to teach language and content in English as a Second Language settings. Candidates examine and apply conceptual and pedagogical tools for teaching English as a second language and supporting students’ bilingualism. Candidates explore 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 multimodal resources is also discussed. Assigned course requirements include the completion of 20 clinical hours. Prerequisite(s): None. Co-requisite(s): None. 3 semester 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 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 hours. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course prepares candidates to teach a World Language (e.g., Chinese, Russian, Japanese) to culturally and linguistically diverse learners in classroom settings. Candidates examine and apply conceptual and pedagogical tools for teaching World Languages and supporting students’ emergent bilingualism across language program models. Candidates explore 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 content standards and assessments are discussed in relation to teaching World Languages and English as a Second Language. Appropriate selection and evaluation of multimodal resources is also discussed. Assigned course requirements include the completion of 20 clinical hours. Pre-requisite(s): None. Co-requisite(s): None. 0.5- 3 semester hours

This course focuses on designing inclusive and equitable assessments for emergent bilingual learners. Guided by theories of translanguaging and culturally responsive teaching, students develop the rationale and strategies to assess emergent bilinguals in multiple languages. Further, students explore a framework for classroom assessment in multiple languages by planning and implementing effective, asset-based classroom assessments; interpreting and evaluating assessment results; and leveraging results to inform instructional practice and support multilingualism. In addition, students review state and national language and content standards, examine a variety of standards-driven assessments, and critically analyze assessment issues related to multilingual and diverse learning needs. Assigned course requirements include the completion of 20 clinical/observation hours. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

Participants will delve into the field of family literacy with emergent bilingual learners, focusing on the foundational concepts of multimodality, multiliteracies, transnational literacies, and culturally sustaining approaches. Major topics include exploring literacy practices, incorporating funds of knowledge and funds of identity to plan strategies for home-school literacy partnerships, building community-based partnerships, and using technology to welcome and build upon family and community literacies in schools. Course includes 20 clinical hours. Pre requisite(s): None. Co-requisite(s): None. 3 semester hours

The course focuses upon the multiyear process of developing literacy in English as a new language, critical to academic success for English language learners (ELLs). Major topics include the importance of first and second language listening and speaking (oracy), the effect of first language phonemes, morphemes, syntax, cognates, discourse, and writing systems on second language literacy, and complex cross-linguistic relationships. Linguistic systems, principles, models, and methods and techniques for developing literacy in a new language are analyzed. Research-based best practices in ELL literacy instruction across P-12 settings are examined, with attention to academic language, discipline- specific vocabulary, and writing. Assigned course requirements include the completion of 20 clinical/observation hours. Prerequisite(s): None. Fulfills the linguistics requirement or the elective requirement for the State of Illinois ESL Endorsement, Bilingual Endorsement, or ESL/Bilingual Endorsement. Co-requisite(s): None. 3 semester hours

The course examines the impact of culture and cultural identity on diverse learners, in particular in relation to English language learners within the educational system. It explores the complex and dynamic relationship between language and culture, and the development of personal and group identities, and emphasizes the importance of culture as a source of strength in a changing world. Participants examine culturally and linguistically relevant instructional practices and their role in student success. Participants explore family, school and community practices across cultures and ways that teachers and schools can support them to create welcoming and nurturing instructional settings. Assigned course requirements include the completion of 20 observational/clinical hours. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

The use of appropriate digital tools and technologies in educational settings with linguistically and culturally diverse students is discussed in relation to current research and standards. A variety of digital tools and technology practices by which they can be used to empower teaching and learning of diverse students are explored. Further, topics of digital literacy, digital citizenship, and how to leverage technology to engage families are addressed. The goal is to provide teachers with tools and resources to effectively apply technology to meet English language learners’ varied needs and to enhance and transform learning. Assigned course requirements include the completion of 20 clinical/observation hours. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The course will study and analyze paths to early and emergent English literacy by children speaking first languages other than English, with focus on Spanish-speaking children. Differences and similarities between literacy acquisition and learning by native speakers and English language learners will be studied through the lenses of phonological awareness, phonics skills, vocabulary acquisition, early decoding, and early writing, with native language considered an asset, not deficit. Best practices will be highlighted and demonstrated. Assigned course requirements include the completion of seven observational/clinical hours. Pre-requisite(s):None. Co-requisite(s): None. 1 semester hour

The course will explore what visual literacy is and why visual literacy is critical to support and empower English learners (students whose first language is other than English). Effective visual literacy strategies will be highlighted and demonstrated. Ways to apply design principles to create visual materials to enhance literacy development will be studied. Visual resources for teaching and learning will be shared. Assigned course requirements include the completion of seven observational/clinical hours. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

The purpose of this course is to develop a biliteracy and translanguaging lens to reading and writing pedagogy by providing exposure to research and theory on Spanish literacy development, biliteracy, and translanguaging. Candidates explore linguistic and sociocultural elements of reading in Spanish to develop a framework for creating pedagogical practices to support literacy instruction for emergent bilingual learners. Candidates have opportunities to increase their knowledge of academic Spanish by reading, listening, and writing in Spanish. Knowledge of Spanish is helpful but not required. Assigned course requirements include the completion of seven observation/clinical hours. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hour

This course explores the myriad ways that music and song are exceptionally well-suited for second language acquisition and learning, looking at a variety of learning settings from pre-K through adult. The use of songs and music for building oracy, literacy, content knowledge, and classroom community will be explored. In addition, the value of using music and song in learning world languages and in bilingual or dual language education will be demonstrated, in addition to a focus on building proficiency in English as a new language. The course awards 7 clinical hours toward the Illinois ESL or bilingual endorsement. Pre-requisite(s): None. Co-requisite(s): None. 1 semester hours