600

This course draws on sociocultural and critical approaches to explore the role of leaders, both inside and outside of the classroom, in educational innovation centered on equity for minoritized communities. The course delves into research on advocacy, leadership, and engagement and draws out essential features of effective professional learning that specifically address the needs of educators and students in bilingual education, English as a Second Language, and other language education programs.

This course surveys foundations of language education from historical and sociocultural perspectives. Students critically review major research traditions in bilingual education, English as a Second Language, and other language education approaches in the U.S. and in global contexts to identify implications for research design and language education policies and practices.

This course examines the complex factors at play in becoming bilingual in linguistically diverse communities globally. Students critically review research on bilingual language development, translanguaging, and sociolinguistic variation to understand sociocultural and linguistic aspects of bi/multilingualism. While synthesizing implications for education, students consider how language, power, and equity shape bilingualism in schools and society.

The course examines second language learning as it is shaped by individual factors, social identities, and sociocultural communities. Students build familiarity with linguistically responsive learning paradigms in order to critique research in second language learning, address key tensions in the field, and consider equity perspectives. Pre-requisite(s): Admission to the NCE doctoral program or consent of instructor. Co-requisite(s): None. 3 semester hours

This course explores research in second language literacy, with a focus on biliteracy and multiliteracies. It employs a sociocultural perspective by examining how culture, identity , equity, and globalization influence biliteracy development. Moving beyond schools’ emphasis on standardized literacy in English, students engage with key issues in literacy instruction in linguistically diverse settings, while critically reviewing research and applying findings to advocate for bi/multiliteracies. Pre-requisite(s): Admission to the NCE doctoral program or consent of instructor. Co-requisite(s): None. 3 semester hours