CIL - ESL and Bilingual Education

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. Prerequisite(s): Junior standing. 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 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. Pre-requisite(s): None. 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. Prerequisite(s): Junior standing. 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. Pre-requisite(s): None. Co-requisite(s): None. 5 quarter hours

The course focuses upon the all-important multiyear process of learning to read in English as a new language. The importance of L1 and L2 oracy (oral production) and instructional conversation, the effect of L1 phonemes, morphemes, syntax, cognates, discourse patterns, and writing systems on L2 literacy, and the complex cross linguistic relationship between two languages are major topics. Principles, methods, and techniques for developing second language academic literacy are modeled and analyzed. The course shares research-based best practices in literacy instruction across P-12 settings, with special attention to academic language, content vocabulary, and writing. Prerequisite(s): Junior Level Standing. 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 dynamic processes of acculturation and cultural conflict. Participants examine the influence of cultural assumptions on student performance and self-image in the American educational system. Candidates explore the range of behavior and learning styles of diverse students and the ways teacher beliefs and practices affect their lives and achievements. Participants design culturally relevant instruction to promote student well-being and academic success and foster collaborative classrooms. Prerequisite(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 responsibilities and appropriate school and preschool services for English language learners. Cognitive and sociocultural theories of Second Language Acquisition (SLA), bilingualism and multilingualism are analyzed for their pedagogical implications. Specific program models 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 in methodology for teaching language and content to English Language Learners. Candidates examine and apply conceptual and pedagogical tools 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. 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 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 Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

Participants will explore the field of family literacy with English Language Learners (ELL), including theoretical bases, program models, and best practices. Topics include exploring socio-cultural underpinnings of family literacy, identifying funds of knowledge in families and ways to acknowledge and value that knowledge in school settings, building the home-school connection, supporting adult basic literacy and English language learning, creating literacy learning opportunities in the home, and utilizing community resources. The course is appropriate for those working in a setting with English Language Learners. Course includes 20 clinical hours. Prerequisite(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