Bilingual Education Courses
Courses
This course is the culminating experience in the M. Ed. in Bilingual Education. It provides students the opportunity to synthesize and apply core content knowledge gained throughout their course of study. Through the completion of an integrated project conducted in a bilingual setting/context, students will be expected to demonstrate their academic and professional skill development as advanced bilingual teacher-leaders. Earning a grade of "pass" in the capstone course is a degree requirement for graduation.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
The goal of this course is to support students in developing critical research skills to examine, critique, evaluate and conduct bilingual and multilingual research from a range of research traditions or cultures of inquiry. The course provides essential understandings of research design and methods, including qualitative, quantitative, and mixed methods approaches in bilingual education while making connections between theory, methodology, and analysis. The course is designed to encourage students' own related inquiry into a formal research proposal focused on bilingual education teaching.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
This course focuses on the pedagogy of dimensions of language and how it is used in various contexts (social and academic) for understanding and facilitating the cross linguistic connections of English learners (EL)/Emergent Bilinguals (EB). Language documentation and description will be examined and used to intentionally and systematically identify strategies for bridging the phonemes, letter - sound correlations, spelling patterns, word analysis and use of cognates in biliteracy/EL classrooms.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Translanguaging as the everyday ways of using language in bilingual communities, in and outside the classrooms, and translanguaging pedagogy will be examined. This course provides an exploration of dynamic bilingualism perspectives that interrogate rigid linguistic borders. It includes discussions on the monoglossic ideological approaches that circulate in schools, power, and privilege of particular speakers, and how they affect teaching practices. It includes research methodologies to collect and analyze empirical data of translanguaging as a practice and pedagogy in the borderland.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
This course focuses on educational language policy (ELP) - policy about the use and instruction of languages - and how social justice and educational equity can be advanced by examining and changing the ways language is used and taught. It explores ELP as not just official policy texts, but also everyday decisions about language use and language practices. Students examine the use of language policy as an instrument of control and as an instrument of empowerment, focusing in particular on educators' roles as arbiters of educational language policy and as actors with agency to effect change.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
The course introduces students to the history, theory, methods, practice, and problems in the testing of emerging bilingual (EB) learners in formative and in large-scale assessments. This course covers the assessment of language proficiency and academic achievement in EB students. Issues of effectiveness, validity, and fairness in the testing of EB populations are addressed to emphasize a critical examination of the purpose, use methods, and appropriate selection of assessments to match the student population, context, and content.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Current Topics In Bilingual/ESL(3-0) An exploration of contemporary issues related to research and practice in the field of Bilingual/ESL. . . .
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Foundations of Bilingualism and Teaching Emergent Bilinguals: Focus on the discourse of diverse paradigms in Bilingual/ESL Education. Includes discussion of current pedagogical, theoretical, historical, legislative, and other issues in the field. Identification of program models in Bilingual/ESL Education, including their philosophical foundations, instructional frameworks, and the planning and design of program evaluation.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Literacy Development in Spanish (3-0) Focuses on the critical components in literacy development with a focus on the Spanish language and its conventions. Includes discussions of reading pedagogies and their historical foundations in various Spanish-speaking countries, as well as the integration of bilingual/multicultural literature throughout the curriculum. Course taught in Spanish. . .
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
The course centers on creating learning environments that foster the development of academic language and literacy considering the Spanish language and its conventions. Students analyze and develop academic discourse in Spanish in the areas of mathematics, science, social studies, and language arts. Students integrate language and content area objectives in their teaching in Spanish. This course includes the integration of bilingual/multiculture literature throughout the curriculum. Course taught in Spanish.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Research foundations and program principles for dual language education; introduction to second language acquisition and biliteracy as it applies to dual language education; theoretical frameworks and research foundations for dual language education are connected to practical application. A survey of successful mature dual language education programs will be conducted. Special emphasis is placed on literacies of the U.S.-Mexico border and the literacy education of emergent bilinguals/English language learners. Prerequisite: BED 5331 with a grade of C or better. Restricted to Level of DR, GR.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (BED 5331 w/C or better)
Literacy/Biliteracy Development (3-0) Identification of principles, problems, and issues of primary and second language acquisition, specifically the relationship between the development of these languages, to facilitate and promote literacy/ biliteracy. .
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Mentoring for Literacy Educators (3-0) Development of competencies necessary to mentor, coach, and consult with the school community to develop, implement, and mentor high-quality literacy/ biliteracy program; provide professional development for colleagues; and make decisions based on research evidence. .
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
How powerful is the physical space in which teaching and learning occurs outside the mind? How can educators design such spaces? This course explores these questions and more by considering how social settings, networks, and communities of practice - and the roles that members in these settings - influence how students engage in particular practices and learn new ways of thinking and being. Particular emphasis on specific student populations under study include Latinos, and those defined as marginalized for this course, including emerging bilinguals, migrants, immigrants, and others. Prerequisite: BED 5331 with a grade of C or better. Restricted to Level of DR, GR.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (BED 5331 w/C or better)
Academic Language in Dual Language Settings Educators must be knowledgeable about creating learning environments that foster the development of academic language, particularly among bilingual students and English language learners. In this course, students will a)develop an understanding of language and literacy as simultaneously linguistic, cognitive and socio-cultural phenomena; b) use functional theories of language to understand language use in academic settings, c) build awareness and expertise in recognizing and analyzing academic language, and d) create pedagogical approaches to build academic language, with an emphasis on Dual Language Settings.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (BED 5335 w/B or better)
Capstone Course for Dual Language Education The course has two major components. One is the field experience component, which involves designing and implementing lessons with K-12 students is a Dual Language setting. The second component is students' documentation of their learning in an electronic portfolio. It will include students' experiences through the coursework, observations, field experiences, and reflections aligned to the program objectives. The portfolio will be produced and disseminated electronically. Students will present the portfolio as part of the capstone course. For the field experience componentm students will learn how dual language is implemented in real-world settings. Students are expected to observe and correlate practices of dual language education with the theories and methods studied in their coursework.
This course supports teachers in improving educational equity for emergent bilingual students, or English learners, by ensuring that emergent bilinguals have access to academic content, English language development, and the use of their whole linguistic repertoires in learning. Foci develop teachers' awareness of language, expertise in language analysis, understanding of language learning theories and processes, and knowledge of sheltering strategies for teaching language and content at the same time.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Prerequisite(s): (TED 5304 w/B or better)
Borderlands Language Acquisition and Competing Ideologies: This course provides an exploration of foundational theories of language acquisition in educational practice in bilingual/multilingual settings. Theories and research methodologies will be applied to study and explain empirical data in language acquisition. Language ideologies, tensions and dynamic debates in the fields of bilingual education, language acquisition, and literacy/biliteracy studies will be examined.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
This course looks at the ways in which language is used in educational and community settings, as well as the processes by which people acquire and learn multiple literacies, both in and out of school. It explores sociocultural theories that situate languages and literacies within their historical, cultural, and institutional contexts. Students will learn to conduct ethnographic research on themes such as these, using the techniques of participant observation, interviewing, and document analysis.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
This course involves an intensive investigation of the social nature of language and interaction, looking closely at questions of learning and the ways in which cognition is socially distributed. Students will seek to understand how social identities are constructed and performed in discourse communities; they will explore the linguistic foundations for a theory of practice; and they will examine discursive resources and language socialization. This course will involve the analysis of linguistic and sociocultural qualit- ative data in education, using published studies as well as original data. Restricted to level of DR.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Language Policy in Education: This course focuses on educational policy-- or policy about the use and instruction of languages in learning contexts--and specifically, how we can advance social justice and educational equity by critically examining and thoughtfully changing the ways we use and teach language in teaching and learning.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours
Major Restrictions:
Restricted to majors of TLC
Critical Perspectives of Dual Language Bilingual Education: This course provides an exploration of the evolution of bilingual education in the United States. It covers a comprehensive and interdisciplinary examination of Dual Language Bilingual Education (DLBE) in addressing inequities in the education of Emergent Bilinguals, and the critical role of leadership in its implementation for sustainability. The course includes discussions of various theoretical perspectives, policies, and practices endemic to DLBE leadership and within the various research methodologies.
Department: Bilingual Education
3 Credit Hours
3 Total Contact Hours
0 Lab Hours
3 Lecture Hours
0 Other Hours