Foreign Language Certification Course Descriptions
EDU501 - Issues in Special Education
This course is designed to provide a full overview of the historical analysis of Special Education: classifications/definitions and patterns of behavior, description of assessment and intervention strategies, legislation and litigation, outside forces that influence special Education, and an introduction to the people in Special Education and their relationship to the system. Students will concentrate on their particular area of education as it relates to Special Education. Students will complete ten logged hours of field experience.
EDU511 - Learning and cognition
This course is an in-depth examination of the research on issues of learning and cognition and how it applies to the classroom. A major research paper is required.
EDU513 - Teaching Foreign Language and ESL
This course is designed to introduce students to the prominent theories and applied research in the field of second and foreign language. It aims to promote students’ knowledge and skills of teaching language courses at the K-12 level. Students will learn traditional and innovative classroom techniques and strategies for teaching listening, speaking, reading, and writing skills. Discussions center on the role of the teacher, the needs of the learner, language testing and assessment, materials design, use of new technology in language teaching, and the development of lesson plans, including the selection and uses of texts and other materials. The course is designed as a laboratory experience, using multiple constructivist techniques and strategies of instruction. Students taking this course are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work. The course should only be taken by students who plan to teach French or Spanish.
EDU514 - Theories of Second Language Acquisition
This course provides students a comprehensive introduction to the prominent theories and research of second language acquisition (SLA), explores factors that influence L2 learning process, compares the similarities and differences between first and second language acquisition, and discusses the implications of these theories for second language teaching. Course topics include second language acquisition theoretical models, the processes of first and second language acquisition, their similarities and differences, individual differences, second language teaching styles, the role of affective factors, the role of error correction, and implications of language acquisition research for language teaching. The course is designed as a laboratory experience, sing multiple constructivist techniques and strategies of instruction. Students taking this course are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.
EDU517 - Multicultural Education
This course is designed to enable students to examine and survey various anthropological, historical, sociological, and political perspectives on multicultural education and apply relevant theories and principles to educational practices in different educational settings: general education, ESL, and EFL. It equips students with the knowledge, skills, and cultural competencies that enable them to facilitate learning among students from various linguistic and cultural backgrounds. Students are expected to develop an in-depth understanding of multiculturalism at an individual and societal level and to raise their own sensitivity to issues that affect diverse cultural and linguistic groups. Students will be able to explore and analyze the issues of language, culture, ethnicity, racism, diversity, multicultural education. It also enhances students’ ability to develop culturally responsive lesson plans that include strategies for teaching and assessing multicultural and multilingual language learners. The course is designed as a laboratory experience, using multiple techniques and strategies of instruction. Students are expected to engage in extensive reading, research, class discussion, written reflection, and self-evaluation through dialogue, group projects, and field work.
EDU539 - Pre-Adolescent and Adolescent Development
This course provides an introduction to early adolescent and adolescent development and investigates the implication of physical, cognitive, and psychosocial development in educational settings. Major developmental and psychological theories and research relevant to teaching and learning are explored. Content areas include adolescent growth and development, conflicts and issues associated with different development, conflicts and issues associated with different developmental levels, approaches to instruction, and cultural and socioeconomic diversity. The emphasis will be on the practical relevance of this material for students in grades 4-8.
EDU603 - Reading Strategies for Middle and Secondary Content Area
This course will focus on expository reading, development in content areas such as language arts, mathematics, science, social studies, and music, as well as the use of literature to supplement content texts. Emphasis will be given to the reading process and effective teaching practices that aid students’ comprehension, vocabulary, critical thinking, studying, and writing. A variety of current research literature will also be reviewed. This is a course for Reading Specialists, middle level, and secondary education majors that meet state standards for certification in a content area. Students will create a portfolio of reading strategies that may be employed before, during, or after reading a middle level or secondary level content area textbook. Ten hours of classroom observation is required.
EDU682 - Evaluation and Assessment of Students in the Inclusive Settings
This course examines the assessment and evaluation processes used for determining progress for students with and without Individual Educational Programs. The Individuals with Disabilities Education Act mandates that all students have access to the general education classroom and curriculum. The course will provide teachers with the necessary knowledge and skills to assess and evaluate all students. The course will examine historical, philosophical and legal considerations and models of the assessment process and various types of assessments will be examined.
EDU684 - Inclusive Education with Field Experience
This course examines the concept of Inclusion and what it means to both the special educator and the general educator. Students will learn to use effective inclusion strategies in the general education classroom and examine the various ways special and regular educators can work effectively together. Students will have ten hours of field experience in inclusive education settings.
EDU610 - Student Teaching
Observation and teaching in an approved classroom with guidance and evaluation. At least 12 weeks of full-time student participation is required. Students must apply for student teaching at least two semesters in advance.
EDU620 - Practicum
This course is a seminar to synthesize academic disciplines and relate them to the development and learning of the pupil in school and focus on the needs of the student teacher. If offers opportunities to gain skill, insight and perspective in the relationship of theory to practice in the teaching-learning process. To be scheduled concurrently with student teaching