Teaching English to Speakers of Other Languages (TESL)

This course provides an overview of first and second language acquisition through the lens of education. Students are guided through an in-depth inquiry process designed to develop researcher-practitioners, an approach that is particularly critical to the promotion of educational justice.

This course develops skills in teaching grammar and syntax in the context of writing. Special focus will be on working with English language learners and the ability to model and teach editing skills and organization of writing using predominant text structures in the content areas.

The course provides supervised field experiences in working with multilingual learners at both elementary and secondary school settings. Preservice teachers will demonstrate competencies related to integrating language and content instruction, and differentiating according to multilingual learners' needs and language proficiency levels.

This one credit practicum provides an opportunity for students to work directly with multilingual learners under the guidance of a university supervisor to identify, recognize and apply principles of English as a new language in educational contexts. Content of the practicum will directly align with topics covered in TESL 300.

This one credit practicum provides an opportunity for students to work directly with English language learners to plan and implement oral language, reading, and writing strategies in language arts and content instruction that are directly related to topics covered in the LED 435 course.

This one credit practicum provides for pre-service teachers to work directly with students in grades PK-12 (as determined by the LED 366 instructor) on literacy development under the supervision of a mentor teacher and a University Supervisor. They plan and implement literacy strategies in language arts and content instruction directly related to LED 366 course material. Most pre-service teachers will assist Prek-5 students.

This practicum provides an opportunity for students to apply instructional methods and practices for teaching English to speakers of other languages (TESOL) to meet the linguistic needs of multilingual learners under the supervision of a university supervisor. Content and site locations will vary depending upon the specific focus of the practicum.

This course is a detailed study of ESL co-teaching and other collaborative practices. The course explores the rationale for teacher collaboration to support ESL instruction; presents current, classroom-based, practitioner-oriented research studies related to co-teaching, co-planning, curriculum alignment, teacher professional development and additional collaborative practices; and offers authentic teacher reflections and recommendations on collaboration and co-teaching.

The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.

This course introduces students to a variety of formative and summative assessment practices for multilingual learners. Students will become familiar with equitable assessment practices that aim to minimize cultural and linguistic biases and promote asset-based approaches.

This course introduces students to instructional methods and practices for teaching English to speakers of other languages (TESOL) to meet the linguistic needs of multilingual learners. Students will develop competences in selecting culturally responsive materials, integrating language and content instruction, and differentiating according to multilingual learners' language proficiency levels.

Enables students to apply skills and attitudes acquired in all components of their professional education preparation. Students design and implement instructional activities under the guidance of teaching professionals.

This seminar is designed to accompany the student teaching experiences. Its purpose is to provide opportunities for student teachers to process and reflect on their experiences that occur in the classroom and school and to strengthen their professional growth. Broad topic areas include understanding of different instructional practices and implementation of a variety of lesson plans with appropriate behavior management and assessment strategies to meet the needs of English learners. Emphasis is placed on guiding student teachers from theory to the world of the professional educator by exploring their own skill levels and plans for their ongoing professional development.

Students examine opportunities for professional development from professional associations, universities and other organizations across PK-16. Strategies to build partnerships with colleagues, families and communities are presented. Important social and political issues affecting education of majority and minority students and models of advocacy for students and their families are presented.

The course is designed to allow the student to complete an independent study in a TESOL-related area under faculty supervision.

This course provides students with an understanding of the interrelationship between language and culture to enable them to gain skills to create appropriate learning environments for multilingual learners. Course content includes concepts and issues pertaining to applied linguistics and theories/models of cultural competence and multicultural education.

This course develops skills in teaching grammar and syntax in the context of writing. Special focus will be on working with English language learners and the ability to model and teach editing skills and organization of writing using predominant text structures in the content areas.

The course provides students with knowledge of the effects of socio-cultural variables in an instructional setting.

The course provides students with a variety of assessment practices for profiling non-native students' abilities and for developing appropriate curriculum.

This experience provides practice in the integrated teaching of content and language related to the concurrent TESL 680 course. Pre-service teachers will gain experience observing and instructing English language learners in elementary and middle/secondary classrooms dividing their 90-hour practicum between both groups. The seminar sessions provide opportunities to explore issues related to the practices, methods, and issues of teaching English Language learners.

This one credit practicum provides an opportunity for students to work directly with English language learners under the supervision of a mentor teacher and a university supervisor to identify and recognize principles of first and second language acquisition as evident in classroom contexts. Content of the practicum will directly correlate with topics covered in TESL 626.

This one credit practicum provides an opportunity for students to work directly with English language learners under the supervision of a mentor teacher and a university supervisor to plan and implement oral language, reading, and writing strategies in language arts and content instruction that are directly related to topics covered in the LED 635 course.

This practicum has pre-service teachers work directly with students in grades PreK-12 (as determined by the LED 566 instructor) on literacy development under the supervision of a mentor teacher and a university supervisor to plan and implement literacy strategies in language arts and content instruction that are directly related to topics covered in the LED 566 course. Most pre-service teachers will assist Prek-5 students.

This course introduces students to instructional methods and practices for teaching English to speakers of other languages (TESOL) to meet the linguistic needs of multilingual learners. Students will develop competences in selecting culturally responsive materials, integrating language and content instruction, and differentiating according to multilingual learners' language proficiency levels.

This course examines the Sheltered Instruction Observation Protocol (SIOP) Model as a framework for planning and delivering effective instruction for multilingual learners. Students analyze the theoretical foundations and research supporting the model and explore its components across diverse educational settings. Emphasis is placed on fostering academic English development, promoting culturally and linguistically responsive pedagogy, advocating for multilingual learners, and demonstrating instructional leadership in multilingual contexts.

This course examines major theories and research on how first and additional languages are acquired. Students examine cognitive, social and cultural factors that shape language learning and bilingual development. Emphasis is placed on bridging research and practice through the design of inclusive, linguistically responsive instructional strategies that effectively support multilingual learners.

This course introduces students to a variety of formative and summative assessment practices for multilingual learners. Students will become familiar with evidence-based assessment practices that aim to minimize cultural and linguistic biases and promote asset-based approaches.

This course is designed to provide preservice teachers with a foundation of literacy development. Instructional strategies and assessment techniques, which support the acquisition and development of literacy in diverse classrooms across the curriculum in grades K-12.

This course examines the multitude of factors that shape the immigrant student experience in U.S. schools. It takes an interdisciplinary perspective, which draws on research from sociology, anthropology, history, economics, political science and education to understand teaching and learning from the perspective of immigrant students and families.

This course is designed to provide pre-service ESL teachers with experiences in designing and implementing instructional strategies to meet the linguistic needs of English Language Learners and utilizing assessment instruments to evaluate student progress.

Enables students to apply skills and attitudes acquired in all components of their professional education preparation. Students design and implement instructional activities under the guidance of teaching professionals.

Introduction of professional development offered by associations, professional organizations and higher education. Strategies for building partnerships with colleagues, families and communities are practiced. Advocacy for students' linguistic, academic, and personal development is addressed. Students discuss public issues affecting the education of majority and minority students and develop the skills to support students and their families socially and politically.

Designed for students who have completed TESL 695. Applied Research or others who desire to complete a research project pertaining to TESOL or a with a diversity-related focus. In this course, students conduct their research, write up their findings and present their conclusions in a written product.

The course is designed to allow the student to complete an independent study in a TESOL-related area under faculty supervision.

This course provides an overview of action research and qualitative research for educational settings. Students will identify a key research focus and develop an appropriate research project that is grounded in the principles of the course.

Designed for students who have completed TESL 695. Applied Research. In this course, students conduct their master's degree research, analyze their findings and present their conclusions in a written product. This course is graded on a satisfactory/unsatisfactory (S/U) basis.