Teaching English to Speakers of Other Languages (TESL)

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.