EDUC 537– Introduction to Culturally and Linguistically Diverse Learners
Credits: 3
Description: Examines the ways intersections of race, ethnicity, language, socioeconomic status, gender, sexual orientation, and ability affect equity for PK-12 culturally and linguistically diverse (CLD) learners. Invites educators to interrogate ways that personal cultural identity and biases influence instructional and assessment practices with CLD learners and relationships with families. Fieldwork hours are required. Offered by School of Education. May not be repeated for credit.
Schedule Type: Lecture
Grading: This course is graded on the Graduate Regular scale.
Semesters taught: Fall, Summer, Spring
EDCI 516– Bilingualism and Language Acquisition Research
Credits: 3
Description: Examines first and second language acquisition theories past and present. Explores how PK-12 bilingual and multilingual learners’ cultures and languages are valuable assets in classrooms and addresses implications for instruction and assessment. Develops understanding of research around instructional environments that promote bilingualism and biliteracy. Fieldwork hours are required. Offered by School of Education. May not be repeated for credit.
Schedule Type: Lecture
Grading: This course is graded on the Graduate Regular scale.
Semesters taught: Fall, Summer, and Spring
ECDI 510 – Linguistics for PreK-12 ESOL Teachers
Credits: 3
Description: Examines language as a system, with a particular focus on teaching culturally and linguistically diverse students in grades PreK-12. Considers teaching implications of phonology, morphology, syntax, semantics, and pragmatics. Fieldwork hours are required. Offered by School of Education. May not be repeated for credit.
Schedule Type: Lecture
Grading: This course is graded on the Graduate Regular scale.
Semesters taught: Fall, Summer, and Spring
EDCI 519 – Methods of Teaching Culturally and Linguistically Diverse Learners
Credits: 3
Description: Examines approaches, methods, and techniques for teaching culturally and linguistically diverse learners in bilingual and ESL classrooms, as well as resources available in the field. Critically analyzes and demonstrates teaching approaches based on second language acquisition research, including teaching language through content. Fieldwork hours are required. Offered by School of Education. May not be repeated for credit.
Schedule Type: Lecture
Grading: This course is graded on the Graduate Regular scale.
Semesters taught: Fall, Summer, and Spring
EDRD 610– Content Literacy for English Language Learners, PreK-12
Credits: 3
Description: Focuses on research-based instructional strategies for integrating the development of English learners’ academic language and literacy skills with the learning of content concepts across grade levels and disciplinary areas. Emphasizes sociocultural practices that leverage ELs’ social, cultural, linguistic, and knowledge capitals to strengthen academic achievement in content classrooms. Fieldwork hours are required. Offered by School of Education. May not be repeated for credit.
Schedule Type: Lecture
Grading: This course is graded on the Graduate Regular scale.
Semesters taught: Fall, Summer, Spring