500

This course explores language acquisition theories and their application in bilingual and ESL education. Candidates will examine phonology, morphology, syntax, pragmatics, and semantics to understand how language develops and functions in both social and academic settings. Special emphasis is placed on first-language (L1) and second-language (L2) development, highlighting the cognitive, cultural, and environmental factors that influence bilingualism and biliteracy. Through research-based approaches, candidates will analyze how linguistic concepts and principles inform bilingual, ESL, and multilingual instruction, preparing educators to design effective language development strategies that support literacy and academic success.

This course reviews the foundational theories of language as a system, including phonology, morphology, syntax, pragmatics, semantics, and discourse structures as well as the application of theory to support English Language Learners (ELLs) in their language and literacy skills. Candidates examine current research in language acquisition and how L1 literacy development differs from L2 literacy development to support Culturally and Linguistically Diverse English Learners' language and content area achievement. Candidates will study how culture relates to learning English in the P-12 classroom environment. Additionally, candidatesstudy major legal responsibilities of working with Culturally and Linguistically Diverse English Language Learners. Field experiences are required.

This course examines the role of culture and identity in bilingual and ESL education, emphasizing how cultural values, beliefs, and experiences shape language learning and academic success. Candidates will examine the impact of race, bias, and systemic inequities on bilingual and multilingual learners and develop strategies to create inclusive and affirming classroom environments. Through culturally responsive teaching practices, candidates will design instructional approaches that bridge students' home cultures, native languages, and expectations. The course also introduces family and community engagement strategies, equipping educators to build partnerships that support English language learners (ELLs). By analyzing current research and real-world case studies, candidates will gain practical tools to foster linguistic and cultural inclusivity, preparing them to advocate for equitable learning experiences in diverse educational settings.

This course provides candidates with evidence-based instructional strategies for supporting bilingual and ESL learners in diverse educational settings. Candidates will explore program models for bilingual and ESL education and develop skills in planning, implementing, and managing language instruction that integrates academic content and language development. Emphasizing differentiated instruction, the course prepares candidates to select and adapt appropriate classroom resources, instructional materials, and educational technologies to meet the unique needs of bilingual and multilingual students. Candidates will also analyze research-based practices to enhance speaking, listening, reading, and writing skills in both English and students' home languages. Through field-based experiences, candidates will apply practical teaching strategies and assess their effectiveness in real-world classroom settings, preparing them to create engaging and supportive learning environments for English language learners (ELLs). (Field Experience Required)

This course is designed to enable candidates to understand and use evidence-based practices and strategies related to planning, implementing, and managing standards-based English as a Second Language and content instruction. Candidates will become knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. Candidates will study culturally responsive teaching techniques that address the interrelationship between cross-cultural issues as they relate to home events and the transition among the culture and language at home, the culture and language at school. They will integrate technology, as well as choose and adapt classroom resources appropriate for their Culturally and Linguistically Diverse English Language Learners. Field experiences are required. Prerequisite: EDEL-545

This course examines assessment principles and practices for bilingual and ESL learners, emphasizing equitable and data-driven approaches to measuring language development and academic achievement. Candidates will explore formal and informal assessment methods, including language proficiency testing, formative and summative assessments, and performance-based evaluation techniques. Special attention is given to accountability policies, bias in assessment, and the role of accommodations in ensuring fair evaluation of English language learners (ELLs). Candidates will analyze standards-based assessment tools used for identification, placement, progress monitoring, and reclassification in bilingual and ESL programs. Through field-based experiences, candidates will apply assessment strategies to interpret data, inform instructional decisions, and support language development in diverse classroom settings. The course also integrates educational technology to enhance assessment practices and promote student success. (Field experience required)

Candidates will demonstrate an understanding of the purposes of assessment and various assessment issues such as accountability, bias, language proficiency, and accommodations in formal and informal testing situations as they pertain to English Language Learners (ELLs). Candidates will use a variety of standards-based language proficiency assessment instruments and assessments that are used for identification, placement, and reclassification of ELLs. Candidates will use a variety of performance-based assessment tools, strategies, techniques, technology, and other classroom resources to conduct formative and summative assessments that will inform instruction of ELLs. Field experiences required. Prerequisite: EDEL-515

This course focuses on the professional growth of the CLD/ENL teacher. Candidates will articulate the value of family participation in the linguistic, academic, and social development of CLD/ENL students. Candidates will also demonstrate leadership skills by showing how they build partnerships, work collaboratively, and serve as resources to colleagues and stakeholders in order to improve the learning environment, provide support and advocate for CLD/ENL students and their families. Prerequisites: EDEL-510, EDEL-520, EDEL-530, and EDEL-540

This course prepares candidates to analyze current research and develop an action research plan that addresses the critical issues related to culturally and linguistically diverse (CLD) students. Candidates will understand the importance of current and historical educational policy issues and research strategies to improve instructional techniques and assessment practices. Candidates will apply knowledge of school, district, and governmental policies and legislation that impact ENLs' educational rights to develop an advocacy plan for ENLs and their families.

Student teaching is a demonstration of practical and content applications of program knowledge, skills, and dispositions in facilitating improvement in learning for English Language Learners. Authentic assessments documenting candidates' professional growth are administered. Supervised field experiences are required. Prerequisites: EDEL-515, EDEL-535, EDEL-545, EDUT-563, EDUT-573, EDUT-583