500

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. The course examines current research in language acquisition and how L1 literacy development differs from L2 literacy development to support ELLs' English language and content area achievement. Candidates will model personal integrity and communication skills and design instruction to meet the sociocultural, psychological, and political variables of ELLs' English language development.

This course examines cultural values and beliefs in the context of teaching and learning. Candidates will understand and apply knowledge about the effects of racism, stereotyping, bias, and discrimination to develop instruction and classroom climate that purposefully addresses these issues. Candidates plan lessons that reflect culturally responsive teaching techniques demonstrating the interrelationship between crosscultural issues as they relate to home events and the transition among the culture and language at home, the culture and language at school, and the impact on CLD/ENLs in the P-12 classroom environment. Candidates explore the range of resources and support available to cultural groups in order to include different cultural perspectives in their curriculum and instruction.

This course is designed to enable candidates to understand and use evidence-based practices and strategies related to planning, implementing, and managing standards-based ENL and content instruction. Candidates will become knowledgeable about program models and skilled in teaching strategies for developing and integrating language skills. They will integrate technology, as well as choose and adapt classroom resources appropriate for their CLD/ENL students. (Field Experience Required)

In this course candidates will demonstrate an understanding of the purposes of assessment and various assessment issues such as accountability, bias, special education testing, language proficiency, and accommodations in formal and informal testing situations as they pertain to CLD/ENL students. Candidates will use a variety of standards-based language proficiency assessment instruments and incorporate assessments that are used for identification, placement, and reclassification of ENLs. 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 CLD/ENL students. (Field experiences required)

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.