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This course is designed to help adult learners beginning their university studies to achieve academic success. Students will explore learning theories, communication strategies, and personal management skills. Adult learners will develop strategies for achieving success in school and work. Students will also be introduced to the University's institutional outcomes and learning resources.

This course presents adult development theory and links theoretical concepts of life and learning through a process of psychometric assessment and reflection. Both classical and contemporary adult development theories are examined. These theories then provide the paradigm for self-analysis and life learning, including a plan for personal, professional and academic learning.

This course provides a sufficiently broad yet detailed exposure to the realities of teaching English Language Learners. The course is designed to prepare students to deliver content area instruction to English Language Learners with diverse abilities using the sheltered instruction approach.

This course explores strategies and techniques to support the success of language and culturally diverse students. The values, customs, and communication styles of cultural groups and their implication for teaching are considered. Research-based instructional approaches to developing English learner literacy will be examined.

In this course students will study the structure of the English language in order to better understand the difficulties that arise in learning a second language. English phonology, syntax, analysis, and application of linguistic theory will be studied.

The course considers major racial and ethnic groups, especially African Americans, Asian Americans, ethnic Whites, Hispanics, and Native Americans. The focus is on the traits of each group and its pattern of adaptation to the larger society.

Strategies for English Language Learners in the content areas while maintaining a language development focus will be illustrated. Specific strategies, materials, technology, and learning activities will be examined to support learning.

The stages of language development as well as ideas and strategies to enhance oral language learning and acquisition in the classroom will be applied in this course. Theories and methods of teaching language as communication in oral and aural modes will also be applied.

The relationship between first and second language comprehension as well as the reading comprehension and writing connection will be explored in this course. The use of differentiated literacy instruction for English Language Learners will be the central focus.

Theory and methodology applicable to English language instruction are integrated in the context of working with adults. Materials and methods suitable for working with adult English learners will be explored and evaluated in this course.

Various tools and methodologies for assessing English proficiency in speaking, listening, reading and writing for both ELL children and adults will be critiqued. Formative and summative assessments will be explored with an emphasis on the application and appropriateness of their use for instructional design.

Historical influences on instructional design in second language education will be explored. National and state standards for all learners and the implication for ELL instruction will be analyzed. Dual language instruction, bilingual education, and the politics of this as contrasted to English Language immersion programs will also be examined.

This course introduces students to the issues surrounding second language learning around the world. Emphasis will be given to educational, civic, business, governmental, and cultural issues.

This Is The Capstone Course For The English Language Learner Studies Major, To Be Taken At The Completion Of The Major Courses. This Course Provides Students With The Opportunity To Integrate And Apply Their Learning From The Course Of Study For English Language Learners Studies In A Comprehensive Manner. Students Will Reflect On The Courses Taken And Develop An Understanding Of The Teachers Of English To Other Language Speakers (tesol) Standards And The National Council For Accreditation Of Teacher Education (ncate) Standards, Developmentally Appropriate Practices Based Upon Language Development Research, And Professionalism. This Course Will Culminate With A Comprehensive Final Project That Integrates The Student Learning Throughout The Program.

Proctored, computer-based objective exam

Students will be able to choose from three areas of emphasis, depending on personal and professional interests. These areas include: instructional design, evaluation, and research. If carefully planned in advance, the individual domain projects may serve as components of the capstone. For capstones with the instructional design emphasis, students will design, manage, and develop an instructional product for which there is an identified need. The product can be delivered via the medium of choice (e.g., print-based, computer-based, videobased, web-based, or a combination of these), but students must provide a rationale for the medium selected. The instructional product you develop for your capstone should be an exportable form of instruction designed to bring your target audience to a mastery of predetermined knowledge and skills. For capstones with the evaluation emphasis, students will provide a summative evaluation of a program. These programs may relate to almost any sector, such as school that involves the education of ELL students. Summative evaluation is used to provide evidence of a program’s worth and is often used to make “go/no go” decisions. You should plan to share your results with your school or organization. For capstones with the research emphasis, students will design and conduct a databased investigation of a conclusion-oriented question (decision oriented investigations are most generally considered to be evaluation projects). The project report should be of publishable quality and may be submitted to an appropriate professional journal at the completion of the project. At the minimum students should plan to share their results with their schools or organizations.

The final master's exam will be a comprehensive oral defense and is held by conference call. Questions related to your work in the program will test your preparation and ability to synthesize and practically apply information obtained from your courses, self-directed study, and project experiences. The purpose of the defense is a checkpoint to ensure that you have acquired the critically required skills and knowledge specified in the program competencies.

Performance assessment

Performance assessment

Objective assessment

Performance assessment

Performance assessment; includes 30 hours of teaching English language learners (ELLs)

Performance assessment

Performance assessment

Objective assessment

Course Description This Course Introduces Students To The Principles Of Teaching English Learners. It Addresses Effective Collaboration Among English Learners, Their Families, Paraprofessionals, And The Community To Improve Learning. Effective Instructional Techniques, Methodologies, Resources, And Cultural Awareness Are Also Explored. Topics And Objectives Issues And Characteristics Related To English Learners Define Characteristics And Goals Of English Language Development (eld) Programs And Their Supporting Philosophies. Examine Challenges Related To The Education Of English Learners. Describe Various Academic, Emotional, And Linguistic Fundamentals That Influence English Learners. Policies And Program Models For English Learners Examine Historical And Current Policies That Influenced The Development Of English Language Development (eld) Programs. Compare And Contrast Characteristics Of Various Program Models. Analyze The Factors Related To Eld Special Education, Including Gifted And Talented Education. Principles Of Effective Instruction For English Learners Analyze Effective Instructional Practices. Evaluate The Influences Of Cooperative Learning. Examine The Value Of Critical Pedagogy With English Learners. Language Arts And Literacy Instruction For English Learners Examine The Process Of Second Language Acquisition. Identify Instructional Approaches In Teaching A Second Language. Evaluate The Use Of Literacy Across The Curriculum. Content Instructional Methodologies For English Learners Identify Instructional Standards In Math, Science, And Social Studies Instruction For English Learners. Analyze Effective Instructional Methods For Teaching Math, Science, And Social Studies To English Learners. Explain Cultural Issues In Math, Science, And Social Studies Instruction. School, Community, And Family Collaboration Define Culture. Evaluate The Process In The Development Of Cultural Identities. Compare And Contrast Prejudice And Discrimination. Identify Characteristics Associated With Language-minority Communities. Examine The Relationship Between Cultural Diversity And Educational Achievement. Summarize The Historical Context Of Language-minority Communities. Determine Characteristics Of Effective School, Community, And Family Collaborations.

Course Description This course discusses standardized and authentic assessments and assessment strategies in the areas of literacy and biliteracy development of English Learners. Issues associated with the interdependent relationship between teaching and assessment are addressed in addition to effective parental and/or community involvement in literacy development. Topics and Objectives Policy and Rationale for Assessment Determine the purpose for assessment of English learners. Examine standard-based reforms. Analyze assessment accommodations or modifications for English learners. Discern the relationship among standards, assessments, and instructional planning. Explore assessment and its link to educational services for English learners. Process of Second Language Acquisition Describe the relationship between first and second language literacy. Analyze the connection between oral language and literacy development. Demonstrate facilitative approaches to enhance language growth. Identify literacy skills assessed in educational settings. Reading and Writing Assessment Examine research related to reading and writing assessment. Analyze implications and applications for instructional literacy practices. Analyze research regarding the assessment of reading comprehension strategies for English learners. Select appropriate pre-reading, during-reading, and post-reading strategies. Content Area Assessment Compare and contrast the characteristics and uses of standardized and informal assessments. Develop appropriate rubrics to assess reading, writing, listening, and speaking proficiencies. Identify how demographics have impacted content assessment. Examine features of content area reading that pose difficulty to English learners. Analyze how assessments influence instructional practices in educational settings. Assessment and Intervention Explain the evolution of English learner programs Evaluate the interaction between first and second language literacy processes. Review guiding principles to foster biliteracy instruction. Evaluate options for assessing English learners’ cognitive and academic abilities. Determine the appropriateness of various assessments tools used to measure literacy proficiencies. Examine the relationship between language assessment and literacy instruction. Assessment of Parental and/or Community Involvement with Literacy Synthesize research implications for effective parental and/or community involvement. Apply research findings to enhance parental and/or community involvement. Identify characteristics associated with diverse educational and/or work communities.

Course Description This course examines language structure and use. The course also addresses second language acquisition theories, strategies, and the nature of cognitive and affective language development to assist the teacher of the English Learner. The course focuses on language acquisition development, and it provides the basis for effective instructional strategies including methods, techniques, and materials to be used with linguistically diverse students. It examines the critical elements of learning issues associated with linguistically diverse students, including the learning styles and interconnected variables that interact in second language learning and thought processes. Topics and Objectives Grammatical and Pragmatic Aspects of Language Define the term morpheme and the rules of word formation. Explain the use of morphemes to create meaningful words. Examine the properties of semantics. Analyze sentence structures and phrase meanings. Compare and contrast the use of pragmatics in a variety of social contexts. Phonetics and Phonology Identify speech sounds and alphabetic principles. Analyze articulatory phonetics of consonant formation. Describe articulation of vowel production. Identify a variety of suprasegmental features. Examine rules of phonology, pronunciation of morphemes, and phonemes. Cognitive and Affective Language Learning Theory Examine oral and written language acquisition strategies for primary and second language learning as they relate to different age and proficiency levels. Analyze the integrated nature of cognitive and affective language development, including social, regional, and functional factors. Secondary Language Acquisition for the English Learner Define the semantics and pragmatics of language acquisition. Review the major theories of second language acquisition. Demonstrate an understanding of the role of English as a second language in alternative language services. Apply the nature and process of language acquisition to classroom instructional methods and materials. Relationship of Culture to Language Learning Identify the relationship between language and culture and its impact on English learner instruction in alternative language service programs. Socio-cultural Factors in the Classroom Explore socio-cultural factors in the classroom, including stereotypes, attitudes, acculturation, and classroom culture. English Learner Instructional Strategies Analyze the origin, structure, and function of dialects and their effect on classroom instruction. Identify typical vocabulary and word formation difficulties and grammar-related communication difficulties of linguistically diverse students. Determine strategies to improve reading comprehension of linguistically diverse students. Learning Styles and Their Implications for English Learner Classrooms Analyze processing styles, learning styles, and communication strategies of English learners.

Course Description This course examines literacy issues related to the acquisition of English and the use of home language by English Learners (EL) in all second language programs. It also presents processes and strategies to enhance the biliteracy skills of English Learners. Topics and Objectives Program Models for Biliteracy Development Define biliteracy and describe the differences between bilingual programs and biliteracy. Identify characteristics and indicators of effective biliteracy development programs. Examine a variety of educational programs that enhance biliteracy skills. Discuss the effect of recent legislation and citizen initiatives on bilingual education programs. Language Acquisition Describe testing requirements for English Learners and how students are placed in a level of competence. Analyze various theories of language acquisition. Describe processes and factors of learning a second language in the school setting. Oral Language Development Identify characteristics of oral language production for beginning and intermediate English Learners. Examine instructional strategies that strengthen oral language development. Analyze the influence of oral language proficiency in content areas. Identify classroom assessments of second language oral development. Emergent Biliteracy Identify factors that influence early literacy development. Examine theoretical perspectives and research on emergent literacy. The Reading Process for English Learners Examine research regarding second language reading and biliteracy. Identify characteristics and instructional strategies of beginning and intermediate readers. Describe instructional reading strategies for English learners. Writing as a Process Identify the steps of process writing. Describe the benefits of process writing for English Learners. Evaluate the use of peer collaboration and editing in writing. Identify characteristics of beginning and intermediate writers. Identify strategies to enhance writing skills. Reading and Writing across the Curriculum Examine research on integration of reading and writing. Integrate content area strategies for reading and writing. Analyze how thematic units enhance reading and writing skills. Classroom Practices for Biliteracy Examine the pre-, during-, and post-reading strategies that promote biliteracy development. Describe the benefits of scaffolding for biliteracy development. Analyze the characteristics of Sheltered Instruction (SI) or Specially Designed Academic Instruction in English (SDAIE) that promote biliteracy development. Assessment of Reading and Writing Describe theoretical approaches to literacy assessment. Identify a variety of assessment tools. Examine the use of multiple measures of assessment.