Language & Culture in Educ (EDLC)

A study of the sociological and anthropological analysis of contemporary education with emphases on historical and cultural contexts, culturally sensitive pedagogy, cultural and ethnic diversity, social/cultural issues, equity, access to the core curriculum, and demographic trends in schools and society. Emphasis is placed on the preparation of professionals for the teaching profession and their awareness of social, psychological, and cultural forces shaping society today so that they are prepared to work with all learners. This course is designed for undergraduates in the traditional and/or blended teacher preparation program. Sophomore or higher standing required.

Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for Limited English Proficient students. The course provides an introduction to instructional strategies including English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), and cooperative learning. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development. Fieldwork in a setting with English language learners is a required component of this class. Sophomore or higher standing required.

An overview of the historical and contemporary organization of schools, including federal, state, and local education and language policies. The philosophical and decision-making structures within schools will be examined from various perspectives. Of particular emphasis will be the impact of these on linguistically and culturally diverse populations. Prerequisite: EDLC 414.

Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content area instruction. Prerequisite: EDLC 415. Fluency and literacy in Spanish is required. Special approval required.

The presentation of a cultural analysis of the diversity within Chicano/Latino groups. Historical, political, economic, and social issues will be addressed, including the expression of culture in areas such as language, literature, and religion. Special approval required.

The goal of this course is to provide students with the opportunity to acquire knowledge, skills, and ability to deliver comprehensive instruction to English learners. Students will learn how to implement instructional programs that facilitate English language acquisition and development, including receptive and productive language skills, and that logically progress to the grade level reading/language arts program for English speakers. Students will acquire and demonstrate the ability to utilize assessment information to diagnose students' language abilities and to develop lessons that promote students' access and achievement in relation to state-adopted academic content standards. Fieldwork observation is included as part of the class requirement. Special approval required.

A study of the sociological and anthropological analysis of contemporary education with emphases on cultural contexts, culturally sensitive pedagogy, cultural and ethnic diversity, social/cultural issues, and demographic trends in schools and society. Emphasis is placed on the preparation of professionals for the teaching profession and their awareness of social, psychological, and cultural forces shaping society today. Fieldwork is required.

Historical, political, and social factors related to second language acquisition are addressed. Course content also includes theoretical perspectives in second language learning. Assessment, identification, and program placement for Limited English Proficient students are emphasized. This course provides an overview of education policies and laws related to English language learners. Fieldwork is required.

This course explores and develops instructional models, strategies, approaches, and assessment for ESL and content based second language teaching in diverse cultural and linguistic settings in elementary education. Fieldwork is required. Prerequisite: EDLC 414 or 5003.

This course explores and develops instructional models, strategies, approaches, and assessment for ESL and content based second language teaching in diverse cultural and linguistic settings in secondary education. Fieldwork is required. Prerequisite: EDLC 414 or 5003.

This course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups. Special approval required.

This course presents a cultural analysis of the diversity within Chinese/American/American Chinese groups, particularly as represented in educational settings. Historical, political, and social issues will be addressed, including communicative styles, dialectical differences, and cross-cultural interactions between cultural and linguistic groups. Special approval required.

Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content and instruction. Prerequisite: EDLC 5003. Fluency and literacy in Spanish is required. Special approval required.

This course explores the relationships between literacy and language diversity in the United States as well as on the international levels. Current research addressing pre-school through adult populations of second language learners will be analyzed. Fieldwork is required.

This course addresses the assumptions, power relations, and beliefs involved in language policies as they relate to education, work, and societal norms. Analysis of international, national, and local practices, socio-historical, and political development of multilingual school is emphasized.

Utilizing an anthropological-linguistic approach to the study of the interrelation between a language and culture, this course focuses particularly in the ways that ethnicity, group status, gender, and class impact the relationships between minority and majority groups.

Offered as an elective, this course emphasizes the use of instructional technologies with multilingual populations. Of particular emphasis is the bridging of the Digital Divide, access and equity in technology with diverse populations, and uses of instructional technology within dual language contexts.

Consideration is given to current trends and social issues affecting bilingual programs including program characteristics, instructional approaches, and selection and use of primary language materials. Specific emphasis is placed on literacy/biliteracy in the primary language, with an integrated approach to content and instruction. Prerequisite: EDLC 5003. Fluency and literacy in Mandarin Chinese is required. Special permission required.

This course is intended for students working on a master's thesis. The committee chair provides ongoing support for the master's thesis. Prerequisite: EDLA 6950. Credit/No Credit.

A continuation of Master's Thesis I for students who have not completed their master's thesis. Credit/No Credit only. Special approval required.

A continuation of Master's Thesis II for students who have not completed their master's thesis. Credit/No Credit only. Special approval required.