Courses

The purpose of this course is to equip students with knowledge of the systems of the English language (phonology/phonetics, morphology, grammar, syntax, lexicon) and its elements in action (discourse and pragmatics) both from a teacher and student perspective. By comparing the learners’ L1 and English, students will be able to integrate research-based strategies and the principles of the systems of the English language in teaching and assessing the learners’ speaking, listening, reading and writing in the classroom.

This course introduces a broad range of theories that inform and underpin second language learning and teaching, their critical review, and applications for designing of classroom learning and teaching experiences.

This course is intended to engage teacher students in exploring different theories, issues, procedures, methods and approaches related to designing and implementing assessments. Students will examine key concepts of assessment, including learner identity and assessment; standards and standardized testing; listening, speaking, reading, writing, grammar and vocabulary assessments; dynamic assessment; technology-based assessment; dilemmas and biases associated with assessment decisions; and assessment as a socially and culturally constructed experience.

The purpose of the course is to engage students in a systematic study of effective ways to engage, support and provide learning opportunities for diverse student populations based upon sociolinguistic and sociocultural understandings of second-language learning. An understanding of the instructional needs of diverse English learners (ELs) is developed, and an awareness of the appropriate effective learning environments, including programs and services to meet those specific needs, is presented. Students explore sociolinguistic and sociocultural theories, issues, procedures, methods and approaches for use in bilingual, English-as-a-second-language (ESL), English-as-a-foreign-language (EFL) and other learning environments.

The purpose of this course is to provide an introduction to models, strategies and methods of language teaching, with special attention to learner differences (social, cultural, physical, intellectual) that influence academic performance. Throughout the course, students will be looking at examples of different teaching methods in classrooms, both on video and through live observations of teachers. Students will then use the knowledge of teaching methods to design and teach a lesson at a language-learning classroom. The clinical teaching experiences will be used to support theoretical and practical applications of the planning and instruction of the content and skills related to language learning.

This course equips pre-service and in-service language teachers to be able to use action research methods to improve language education for their learners, colleagues, communities, and broader profession. Using a transformative advocacy lens, students will identify a critical problem that is related to language, language learners, or language learning, collect and analyze evidence on the issue, develop a proposal to take action on that issue, and implement a component of their proposal in collaboration with others.

The purpose of this course is to provide opportunities for students to focus on curriculum development and lesson planning, unit planning with a sequence of three or more lessons, creating a classroom environment conducive to language learning, and teaching in the classroom with a focus on reflection and inquiry. In addition, students will deliver lessons that are student-centered, appropriately paced and well sequenced; effectively manage classroom diversity (including linguistic and cultural diversity, as well as diversity of student proficiency levels, etc.); effectively manage classroom dynamics, elicit student responses, use pairs and small groups, maximize participation, and provide feedback; balance the teacher talk/student talk ratio; and provide clear instructions with modeling or demonstrating.

The Clinical Practice Seminar in Language Teaching A/B course sequence supports students pursuing the credential in the development of their teaching practice. Through iterative cycles of guided practice activities followed by reflection and feedback, students move from observations of master teachers, teaching rehearsals and co-teaching experiences to increased teaching responsibility. The course also guides students in their preparation for and completion of the EdTPA. The course requires four full days of classroom-based fieldwork at their school.

The Clinical Practice Seminar in Language Teaching A/B course sequence supports students pursuing the credential in the development of their teaching practice. Through iterative cycles of guided practice activities followed by reflection and feedback, students move from observations of master teachers, teaching rehearsals and co-teaching experiences to increased teaching responsibility. The course also guides students in their preparation for and completion of the EdTPA. The course requires four full days of classroom-based fieldwork at their school