Course Descriptions
Required Courses
(Schedule of course offerings subject to change)
Please note: Initial certification denotes a student’s first teaching certificate. Second certification indicates their second, third, or fourth certificate that is not their first.
- EDUC 502 Foundations in Urban and Multicultural Ed
- EDUC 504 Cross-Cultural and Multicultural Communication
- EDUC 506 Language, Cognitive Development and Cultural Diversity
- EDUC 507 Linguistic Analysis
- EDUC 508 Structure of American English
- EDUC 536 Teaching Literacy in the Inclusive Elementary Classroom (Initial
Certification Only) - EDUC 602 Research for Classroom Teachers
- EDUC 605 Curriculum and Materials in TESOL
- EDUC 712 Strategies for Inclusion of Special Learners (Initial Certification Only)
- EDUC 722 Teaching English as a Second Language I
- EDUC 725 Teaching Across Content Areas: Methods of TESOL Grades Pre-K-12
- EDUC 726 Assessment in Literacy and ESL
- EDUC 752 Supervised Student Teaching in TESOL (All Grades)
Pedagogical Core Courses
EDUC 502 FOUNDATIONS IN URBAN AND MULTICULTURAL ED
This course equips teachers with a sound knowledge base in multicultural education. It provides both definition and rationale. Through readings, class discussions, blackboard participation and written assignments students will explore and analyze the impact that such issues as equity, ethnicity, sociocultural and linguistic background, ability, gender and race have on student learning. Students will develop perspectives on diversity and a frame of reference for providing equitable opportunities for all students to learn and succeed in schools and society. While this course focuses more on developing dispositions and understandings needed to effectively work with diverse populations, applications to the classroom will be made when appropriate. By the conclusion of the course students will be able to articulate a personal philosophy of multicultural education that demonstrates a thoughtful consideration of the historical and social development of this field (3 credits).
EDUC 504 CROSS-CULTURAL AND MULTICULTURAL COMMUNICATION
This course focuses on developing competencies of cross-cultural and multicultural education concerning diversity, equity, and inclusion. The role of identity, language, culture, biases, as well as socio-economic and socio-political factors in teaching and learning will be examined to understand how they impact the education of multilingual and multicultural learners. In addition, the course aims to increase self-awareness, group dynamics, effective communication, and conflict resolution with an emphasis on cross-cultural interactions and prejudice reduction (3 credits).
EDUC 506 LANGUAGE, COGNITIVE DEVELOPMENT, AND CULTURAL DIVERSITY
This course examines cognitive development and language acquisition across cultures. Through the supplemental use of various technologies, the course focuses on issues of bilingualism and dialectal difference and their relationship to language development. This course explores language diversity as it relates to classroom instruction (3 credits).
EDUC 507 LINGUISTIC ANALYSIS
This course examines the components of language in order to define the nature of language and the human mind. Questions regarding the origin of language will be examined. The universal nature of language will also be explored.
An introduction to general linguistic notions will be presented in this course. Foci include: syntax, phonology, morphology, language variation, pragmatics and semantics. The relationship of brain, language, and cognition will also be highlighted (3 credits).
EDUC 508 STRUCTURE OF AMERICAN ENGLISH
This course will examine English grammar from a theoretical point of view and discuss how the different constructions that we study can be taught formally and informally in the ESL classroom. Although English-language learners have not acquired English as a first language, they have access to Universal Grammar which programs human beings to understand what is possible with all languages. Hence, the knowledge that we all possess subconsciously facilitates the learning of a second language when brought to conscious awareness. Prescriptive versus descriptive language will be examined throughout the course in light of structures to be studied and how they manifest themselves in everyday usage (3 credits).
EDUC 536 TEACHING LITERACY IN THE INCLUSIVE ELEMENTARY CLASSROOM
Teaching Literacy in the Inclusive Elementary Classroom examines reading and language arts instruction as part of the total communication process. As a language-based course of study students actively participate in the learning process by reading, writing, speaking and listening. Class work and assignments reflect this language-based perspective, provide opportunities for student inquiry and emphasize the development of competencies that are necessary to teach reading and language arts in inclusive elementary school settings.
This course develops the pre-service teacher’s ability to carry out the specific teaching functions and to achieve the professional standards as prescribed by the New York State Education Department, International Reading Association, National Council of Teachers of English and Common Core Standards for College and Career Readiness.
Students completing this course will understand the concepts of literacy instruction and the integration of reading, writing, speaking and listening for learning within the classroom. Pre-service teachers learn techniques of informal assessment and lesson planning. Instructional modifications for students with language and learning differences are presented and applied. Additionally, students will examine their own literacy practices and develop a deeper understanding of what it is to be a literate individual in the 21st century (3 credits).
EDUC 602 RESEARCH FOR CLASSROOM TEACHERS
Upon completion of this course the student will be able to understand and apply the results of educational research for use in a variety of educational settings, and the student will be aware of the impact of current research studies on educational practices. The student will investigate the basic nature of educational research along with relevant methods of data collection and analysis. Emphasis will be placed on research problems and findings in student-selected areas of concentration. All students will choose an area for individual classroom research. Findings will be presented in multiple forms. In addition to learning about research, students in this class will share a variety of different resources for classroom use (3 credits).
EDUC 605 CURRICULUM AND MATERIALS IN TESOL
Curriculum and Materials in TESOL is designed to provide a general introduction to the design and role of curriculum and materials in standards-based ESL/EFL and content instruction. In its focus on curriculum, the course begins with the assessment of learners’ needs and the development of appropriate curriculum based on those needs (3 credits).
EDUC 712 STRATEGIES FOR INCLUSION OF SPECIAL LEARNERS
This course is designed to help candidates instruct students with learning and behavior problems (including autism spectrum disorders, speech and language impairments, learning disabilities, intellectual disabilities, emotional disturbance/ behavioral disorders, and ADHD) using research- or evidenced-based practices to address both curricular/instructional and social behavioral challenges in the least restrictive environment. Candidates will learn how to individualize and accurately implement fundamental elements of behavior change and specific behavior change procedures in order to facilitate students’ access to the general education curriculum (3 credits).
EDUC 722 TEACHING ENGLISH AS A SECOND LANGUAGE I
This course provides an introduction to the theoretical foundations of second language acquisition that includes an examination of theories and research findings and their applicability to classroom practice. Course work also involves a review of relevant psycho-linguistic and socio-linguistic research (3 credits).
EDUC 725 TEACHING ACROSS THE CONTENT AREAS: METHODS OF TESOL GRADES PREK-12
This course develops the skills and knowledge necessary to teach science, mathematics and social studies to English Language Learners. Students will link the teaching of language, content and development of strategic competence. Activities will require students to connect content area instruction to the New York State Learning Standards (3 credits).
EDUC 726 ASSESSMENT IN LITERACY AND ESL
This course includes an examination of procedures and instruments, standardized and classroom-based, used in literacy, language proficiency, and content-area assessments. Instruction in design and use of instruments and rubrics will be addressed. In addition, analysis and interpretation of assessment results will be explored to make informed instructional decisions (3 credits).
EDUC 752 SUPERVISED STUDENT TEACHING IN TESOL (ALL GRADES)
Student teaching requires teaching students learning English as a New Language (ENL) for one semester under the supervision and mentorship of cooperating teachers and teacher education faculty. Faculty observe and confer with student teachers individually. In addition, student teachers and faculty meet each week in a coordinating seminar to review field experiences, synthesize current practice with prior learning, and to prepare for employment and further professional study. Prospective student teachers plan for field placements during the registration period prior to student teaching (3 credits).