In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.

Readings in history, philosophy, social sciences, and law revealing diverse educational values in a pluralistic society. Multiple expectations of schools. Civil liberties, rights, community. Varying cultural backgrounds of students, family circumstances, exceptional needs. prereq: Jr or sr or MEd/initial licensure student or CLA music ed major or preteaching major or instr consent

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills

Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

The course explores: •contemporary theories of arts •psychological and philosophical foundations •an overview of children's production of and responses to visual and performing arts

This course provides students with an examination of traditions in American schooling related to visual and performing arts education curricula.

This course provides students with an exploration of issues in visual and performing art instruction, including teaching methods and evaluation, philosophical frameworks of pedagogy, and institutional issues concerning arts programs in middle and high schools; social and cultural structures of schooling, practical issues, and teaching arts.

In this course, students complete field experience observations in designated K-12 visual art or performing art, special education, and kindergarten classrooms.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Designed for students pursuing visual or performing arts education licensure, the course explores: 1) Arts concepts, skills, and processes appropriate for elementary school; 2) methods of teaching arts for social justice; and 3) an overview of children’s production of and responses to visual and performing art.

Teacher candidates spend 16 weeks student teaching in visual art, dance, or theatre. Eight weeks occur in an elementary setting and eight weeks occur in a secondary setting including, but not limited to, middle school.

This course explores issues in the visual and performing arts regarding the current and potential use of technology and digital media in P-12 arts classrooms. Through readings, discussions, artistic production, academic writing, and collaboration, you will understand the use and integration of technology in P-12 arts classrooms as pedagogical tools; the function of scaffolding students’ use of digital media as part of 21st century arts teaching and learning; various technological supports for student learning and artistic production; specific digital media theories, pedagogies, and content knowledge; the use of technology in designing, sharing, and conducting lessons; issues concerning the assessment and exhibition of student works; and practical issues of using technology for teaching in and through the arts.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

Methods of planning/teaching science to middle school students. prereq: Initial licensure student in science ed and CI 5530 Secondary Science Methods 1

Supervised clinical experience in middle school science teaching.

Methods of planning/teaching science for secondary school students. prereq: Admission to initial licensure program in science and CI 5531 Secondary Science Methods II

Supervised clinical experience in secondary school science teaching. prereq: initial licensure or instr consent

Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent

Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Methods of planning/teaching science to middle school students. prereq: Initial licensure student in science ed and CI 5530 Secondary Science Methods 1

Supervised clinical experience in middle school science teaching.

Methods of planning/teaching science for secondary school students. prereq: Admission to initial licensure program in science and CI 5531 Secondary Science Methods II

Supervised clinical experience in secondary school science teaching. prereq: initial licensure or instr consent

Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent

Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

Curriculum organization, instruction, management, assessment, professional decision making. prereq: Foundations of ed major or elem ed initial lic

Curricular/methodological issues in teaching of reading. Reading/orthographic processes, strategy instruction for word recognition/comprehension, authentic assessment strategies, and teaching diverse students. prereq: [Elementary or early childhood] licensure student

Curricular/methodological issues of language arts. Oral language development, response to literature, writing processes, authentic assessment strategies. Teaching diverse students. prereq: Elementary or early childhood licensure student

Methods/materials for teaching science/health at elementary school level. prereq: Early Childhood or Elementary Education ILP

Content/organization of elementary social studies programs. Programs of understanding. Improving learning situation. prereq: Early Childhood or Elementary Education ILP

Principles of learning mathematics in elementary grades. Objectives, content, philosophy, instructional materials, methods of instruction/evaluation. prereq: Early Childhood or Elementary Education ILP

The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with English learners (ELs) and linguistically and culturally diverse students in a variety of settings. Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help English learners succeed academically. prereq: Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates

Students spend full days in elementary classroom, gradually assuming responsibility for teaching, and prepare portfolio based on criteria given. One seminar per week. prereq: M.Ed./Elementary education initial licensure students

Weekly seminar supplementing student teaching experience. Class discussions, sharing of artifacts from the classroom, reflections, and readings. prereq: M.Ed./Elementary education initial licensure only

Elementary school classroom teaching project to improve specific teaching skills. Approved/directed by adviser. prereq: M.Ed./elementary education initial licensure student

Current theories. Analyzing literature. Response to literature. Adolescent literature/reading interests. Devising response activities/units. Multicultural literature. Relating media and literature. Linking writing to understanding literature. Designing curriculum. Evaluating/assessing students. Growth in literary response.

Methods of accommodating to students' abilities and facilitating reading in regular content classes.

Theories of composition instruction. Teaching composing within social contexts. Informal writing. Linking reading/writing. Describing/evaluating student writing. Using/modeling conference strategies. Computer-mediated software. Grammar and writing. Editing instruction. Writing assessment. Uses of portfolios.

Current theories of English/speech curriculum. Teaching oral language. Organizing curriculum. Linking components of English/speech curriculum. Reflecting on pre-student-teaching experience.

Student teaching/clinical experience for English Education (Comm Arts & Lit) initial licensure and middle level endorsement students. Credits vary depending on length of field experience and should be determined with your academic adviser. prereq: MEd/initial licensure students in English ed only

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

"Critical" media literacy means that we focus on, among other things, analyzing the intersection between media and issues of identity -- like gender, race, class and sexuality. We also focus on how to teach critical media analysis to students and others.

Theory/practice of teaching writing in schools. How race, gender, and social class impact teaching/learning.

This course explores how contemporary adolescent literature engages with the developmental and identity challenges faced by a generation whose lives are framed by anthropogenic climate change, biodiversity loss, mass migrations, and other forms of slow violence inherent in the unsustainable carbon-intensive civilization. Given that climate change is primarily a challenge to our story systems and that adolescents constitute the most invested audience for sustainability education, adolescent literature has become a site of rebellion against the unjust and ecocidal status quo; a site where adolescents can articulate, debate, and creatively respond to visions of sustainable futures. In this course we will study award-winning works of fiction and nonfiction across genres to understand how adolescent literature inspires activist positions vis a vis petronormative ideologies of power that are devastating the planet. Our focus on the intersection of storytelling, activism, and climate change literacy will help us grasp the key role adolescent literature plays in empowering today?s youths to become agents of change. We will discuss how adolescent literature can stoke young people?s transformative anger, inspire them to address the climate crisis, and stand up for their right to have a future. We will consider how educators can support this fight through activism and engaged discussions of adolescent literature. We will read award-winning picturebooks, novels, and graphic novels that challenge us to reinvent ourselves as a biocentric global civilization. The goal is to transform you into an informed advocate of adolescent literature as a tool for developing climate change literacy and empowering your students to imagine post-carbon futures.

Blogs, wikis, online discussion. Database searches. Integration of images, audio, video, text. Digital note-taking, mapping, storytelling. Online discussions, collaborative writing. Audio production. Formatting/design techniques. Online evaluation. E-portfolios.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Curricular/methodological issues in teaching of reading. Reading/orthographic processes, strategy instruction for word recognition/comprehension, authentic assessment strategies, and teaching diverse students. prereq: [Elementary or early childhood] licensure student

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Introduction to pictorial expression, design, and the function of art in the social environment.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Methods of planning/teaching science to middle school students. prereq: Initial licensure student in science ed and CI 5530 Secondary Science Methods 1

Supervised clinical experience in middle school science teaching.

Methods of planning/teaching science for secondary school students. prereq: Admission to initial licensure program in science and CI 5531 Secondary Science Methods II

Supervised clinical experience in secondary school science teaching. prereq: initial licensure or instr consent

Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent

Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Methods of planning/teaching science to middle school students. prereq: Initial licensure student in science ed and CI 5530 Secondary Science Methods 1

Supervised clinical experience in middle school science teaching.

Methods of planning/teaching science for secondary school students. prereq: Admission to initial licensure program in science and CI 5531 Secondary Science Methods II

Supervised clinical experience in secondary school science teaching. prereq: initial licensure or instr consent

Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent

Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

Pedagogy, content, and instructional strategies for teaching arithmetic. Content and issues relevant to the K-8 mathematics curriculum. Instructional materials and technology appropriate for elementary or middle school arithmetic. Credit hours and targeted level vary with particular classes. prereq: Enrollment in math initial licensure program or tchg exper

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Pedagogy, content, and instructional strategies for teaching arithmetic. Content and issues relevant to the algebra curriculum. Instructional materials and technology appropriate for arithmetic. Each offering of the course will focus on either elementary/middle or middle/secondary grade levels. prereq: Tchg exper or isntr consent

Pedagogy, content, and instructional strategies for teaching school geometry. Content and issues relevant to the geometry curriculum. Instructional materials and technology appropriate for geometry. Each offering will focus on either elementary/middle or middle/secondary grade levels. prereq: Enrollment in math initial licensure program

Student teaching in secondary school mathematics classes. prereq: MEd/initial licensure student or instr consent

Methods, materials, and curriculum development. Principles of learning. Review of research. Preparation/evaluation of tests, units, and materials of instruction. Recent developments in mathematics curriculum and in instructional alternatives. Issues in teaching/learning. Program planning/evaluation. prereq: Math Ed or MEd or CI MEd or grad student or instr consent

Technology--including computers, programmable and graphing calculators, and video--as instructional tools in mathematics; design and evaluation of technology-based mathematics lessons; the effect of technology on the mathematics curriculum; managing the technology-enriched classroom.

Secondary school classroom teaching project to improve specific teaching skills, planned by student, approved/directed by student's adviser. prereq: Math ed MEd student, instr consent

Investigation of fundamental concepts and principles of problem solving, reasoning, and proof. Emphasis on activities and applications appropriate for junior and senior high classes. Pedagogical experiences to prepare teachers to teach problem solving, reasoning, and proof in classrooms.

Investigation of fundamental concepts and principles of probability and statistics. Emphasis on activities and applications appropriate for junior and senior high school classes. Pedagogical experiences to prepare teachers to integrate quantitative literacy accurately and effectively in classrooms.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Methods of planning/teaching science to middle school students. prereq: Initial licensure student in science ed and CI 5530 Secondary Science Methods 1

Supervised clinical experience in middle school science teaching.

Methods of planning/teaching science for secondary school students. prereq: Admission to initial licensure program in science and CI 5531 Secondary Science Methods II

Supervised clinical experience in secondary school science teaching. prereq: initial licensure or instr consent

Using curriculum standards to design science courses. prereq: MEd, initial licensure, grad student, or instr consent

Analysis of present science teaching practices in light of historical and philosophical foundations of science education. prereq: M.Ed., grad student, or instr consent

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research. prereq: Med, or grad student, or instr consent

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Broad issues and themes related to social studies education, including societal context, rationale, and scope and sequence. Analysis and evaluation of selected teaching strategies, methods, and resources.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Focus on developing a repertoire of instructional methods that support authentic pedagogy and assessment. Enhancing reading comprehension and writing skills in the social studies. prereq: Secondary social studies initial licensure student

Development of instructional strategies and contexts for exploring the social sciences as disciplines at the secondary level; central concepts and generalizations; tools of inquiry; competing structures and theories; and the relative impact of multicultural and gender-fair perspectives on the nature of history and the social sciences. prereq: Secondary social studies initial licensure student

Student teaching experiences for students preparing to become secondary social studies teachers. Teacher candidates work closely with social studies teachers in grades 5-12 to plan and implement engaging and meaningful learning experiences for middle and high school students. prereq: MEd/initial licensure student

Reflecting on teaching experience, examining social/cultural context of teaching/learning, developing a professional identity. Refining teaching and teacher research skills. prereq: Secondary social studies initial licensure student

Ways to engage students (grades 5-12) in social studies (textbooks, literature, speeches, editorials, political cartoons, tables, graphs, maps, film.). Developing middle/high school students' disciplinary literacy.

Issues, classroom practices, and controversies surrounding global/multicultural perspective-taking in social studies education. Strategies for helping secondary social studies students develop global/multicultural worldviews.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

Scientific study of human language. Methods, questions, findings, and perspectives of modern linguistics. Components of the language system (phonetics/phonology, syntax, semantics/pragmatics); language acquisition; language and social variables; language and cognition; language change; language processing; language and public policy; language and cognition.

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

Web-based course. Fostering students' reading related to learning from text. prereq: Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment. prereq: SLE initial licensure only

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching. prereq: SLE initial licensure only

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages. prereq: LING 5001 or instr consent

Teaching and learning experiences in elementary and secondary second language instructional settings. Includes a seminar held concurrently to support the student teaching experience. prereq: SLC initial licensure program only

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for second language programs and students. prereq: SLE initial licensure only

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation. prereq: Initial licensure program only

Teaching and learning experiences in Second Language Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting. prereq: adviser approval; credits cannot be counted on a graduate degree program.

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.