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ESOL 500-02: Hist/Leg Educ ESOL (Grad - Summer 2020 Burchell)

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 500-03: Hist/Leg Educ ESOL (Grad - Summer 2017 Burchell)

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
Category: Graduate School Summer 2017

ESOL 500: Historical & Legal Foundations of Educating ESOL/Bilingual Students

Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological,
social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Ensures
that educators are not only able to plan and implement programs optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.

ESOL 501 B and 501 C Strategies for Teaching Content and Language to ESOL Students II (Grad - Spring 2020 Ray)

Category: ESOL

ESOL 501A-01: Strat for Teaching ESOL I (Grad - Fall 2019 Ray)

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. The, course will provide a review of language, acquisition theory and an overview of approaches, to Sheltered Instruction and English Language, Development. Candidates will learn how to identify, and use appropriate second language assessment, tools, create language objectives and content, objective, scaffold content for ELLs, integrate, technology, and design lessons that target various, levels of language proficiency. There is emphasis, on the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Participants critically examine, curriculum models in relation to student, experience.
Category: Graduate School Fall 2019

ESOL 501A-02: Strat for Teaching ESOL I (Grad - Fall 2019 Tatge)

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. The, course will provide a review of language, acquisition theory and an overview of approaches, to Sheltered Instruction and English Language, Development. Candidates will learn how to identify, and use appropriate second language assessment, tools, create language objectives and content, objective, scaffold content for ELLs, integrate, technology, and design lessons that target various, levels of language proficiency. There is emphasis, on the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Participants critically examine, curriculum models in relation to student, experience.
Category: Graduate School Fall 2019

ESOL 501B-01: Strat for Teaching ESOL II (Grad - Fall 2019 Tatge)

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. It, builds on content from ESOL 501A. The course will, provide a review of language acquisition theory, and an overview of approaches to Sheltered, Instruction and English Language Development., Candidates will learn how to identify and use, appropriate second language assessment tools,, create language objectives and content objective,, scaffold content for ELLs, integrate technology,, and design lessons that target various levels of, language proficiency. There is emphasis on the, relationship between first- and second-language, literacy, oral language proficiency, and, culturally responsive reading comprehension., Participants critically examine curriculum models, in relation to student experience.
Category: Graduate School Fall 2019

ESOL 501C-02: Strategies for Teaching Content and Language to ESOL Students III (Grad - Spring 2020 Tatge)

Category: ESOL

ESOL 501C-TBA: Strategies for Teaching Content and Language to ESOL Students III (Grad - Spring 2020 Ray)

Category: ESOL

ESOL 505/506/605/606: ESOL Practi Elem-MultSubj (Grad - Spring 2020 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 505/506/605/606: ESOL Practicum (Grad - Spring 2019 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Graduate School Spring 2019

ESOL 505/605/606: ESOL Pract Elem-MultSubj (Grad - Summer 2019 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Graduate School Summer 2019

ESOL 507-02: Lang Acquisition/Development (Grad - Summer 2017 Favela)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Graduate School Summer 2017

ESOL 507-02: Lang Acquisition/Development (Grad - Summer 2018 Favela)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Graduate School Summer 2019

ESOL 507-02: Lang Acquisition/Development (Grad - Summer 2019 Favela)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Graduate School Summer 2019

ESOL 507-12: Lang Acquisition/Development (Grad - Summer 2020 Lou)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 535A-01: ELL: Theory (1) (Fall 2016 Burchell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2016

ESOL 535A-01: Strategies & Matls I (Grad - Fall 2019 Burchell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2019

ESOL 535A-02: Strategies & Matls I (Grad - Fall 2018 Burchell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2018

ESOL 535A-03: Strategies & Matls I (Grad - Fall 2019 Reggiani)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2019

ESOL 535A-04: Strategies & Matls I (Grad - Fall 2018 Blackburn)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2018

ESOL 535A-05: ELL: Theory (Grad - Fall 2017 Burchell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Spring 2018

ESOL 535A-05: Strategies & Matls I (Grad - Fall 2018 Tunc)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Fall 2018

ESOL 535A-A01: ELL: Theory (Grad - Fall 2017 Koskela)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Spring 2018

ESOL 535A-B02: ELL: Theory (Grad - Fall 2017 Rowell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Spring 2018

ESOL 535B-01: ELL: Theory in Practice (1) (Grad - Spring 2017 Burchell)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2017

ESOL 535B-01: ELL: Theory in Practice (1) (Spring 2016 Burchell)

Category: Graduate School Spring 2016

ESOL 535B-01: Strategies & Matls II (Grad - Spring 2020 Burchell)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 535B-02: Strategies & Matls II (Grad - Spring 2019 Burchell)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2019

ESOL 535B-02: Strategies & Matls II (Grad - Spring 2020 Koskela)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 535B-03: Strategies & Matls II (Grad - Spring 2019 Koskela)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2019

ESOL 535B-03: Strategies & Matls II (Grad - Spring 2020 Reggiani)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 535B-04: ELL: Theory in Practice (Grad - Spring 2018 Burchell)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Spring 2018

ESOL 535B-04: Strategies & Matls II (Grad - Spring 2019 Blackburn)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2019

ESOL 535B-05: ELL: Theory in Practice (C) (Spring 2016 Rowell)

Category: Graduate School Spring 2016

ESOL 535B-05: Strategies & Matls II (Grad - Spring 2019 Tunc)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2019

ESOL 535B-B02: ELL: Theory (Grad - Spring 2018 Rowell)

This course is designed to prepare pre-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Spring 2018

ESOL 535B-B04: ELL: Theory in Practice (Grad - Spring 2017 Rowell)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2017

ESOL 535B-C05: ELL: Theory in Practice (Grad - Spring 2017 Koskela)

This course is designed to prepare p-K-12, preservice teachers for meeting the linguistic and, academic needs of English Language Learners by, providing an overview of language acquisitions, theory and program components. Teachers will also, identify resources (personnel and materials) to, effectively serve linguistically diverse, populations.
Category: Graduate School Spring 2017

ESOL 540-02: Culturally Responsive Tchng (Grad - Summer 2018 Jensen Weiner)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019

ESOL 540-02: Culturally Responsive Tchng (Grad - Summer 2019 Jensen Weiner)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019

ESOL 540-12: Culturally Responsive Tchng (Grad - Summer 2018 Mosley)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019

ESOL 540-22: Culturally Responsive Tchng (Grad - Summer 2018 Favela)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019

ESOL 540-32: Culturally Responsive Tchng (Grad - Summer 2018 Favela)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019

ESOL 540-32: Culturally Responsive Tchng (Summer 2017 Favela)

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2017

ESOL 540-A12: Culturally Responsive Tchng (Grad - Summer 2017 Jensen Weiner)

Category: Graduate School Summer 2017

ESOL 541-12: Role of Community ESOL (Grad - Summer 2020 Lou)

This course builds on the initial work the, candidate did in ESOL 540. The focus is on, understanding the student within the context of, his/her environment. Candidates develop strategies, for working with significant persons in a child's, environment to encourage success. Candidates, examine barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Candidates explore topics related to, language, culture, and immigration. Candidates, reflect on their own culturally responsive, teaching practices.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 600-01: Hist/Lgl Educ ESOL (Fall 2016 Burchell)

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
Category: Graduate School Fall 2016

ESOL 600-01: Hist/Lgl Educ ESOL (Grad - Fall 2019 Burchell)

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
Category: Graduate School Fall 2019

ESOL 600-01: Hist/Lgl Educ ESOL (Spring 2018 Burchell)

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.
Category: Spring 2018

ESOL 600-01: Hist/Lgl Educ ESOL/Bilingual (Spring 2014 Burchell)

Category: Spring 2014

ESOL 600-01: Hist/Lgl Educ ESOL/Bilingual (Spring 2016 Reggiani)

Category: Graduate School Spring 2016

ESOL 600-02: Hist/Lgl Educ ESOL/Bilingual (Spring 2014 Burchell)

Category: Spring 2014

ESOL 601-01: Strategies for Teaching ELLs (Grad - Fall 2020 Favela)

Category: Tchng, Schl Counslg and Leadrshp

ESOL 601-01: Strategies for Teaching ELLs (Grad - Fall 2021 Faculty)

How and whys of content-learning approaches such, as sheltered English, integrated language, teaching, applications of language experience,, whole language, and cooperative learning for, second-language learners. Provides grounding in, the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Explores materials, literacy, teaching approaches, classroom organization,, formal and alternative assessment measures,, technology integration, and the alignment of, curriculum models with English-language, proficiency levels. Participants critically, examine curriculum models, community resources,, and content in relation to student experience.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 601-01: Strategies for Teaching ELLs (Grad - Fall 2018 Tunc)

This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course.  Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.

 


Category: Graduate School Summer 2019

ESOL 602-01: Focus on Culture/Community Tch (Fall 2016 Favela)

Understanding the student within the context of, his or her environment. The first part of the, course focuses on cultural factors that influence, learning and their implications for instruction., The latter part of the course examines the, involvement of significant individuals in a, child's academic programs and explores barriers to, family involvement. Introduces cross-cultural, pre-referral screening tools for gifted and, special-needs English-language learners., Participants develop strategies for establishing, positive school, family, and community, partnerships and explore tools for combating, racism and bias in schools.
Category: Graduate School Fall 2016

ESOL 602-01: Focus on Culture/Community Tch (Grad - Spring 2019 Bruzzese)

Understanding the student within the context of, his or her environment. The first part of the, course focuses on cultural factors that influence, learning and their implications for instruction., The latter part of the course examines the, involvement of significant individuals in a, child's academic programs and explores barriers to, family involvement. Introduces cross-cultural, pre-referral screening tools for gifted and, special-needs English-language learners., Participants develop strategies for establishing, positive school, family, and community, partnerships and explore tools for combating, racism and bias in schools.
Category: Graduate School Spring 2019

ESOL 602-01: Focus on Culture/Community Tch (Spring 2015 Bruzzese)

Understanding the student within the context of
his or her environment. The first part of the
course focuses on cultural factors that influence
learning and their implications for instruction.
The latter part of the course examines the
involvement of significant individuals in a
child's academic programs and explores barriers to
family involvement. Introduces cross-cultural
pre-referral screening tools for gifted and
special-needs English-language learners.
Participants develop strategies for establishing
positive school, family, and community
partnerships and explore tools for combating
racism and bias in schools.
Category: Graduate School Spring 2015

ESOL 602-01: Focus on Culture/Community Tch (GRAD - Spring 2013)

Category: Long Term Archives - To Save

ESOL 602-02: Focus on Culture/Community Tch (Grad - Summer 2021 Reggiani)

Understanding the student within the context of, his or her environment. The first part of the, course focuses on cultural factors that influence, learning and their implications for instruction., The latter part of the course examines the, involvement of significant individuals in a, child's academic programs and explores barriers to, family involvement. Introduces cross-cultural, pre-referral screening tools for gifted and, special-needs English-language learners., Participants develop strategies for establishing, positive school, family, and community, partnerships and explore tools for combating, racism and bias in schools.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 602-02: Focus on Culture/Community Tch (Spring 2015 Farias)

Understanding the student within the context of
his or her environment. The first part of the
course focuses on cultural factors that influence
learning and their implications for instruction.
The latter part of the course examines the
involvement of significant individuals in a
child's academic programs and explores barriers to
family involvement. Introduces cross-cultural
pre-referral screening tools for gifted and
special-needs English-language learners.
Participants develop strategies for establishing
positive school, family, and community
partnerships and explore tools for combating
racism and bias in schools.

Category: Graduate School Spring 2015

ESOL 602-02: Focus on Culture/Community Tch (Summer 2017 Bruzzese)

Understanding the student within the context of
his or her environment. The first part of the
course focuses on cultural factors that influence
learning and their implications for instruction.
The latter part of the course examines the
involvement of significant individuals in a
child's academic programs and explores barriers to
family involvement. Introduces cross-cultural
pre-referral screening tools for gifted and
special-needs English-language learners.
Participants develop strategies for establishing
positive school, family, and community
partnerships and explore tools for combating
racism and bias in schools.
Category: Graduate School Summer 2017

ESOL 602-21: Focus on Culture/Community Tch (Grad - Summer 2022 Reggiani)

Understanding the student within the context of, his or her environment. The first part of the, course focuses on cultural factors that influence, learning and their implications for instruction., The latter part of the course examines the, involvement of significant individuals in a, child's academic programs and explores barriers to, family involvement. Introduces cross-cultural, pre-referral screening tools for gifted and, special-needs English-language learners., Participants develop strategies for establishing, positive school, family, and community, partnerships and explore tools for combating, racism and bias in schools.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 605-01: ESOL Practi Elem-MultSubj (Grad - Fall 2020 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 605-01: ESOL Practi Elem-MultSubj (Grad - Fall 2021 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 605-01: Esol Practicum Elem-Multsubj (Grad - Fall 2018 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Graduate School Fall 2018

ESOL 605-01: ESOL Practicum Elem-Multsubj (Grad - Spring 2021 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 605-02: ESOL Practi Elem-MultSubj (Grad - Summer 2021 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Category: Tchng, Schl Counslg and Leadrshp

ESOL 605/606: ESOL Practi Elem-MultSubj (Grad - Fall 2019 Ocon)

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.
Category: Graduate School Fall 2019

ESOL 605/606: ESOL Practicum (Grad - Spring 2017, Ocón)

Category: Graduate School Spring 2017

ESOL 607-01: Lang Acquisition/Development (Grad - Fall 2017 Favela)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Category: Graduate School Fall 2017

ESOL 607-01: Lang Acquisition/Development (Grad - Spring 2020 Frank)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Tchng, Schl Counslg and Leadrshp

ESOL 607-02: Lang Acquisition/Development (Grad - Spring 2020 Hilton)

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.
Category: Tchng, Schl Counslg and Leadrshp

ESS 150-01: Environmental Geology (Fall 2025 Safran)

Introduction to major geological processes that, impact human activity. Emphasis on regional, issues. Plate tectonics, loci of seismic and, volcanic activity, distribution of mountain, ranges, and sediment sources. Floods, landslides,, mudflows, tsunamis. Assessment of anthropogenic, shifts in landscape functioning. Chronic vs., catastrophic environmentally significant events., Lecture and laboratory. Weekly laboratory includes, two required daylong field trips, held on, weekends.
Category: Earth System Science

ESS 270-01: Issues in Oceanography (Fall 2025 Kleiss)

A quantitatively rigorous investigation of the, geological, biological, chemical, and physical, dynamics of the global oceans, including, implications of ocean policy. Topics include, geology of the seafloor, coastal erosion, waves,, tides, storm surge, sea-level rise, ocean, circulation, composition of seawater,, biogeochemical cycles, and ocean acidity., Compelling issues in oceanography, which may, include deep-ocean mining, coastal development,, tsunami hazards, ocean pollution, or others., Weekly laboratory includes two required daylong, field trips, held on weekends.
Category: Earth System Science

ESS 340-01: Spatial Problems in ESS (CAS Spring 2025 Kleiss)

Category: Earth System Science

ETHS 400-01: Topics in Race/Ethnic Studies (Fall 2021 Young)

Reading and critical analysis of major, interpretive works. Organized around themes or, analytical problems; comparative study of works in, ethnic studies exemplifying different points of, view, methodologies, subject matter. Focus varies, depending on instructor's teaching and research, area.
Category: Ethnic Studies

ETHS 400-01: Topics in Race/Ethnic Studies (Fall 2022 Hillyer)

Reading and critical analysis of major, interpretive works. Organized around themes or, analytical problems; comparative study of works in, ethnic studies exemplifying different points of, view, methodologies, subject matter. Focus varies, depending on instructor's teaching and research, area.
Category: Ethnic Studies

ETHS 400-01: US Slavery, Bondage & Prisons (Fall 2020 Young)

Reading and critical analysis of major, interpretive works. Organized around themes or, analytical problems; comparative study of works in, ethnic studies exemplifying different points of, view, methodologies, subject matter. Focus varies, depending on instructor's teaching and research, area.
Category: Ethnic Studies

Fall 2016: China Beijing LI

Category: 2016-2017

Fall 2016: Spain Alicante

Category: 2016-2017

Fall 2016: Washington DC

You can write whatever you want here about the program...

Category: 2016-2017

Fall 2017: Chile Santiago

Category: 2017-2018

Fall 2017: Chile Valparaiso

Category: 2017-2018

Fall 2017: China Beijing

Category: 2017-2018

Fall 2017: China Chengdu

Category: 2017-2018

Fall 2017: Dominican Republic Santiago

Category: 2017-2018

Fall 2017: Dominican Republic Santo Domingo

Category: 2017-2018

Fall 2017: Dominican Republic Santo Domingo

Category: 2017-2018

Fall 2017: Germany Berlin

Category: 2017-2018

Fall 2017: India

Category: 2017-2018

Fall 2017: Spain Alicante

Category: 2017-2018

Fall 2025 Moodle Crash Course

This course is to help new and returning faculty get an overview of Moodle's features.

In this course, you will find a sample shell of how an instructor can utilize various tools throughout the semester, as well as how to integrate the course work into the Gradebook.

Category: College of Arts and Science

Français 102 (printemps 2021) Stamper

Continued study of the basic vocabulary and, structural patterns of the French language., Further development of oral skills, with increased, emphasis on writing practice. Practical, conversations dealing with all aspects of, traditional French and Francophone culture.

Category: World Languages and Literatures

Français 201 (printemps 2021) avec Mme Stamper

Strengthening language-skill foundation. Solid, grammar review and vocabulary expansion. Emphasis, on oral and written proficiency. Short, compositions and group presentations based on, selected literary and cultural readings, as well, as audio and video materials.
Category: World Languages and Literatures

FREN 101-01&02: Beginning French I (Fall 2020 Stamper)

Introduction to basic vocabulary and structural, patterns of the French language. Emphasis on, developing speaking and writing skills. Practical, conversations dealing with all aspects of, traditional French and Francophone culture.

Category: World Languages and Literatures

FREN 102 Français 102 Stamper (Automne 2018)

Continued study of the basic vocabulary and, structural patterns of the French language., Further development of oral skills, with increased, emphasis on writing practice. Practical, conversations dealing with all aspects of, traditional French and Francophone culture.
Category: Fall 2018

FREN 102-01: Beginning French II (Fall 2020 Stamper)

Continued study of the basic vocabulary and, structural patterns of the French language., Further development of oral skills, with increased, emphasis on writing practice. Practical, conversations dealing with all aspects of, traditional French and Francophone culture.
Category: World Languages and Literatures

FREN 321-01: Intro to Literary Studies (Spring 2012, Brand)

Category: Spring 2012
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