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MAT Secondary Education - World Languages K-12 (Italian, Latin, or Spanish)

The faculty of the School of Education take pride in the curriculum they teach. Whether just beginning in the field of education as an undergraduate student or pursuing a graduate or doctoral degree, the coursework will prepare students to confidently and effectively make a difference in classrooms, school districts, and communities.

Course NumberCourse TitleCredits
GESL 508

Culturally and Linguistically Diverse Learners

This course is designed to provide you with the outlook, knowledge, skills and dispositions needed to work effectively in K-12 ESL or mainstream settings. It integrates theory and research with practical classroom applications to address ESL specialists’ needs to work effectively with culturally and linguistically diverse learners. More specifically, this course will address how ESL learners’ gender, age, race, ethnicity, religion, socio-cultural backgrounds and so forth, as well as their power relations, identities, motivations, attitudes, anxieties, aptitudes, learning styles/strategies, beliefs, and their L2 socialization affects or relate to their success in both ELL and content areas. By doing this, it aims to enable ESL specialists to facilitate learning among students from various linguistic and cultural backgrounds. It is also designed to encourage you to acknowledge, respect, appreciate and incorporate diversity in your work as educators. In addition to other class assignments, this class requires frequent reflections on linguistically and culturally diverse ESL learners in specific classrooms and case studies and exploration of current cutting-edge research incorporating theory and learner-centered practice in SLA. Students are expected to engage in extensive reading, research, in-class discussion and self- evaluation as well as individual and/or group projects and on-line asynchronous discussions.

3
GESL 510

Theories and Practice of Second Language Learning

This course will include nine major components that encompass all aspects of SLA from theory to practice: 1- a comparison of first and second language acquisition processes; 2- second language development models such as First Language, Attention, Experience, and Social Theories as well as CPH/Maturation, Ecological Theory, Chaos Theory, and Inter-language 3- language teaching settings, and learner variables including cognitive styles, motivation, identity, attitudinal orientations, language socialization, learning strategies; 4- integrating academic language, culture and literacy skills in content classes; 5- approaches and methods in language teaching - from Grammar Translation to current trends including Content-Based, Learner-Centered, and Task-Based Approaches; 6- planning and teaching receptive skills (listening, reading), productive skills (speaking and writing), and complementary skills (vocabulary, grammar, pronunciation); 7- ESL materials evaluation, selection, design, and development; 8- CALL and ESL instruction; and 9- readings on current developments in ESL teacher education (to be determined by students and instructor).

3
GESL 512

ESL Curriculum and Assessment

GESL 512 provides a general overview of curriculum and assessment in ESL education. More specifically, the first half of the course focuses on theoretical and practical issues related to the ESL curriculum, including the origins of language curriculum development, students’ needs analysis, learning situation and setting analysis, planning goals and learning outcomes, ESL course planning and syllabus design, instructional materials selection, adaptation and development, and approaches to language program evaluation. The second half of the course, on the other hand, sheds light on the processes of language testing, including teaching and testing, kinds of language tests, validity, reliability and backwash effect in L2 testing, stages of test development, common test techniques, testing productive, receptive and complementary language skills. It also touches upon currently debated assessment and evaluation issues such as testing overall L2 proficiency, age and L2 testing, standardized tests, and process-oriented assessment: dynamic, authentic and portfolio assessment. In this course, students will also get a working knowledge of the application of fundamental L2 curriculum development and testing principles to particular L2 settings and language skills with actual data sets and exercises in several class sessions.

3
GESL 518

Integrated Literacy in the Content Areas

Since the purpose of this course is to integrate ESL teaching strategies into content-area instruction, it provides opportunities for participants to tailor content-area instruction and to design appropriate curriculum to meet the needs of ESL students. Participants in this course, thus, will explore theories, experience the research, and integrate literacy in the content areas teaching to help ESL learners. To prepare ESL students to cope with the academic mainstream, ESL teachers must help the learners acquire not only the language skills, but also the critical thinking and study skills required in content-area classes. This course explores strategies and approaches using to help ESL learners so that ESL students can benefit from inclusive classes. They will also develop ability to communicate their understanding of integrating literacy in the content area to students, parents, content area teachers, and administrators. Content area language instruction will cover ESL teaching in several areas including Reading, Writing, Speaking, Listening and Science, Mathematics, Social studies, and Physics.

3
GESL 521

Teaching English as a Second Official Language Methods

This course provides instruction on TESOL (Teaching English to Speakers of Other Languages) methods, focusing on receptive and productive skills: listening, reading, speaking and writing. Additional attention will be given to vocabulary. Class sessions will focus on practice related to these five important skills. Educational philosophy behind the suggested methods will be discussed.

3
GFDE 500

Foundations of Assessment of Middle Level and Secondary Education

This course covers foundations of assessing student learning. Focuses on understanding topics in measurement and assessment including reliability and validity, teacher made tests, diagnostic, screening, achievement and other standardized tests, goals, objectives, targets and standards, ethics and legal issues, objective, subjective, performance and authentic approaches to assessment.

3
GFDE 510

Theory of the Teaching and Learning Process

This course provides opportunities to analyze assumptions about knowing, teaching, and learning; to study theories of human learning and their relationships to motivation, development, and teaching; and to reflect on and project your own teaching and learning practice based on theoretically sound principles.

3
GILT 511

Technology and Education

Examines the pedagogy of teaching digitally, the use of technology as a teaching strategy for the classroom, and the impact of school-related legislation and leadership roles available in instructional technology.

3
GSCE 500

Orientation to the Graduate Secondary Leading Teacher Program

This required course is an orientation meeting designed to introduce new candidates to the Graduate Leading Teacher Program. It is held each semester for new candidates in their first term of enrollment in the program. Generally, the meeting provides information regarding the planned program of studies for each academic track. This includes an overview of the candidacy and exit requirements, performance assessments and field observations, and student teaching.

0
GSCE 520

Introduction to Teaching

This course has two primary goals: (1) To explore what “good teaching” is by looking at: (a) your own experience as a learner; (b) theories of teaching and learning; and (c) current standards for teaching; and (2) To have you experiment with different approaches to teaching, with an emphasis on: (a) Reflecting on successes and areas where improvement is needed; and (b) Seeing things through students’ eyes.

3
GSCE 583

Supervised Secondary Field Experience

This transcripted course will provide the student primarily with experiences in secondary schools and occasionally in agencies, and community settings. This course must be completed during the first 12 credits of registration and is a prerequisite for student teaching.

0
GSCE 589

Secondary Student Teaching

6
GSCE 591

Student Teaching Secondary: Dual/Abroad

6
GSCE 593

Secondary Education Methods Field Experience:

The Secondary Methods Field Experiences provide opportunities for teaching candidates to connect, apply, and reflect upon the ideas, strategies, and theories of effective teaching promoted in the secondary methods courses to the practical setting of a secondary school classroom. These experiences are designed to foster personal and professional growth in preparation for student teaching and entry into the teaching profession.

0
GSCE 631

Instructional Techniques

The focus of this course is on planning for pupil involvement with particular emphasis on selection of content, activities, materials and instructional techniques to improve school teaching in the content areas.

3
GSCE 632

Instructional Techniques Level Two Field Experience

The Instructional Techniques Level 2 Field Experience will provide Graduate Secondary Education teaching candidates with opportunities to connect, apply, and reflect upon the ideas, strategies, and theories of effective teaching explores in GSCE 631 Instructional Techniques to the practical setting of a secondary school classroom. This Level 2 field experience is the transition between previous Level 1 observational field experiences and Level 3 interactive field experiences.

0
GSPE 501

Exploring Inclusive Practices

This online course allows teacher candidates from various disciplines to explore methods and supports for delivery of instruction to students with high incidence disabilities. A foundations will laid for acquiring the necessary background and skills in the process(es) of universal design, differentiated instruction, and co-teaching. With an emphasis on literacy development, candidates will become familiar with adapting curriculum based on student learning needs, IEP, and 504 plan goals and objectives, and environmental considerations.

3