M.Ed. in English as a Second Language (PreK-6)

Teaching Reading and Writing Skills to English Language Learners (four credits) students gain an understanding of the relevant theories and practices for developing full literacy in English that is consistent with the kindergarten-grade six standards in the ELA Curriculum Framework. Reading instruction includes skills and strategies for success with phonemic awareness, phonics, vocabulary, fluency and comprehension. Students learn the best practices for teaching these dimensions of reading. They also learn multiple approaches to teaching formal writing. In both areas, strategies to teach these skills to ELs will be addressed. Attention is also given to the study of grammar and the uses of English which are often difficult for ELs. The course includes formal and informal measures for assessing ELs’ reading comprehension and writing in narrative and informational genres.

English learners are expected to gain content knowledge and skills in math, science and social studies, while improving their English proficiency at the same time. In order for these students to be successful, teachers must implement strategies that support ELs’ linguistic and academic development. Assignments in this course assist teachers in planning and implementing content-based lessons in kindergarten through grade six classrooms. Strategies for developing ELs’ academic vocabulary and language skills, applying academic content knowledge and promoting higher-order thinking skills are introduced and practiced. Field experience is necessary to complete course assignments.

Children seek to find themselves in the books they read. They broaden their background knowledge, develop global awareness and explore the values and traditions of others through reading literature. This course introduces students to children’s literature that represents a multitude of identities and lived experiences. Students also learn how to select literature for their classes and evaluate works of children’s literature that exemplify excellence.

While preparing to teach English learners, it is crucial for educators to consider the lived experiences of ELs and the current laws, policies and events that shape the lives of ELs in their schools and communities. Students read and interact with texts on important issues and challenges in the field of ESL education. They lead their classmates in discussions on topics such as ESL and general education teacher preparation, teacher collaboration, immigration and identity.

This course introduces students to the Professional Standards for Teaching (PST) and Licensure Preparation. Students complete a pre-practicum experience (15 hours) in which they observe a veteran teacher demonstrating the elements of the PSTs. The course presents the basic components of unit and lesson planning using Understanding by Design (UbD). Students learn techniques around differentiating instruction, including tiered instruction, scaffolds to accommodate differences in learning styles, needs, interests and levels of readiness of students. Students examine specific systematic behaviors teachers use to create orderly, cooperative and motivating learning environments that promote student achievement. The course familiarizes students with state and federal regulations regarding students with disabilities and second language designation. Pre-Practicum field experience is required.

This course takes a practical approach to the study of linguistics and of English as a second language with implications for teaching reading, writing and grammar in monolingual or multilingual contexts. Theories of first and second language acquisition are studied and compared. The basic nature of language, oral and written language, language variation, language change and the relations of language to society and culture are explored. The course focuses on the development of linguistic foundational knowledge elements, such as phonology, morphology, syntax, semantics and pragmatics, that inform planning for teaching English learners. Structural and semantic differences between students’ first languages and English as a second language are examined and used in planning for learning.

This foundational course in the graduate teacher education program for English as Second Language provides an overview of the state and federal laws pertaining to the education of English learners as well as the background, history and philosophies surrounding instruction. The role of community, families and schools in English language learner education is also explored.

Students undertake the gradual assumption of full teaching responsibilities for English as a Second Language under the guidance of a supervising practitioner and a program supervisor. Students must complete at least 150 hours of full teaching responsibility and another 300 hours observing and/or assessing. Students must have completed all graduate education coursework before starting the practicum.

Co-requisite (0 credits): EDU 6510 – Practicum Seminar