Multilingual Education

Units: 3

To increase students' knowledge of persons with high incidence disabilities [i.e., learning disability, mild intellectual disability, and serious emotional disability], and how to manage the behavior of all pupils in educational environments. Characteristics of students with high incidence disabilities will be emphasized , as well as strategies to reduce the likelihood of problem behavior of all pupils in the classroom.

Offered in Fall Spring Summer

Units: 3

Students will explore and apply the major philosophical and historical influences to current educational context as they relate to issues of diversity. Focus will be placed on theoretical and practical issues of diversity in classroom settings, especially related to culture, race, gender, ethnicity, language, and socio-economic levels. [Field-based experiences will be required].

Offered in Fall Spring Summer

Units: 2

Designed to enable students to understand and use appropriate classroom assessment practices by applying knowledge of pedagogy and development to high-quality strategies for formative and summative assessment. Students will explore best practices using developmentally-appropriate assessment strategies including authentic assessment, portfolios, and electronic portfolios, real-time feedback, open-and closed-ended formal assessments, and standardized testing. Particular attention will be paid to examining the rationale for assessment, and the implications of assessment.

Offered in Fall Spring Summer

Units: 4

A supervised teaching experience requiring a minimum of 10 consecutive full-time weeks in an appropriate school classroom. Designed to develop the knowledge, skills, and dispositions necessary for teaching at the elementary, middle and/or secondary level. Includes regularly scheduled clinical observations and conferences. Requires successful completion of at least 21 hrs. in the MAT program and approval by specialty area faculty. Student responsible for transportation to placement site.

Offered in Fall and Spring

TYPE: Internship Course

Units: 3

This graduate level course prepares K-12 educators in the leading-edge pedagogies necessary to work with multilingual [ML] students in the current educational context. The course is centered on practices that build languages and [bi]literacy skills for MLs, including equity pedagogies for ML students, WIDA framework for ML students, trans language practices, and biliteracy development for MLs. This course will also explore current curriculums and dual language curriculums that advance multilingualism for students, as well as curriculums used in K-12 classrooms [language and content areas] made accessible for ML students, through the use of native language materials and methods that supplement traditional teaching practices.

Offered in Fall and Spring

Units: 3

This course focuses on the sociopolitical and historical contexts of education for ML students. Beginning with patterns of human migration and recent demographic shifts nationally, internationally, and in North Carolina, we review how and why multiple languages are used in school and classroom settings. We examine types of educational programs, including various types of bilingual education [dual language immersion [one way-, two way-], developmental, transitional] and the policies and practices that improve learning and well-being for multilingual students.

Offered in Fall and Spring

Units: 3

This graduate level course prepares K-12 educators in the leading-edge assessment practices necessary to work with multilingual [ML] students in the current educational context. The course is centered on language assessments for formative and summative purposes related to language and [bi]literacy skills for MLs, valid and reliable assessments for MLs, and use of the WIDA screeners.

Offered in Fall and Spring

Units: 3

Study of the diachronic nature of language and the phonological, morphological, syntactic, and semantic features of English in relation to other world language groups. Application of linguistic principles to the ESL classroom. Analysis of common errors in grammar due to first language interference. Discussion of teaching strategies based on current research in second-language acquisition. Credit will not be given for both FL 424 and FL 524.

Offered in Spring Only

Units: 1 - 6

Supervised opportunities for advanced professional development in contexts concerned with curriculum development and/or educational supervision.

Offered in Fall and Spring

TYPE: Internship Course