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ACTING CHAIR: Mary Robbins
NAVIGATION: Course
Descriptions
FACULTY: Adams,
Breen,
Hewlett-Gómez,
Higgins,
Lynch,
Miller,
McCauley,
Nabors,
Price,
Robbins,
Swicegood,
Warner,
Wegmann
The following certifications in the Language, Literacy and
Special Populations Department are available under the Academic
Studies degree programs. [NOTE: See Department of Curriculum
and Instruction for complete program outlines.]
EC-4 Bilingual
EC-4 Early Childhood
EC-4 English as a Second Language
EC-4 Reading/Language Arts
EC-4 Special Education
4-8 English Language Arts
and Reading
EC-8 English Language Arts
and Reading
EC-12 Special Education
Candidates seeking Secondary Certification may choose Reading
as a minor or Special Education as a minor. Please see advisor
for complete program description.
BILINGUAL EDUCATION
COURSES
BSL 236 MULTICULTURAL INFLUENCES
ON LEARNING. This course examines the rich cultural heritages
of the United States and their influences on learning. Linguistic
dialects, cultural patterns, practices and contributions of
various cultural groups are studied in their relation to the
educational process. Particular emphasis is given to the cultural
groups in the Southwest. Prerequisite: Sophomore standing.
Credit 3.
BSL 333 LANGUAGE ACQUISITION THEORY
FOR SECOND LANGUAGE LEARNERS. This course examines language
acquisition theories and philosophies related to learning
a second language early childhood to adult. The course also
examines the history, rationale, political, community and
global perspectives of bilingual education and English as
a second language programs. Field experiences in PK-12 public
schools required. Prerequisite: Junior standing. Credit 3.
BSL 430 LANGUAGE LEARNING AND LITERACY
DEVELOPMENT IN MULTILINGUAL STUDENTS. This course provides
an intensive study of the theories of language learning and
literacy development for students learning English. Processes
and strategies on the development of oral language and reading
in the primary language, in particular Spanish, and transitions
into English reading are emphasized. Correlations between
the fundamental concepts and principles of reading and learning
a second language are emphasized. Spanish is often used to
teach this course. Prerequisite: Junior standing. Credit 3.
BSL 437 SPANISH FLUENCY IN THE CLASSROOM.
This course is designed for persons interested in teaching
in a Spanish instructional environment. Terminology specific
to the instructional process, curriculum, and community is
emphasized. Linguistic and cultural comparisons among different
Spanish dialects represented in Texas are examined. The course
is taught in Spanish. Prerequisite: Admission to educator
preparation program required, field experiences in PK-12 public
schools included in this course. Credit 3.
BSL 475 INDIVIDUAL PROBLEMS IN BILINGUAL
EDUCATION AND ENGLISH AS A SECOND LANGAUGE PROGRAMS. This
course is designed for persons interested in enhancing educational
principles related to current bilingual and English as a second
language issues. This course will address specific topics
for independent study related to second language learning,
methodologies, curriculum, instruction, evaluation, parent/community
involvement, program design and field experiences. Credit
3.
BSL 477 CURRICULUM IN BILINGUAL AND
SECOND LANGUAGE PROGRAMS. This course identifies appropriate
curricula and teaching strategies to teach reading, language
arts, mathematics, science and social studies to second language
learners. Principles of current content area curriculum and
instructional theory as related to language learning in a
bilingual classroom are studied. Spanish is often used to
teach this course. Prerequisite: Junior Standing Credit 3.
BSL 478 TEACHING ENGLISH AS A SECOND
LANGUAGE. The course identifies current instructional
methods and approaches to teaching English as a second language
to nonnative speakers of English beginning at the early childhood
level through adult. Principles and concepts of second language
learning, linguistic contrasts between English and other languages,
and the instructional processes are emphasized. Prerequisite:
Junior Standing. Credit 3.
BSL 488 STUDENT TEACHING IN A BILINGUAL
OR ESL CLASSROOM. The student is assigned to student teaching
in a bilingual and elementary classroom full-time for twelve
weeks. The student is assigned to student teaching in an English
as a second language classroom or period full-time at the
elementary or secondary level for six weeks or one-half day
for twelve weeks. Prerequisite: Admission to Student Teaching
program. Credit 3.
*Subject to action by the Board of Regents, The Texas State
University System, and the Texas Higher Education Coordinating
Board.
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