 |
|
 |
 |
DEPARTMENT OF LANGUAGE, LITERACY, AND SPECIAL POPULATIONSAcademic Studies Major | Academic Major and Minor | Professional Education | Admission to the Literary Block | Admission to Student Teaching | Course Descriptions CHAIR: Mary Robbins FACULTY: Adams , Breen ,Higgins , Lynch , Miller , McCauley , Nabors , Price , Robbins , Swicegood , Warner , Wegmann The primary purpose of the Academic Studies (ACS) program is to prepare candidates to become exemplary teachers in Early Childhood – 4th Grade (EC-4) classrooms and 4th Grade – 8th Grade (4-8) classrooms. The ACS program consists of 62 hours of Academic Foundation courses, a 48-hour (minimum) Academic Studies major (includes the minors listed below), and 24 hours of Professional Education courses, including student teaching. Candidates registered for nine hours during the student teaching semester are considered to be full-time students. The Department of Language, Literacy and Special Populations offers the following certifications (minors within the ACS program). 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. Candidates with majors in other program areas may select Reading or Special Education as a minor. Please see your advisor for complete program description. All candidates seeking certification must satisfy the requirements for admission to candidacy in Educator Preparation (see Standards for Admission to Candidacy in the Educator Preparation Program under Initial Teacher Certification in this catalog). Candidates should contact an advisor regularly to determine any degree plan or certification changes. All of the certification programs listed above have a common core of Foundation courses and a common set of Professional Education courses. Each of the minors has a unique set of Academic Studies courses. Academic Foundations (62 hours)
(minimum 48 hours) [Course selection unique to minor specialization] A list of course requirements for specific majors/minors are available at the major department, major advisor, and the SAM Center. PROFESSIONAL EDUCATION (24 hours)
TOTAL: 173 Hours All ACS Majors (with minors in Language, Literacy and Special Populations) are
NOTE: The above represents a sequence of checkpoints and candidates must be recommended at each checkpoint to progress through the program. ADMISSION TO THE LITERACY BLOCK Candidates for certification EC-4, 4-8, EC-8, and EC-12 must participate in a onesemester 6 hour literacy block (RDG 370/RDG 390) the semester prior to the ACS methods block. Students must apply to be accepted into the literacy block through the Department of Language, Literacy and Special Populations (LLSP). The LLSP Department determines the eligibility based on criteria which includes admission tothe Educator Preparation Program, course work completed, and dispositions. Students should consult their program area advisor to determine the process for application and admission. Student teaching is intended to be the culminating experiences in a candidate’s preparation to become a teacher. The candidate should enroll in student teaching the final semester of their preparation program (contact edu_efo@shsu.edu for student teaching information). BILINGUAL EDUCATION COURSE DESCRIPTIONS 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 from 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. Field experience in PK-4 public schools required. 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 LANGUAGE 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 CONTENT BASED LEARNING FOR SECOND LANGUAGE LEARNERS. 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. Field experiences in PK-4 schools required. 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. Field experience in PK-12 schools required. 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 fulltime 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. |