DEPARTMENT OF LANGUAGE,
LITERACY, AND SPECIAL POPULATIONS

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BILINGUAL EDUCATION COURSES

BSL 233 FOUNDATIONS OF BILINGUAL EDUCATION. This course examines the evolution, rationale, legislation, program, orientation, philosophy, topologies, goals and objectives of bilingual education and English as a second language programs. This course examines the international, national, state, and regional perspectives and social attitudes toward the implementation of second language programs. This course also examines the theories and philosophies related to second language learning and program development. Prerequisite: Sophomore standing. Credit 3.

BSL 236 MULTICULTURAL INFLUENCES ON LEARNING. This course examines the rich cultural heritage 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 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 BILINGUAL INSTRUCTIONAL 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: Junior Standing. Credit 3.

*BSL 475 INDIVIDUAL PROBLEMS IN BILINGUAL EDUCATION. This course is designed for persons interested in enhancing educational principles related to current bilingual and English as a second language issues. This course would address specific topics for independent study related to second language learning, methodologies, curriculum, instruction, evaluation, parental/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 teach 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 classroom full-time for twelve weeks. The student is assigned to student teaching in an English as a second language classroom full-time for six weeks or one-half day for twelve weeks. Prerequisite: Admission to Student Teaching program. Credit 3.

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EARLY CHILDHOOD EDUCATION COURSE DESCRIPTIONS

ECE 273 CURRICULUM IN THE PRESCHOOL. The curriculum in the preschool and primary grades in presented with an emphasis on the prekindergarten and kindergarten essential elements. Classroom arrangements, selection of material and activities, evaluation procedures, and developmentally appropriate practices will be studied. Observations in child care centers and prekindergarten classrooms are required. Prerequisite: 45 hours. Credit 3.

ECE 275 STUDY OF THE PRESCHOOL CHILD. A study is made of the growth and development of the preschool child with emphasis placed upon the interpretation of observation logs and case studies of young children. The course is designed for individuals planning to teach in preschool programs and kindergartens. Prerequisite: 45 hours. Credit 3.

ECE 319 GUIDANCE OF YOUNG CHILDREN: FIELD EXPERIENCE. Students will present weekly lessons to the children in the Little Bearkat Center. This course is taken concurrently with ECE 329. Prerequisite: ECE 273. Credit 1.

ECE 329 GUIDANCE OF YOUNG CHILDREN. Classroom management and discipline techniques which are appropriate for young children will be presented with an emphasis on inductive discipline which leads to self-discipline. This course is taken concurrently with ECE 319. Prerequisite: Junior standing. Credit 2.

ECE 433 DEVELOPMENTALLY APPROPRIATE PROGRAMS FOR YOUNG CHILDREN. An indepth study will be made of developmentally appropriate practices in schools for young children. Appropriate curriculum and assessment, thematic unit development, and a study of the kindergarten essential elements are major area of emphasis. Field experiences will allow students opportunities to interact with children in the Little Bearkat Center. Prerequisites: ECE 273,, 275, 329/319 and Senior Standing. Credit 3.

ECE 439 LANGUAGE DEVELOPMENT OF THE PRESCHOOL CHILD. Study is made of language acquisition of children from birth through age eight. Special emphasis is given to the characteristics of the home learning environment, differences among cultures in language learning, and the teachers' role in the development of language processes. Students will learn how to plan for and assess language learning in preschool and primary classrooms. Prerequisites: ECE 273, ECE 275. Credit 3.

ECE 475 PROBLEMS IN EARLY CHILDHOOD EDUCATION. Designed to permit individual students to study specific areas of interest and need. Prerequisite: Approval of Department Chair. Credit 3.

ECE 486 STUDENT TEACHING IN THE KINDERGARTEN AND PREKINDERGARTEN. Six weeks of student teaching experience in a public prekindergarten or kindergarten is provided. Prerequisite: Admission to Student Teaching Program. Credit 3.

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READING COURSE DESCRIPTIONS

RDG 031D DEVELOPMENTAL READING. This course is an intense study of vocabulary, text organization, comprehension and other reading skills.Credit in this course will not be allowed to count toward graduation or computation of grade point averages or classification of students by hours completed.

RDG 235 AN INTRODUCTION TO LANGUAGE AND LITERACY. The focus of this course is an introduction to language acquisition and development including an awareness of social and cultural differences. Special emphasis will be made on instructional applications for teaching. Credit 3.

RDG 285 LITERACY AS A FOUNDATION FOR LEARNING. This course will provide an opportunity for students to examine their personal literacy development and their philosophical assumptions underlying literacy instruction, in order to build a basis for the research and methodology provided in the advanced courses. Credit 3.

RDG 370 THE TEACHING OF READING. This course, based on the fundamental concepts and principles of reading instruction, focuses on the developmental stages of reading. Word attack, comprehension, study strategies and other aspects of a balanced literacy program are stressed. Students will examine materials and practice applicable techniques for teaching literacy. This course includes a field experience component. Must be taken concurrently with RDG 390. Prerequisite: Junior standing. Credit 3.

RDG 385 CAUSES AND REMEDIATION OF READING DISABILITIES. The focus of this course is an exploration of the physical, sociological and psychological causes of individual differences in literacy learning. Students will mentor an individual child planning assessment and instructional procedures for reading/writing improvement. Prerequisites: RDG 235, RDG 370, RDG 390. Credit3.

RDG 390 READING AND THINKING THROUGH THE LANGUAGE PROCESSES. This course, based on the fundamental concepts and principles of literacy instruction, focuses on the developmental stages of writing and the interrelated language processes of listening, speaking and reading and writing. The preservice teacher will explore theories and instructional practices in the elementary school language arts program. This course includes a field experience component and must be taken concurrently with RDG 370. Prerequisite: Junior standing. Credit 3.

RDG 393 EMERGENT LITERACY The focus of this course is on emergent and beginning literacy learners. Language and cognitive development, listening, speaking, reading, and writing theories and instructional practices are stressed. Credit 3.

RDG 431 LITERACY ASSESSMENT AND INSTRUCTION. This course focuses on literacy assessment in elementary classroom settings. Students will learn to administer and interpret varied assessment tools as well as select and implement appropriate instructional techniques to plan and conduct effective classroom literacy instruction. This course includes a field experience component. Prerequisites: RDG 370, RDG 390. Credit 3.

RDG 471 READING IN THE MIDDLE GRADES. This course focuses on the uniqueness of middle grade students, middle school structures and explores literacy theories and activities that meet these needs and structures. Prerequisites: RDG 370, RDG 390 or instructor's permission for students seeking secondary certification. Credit 3.

* RDG 475 INDIVIDUAL PROBLEMS IN READING. This course is designed for persons interested in extending conceptual knowledge in literacy issues. This course would address specific topics for independent study related to emergent literacy, methodologies, curriculum, assessment, and language processes. Credit 3.

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SPECIAL EDUCATION COURSE DESCRIPTIONS

SPD 231 INTRODUCTION TO SPECIAL EDUCATION. This survey course presents characteristics of special needs students, historical perspectives of special education, recommended educational approaches, current trends and issues in special education. Twenty (20) hours field observation required.Credit 3.

SPD 317 CURRICULUM AND METHODS LABORATORY. Taken with SPD 367. Credit 1.

SPD 331 BEHAVIOR DISORDERS. This course provides a study of the defining characteristics, systems of classification and diagnosis, theories of causality, and interventions for behaviorally disordered children. Prerequisites: SPD 231 and Sophomore standing. Credit 3.

SPD 367 CURRICULUM AND METHODS FOR EXCEPTIONAL CHILDREN AND YOUTH. Emphasis is placed on the selection and evaluation of teaching methods, lesson planning, use of audio-visual materials, and the preparation of instructional materials appropriate for students with special education needs. Taken concurrently with SPD 317. Prerequisite: SPD 231. Credit 3.

SPD 377 LEARNING AND LEARNING DISABILITIES. Learning disabilities are examined with emphasis on history, definition, causation, and remediation techniques. Prerequisites: SPD 231 and Junior standing. Credit 3.

SPD 378 CLASSROOM MANAGEMENT AND PARENT INVOLVEMENT IN SPECIAL EDUCATION. This course addresses a variety of techniques that can be utilized to create, maintain, increase, or decrease individual and group behaviors. Behavior management techniques from a variety of theoretical models will be examined. The basic principles, tools, and techniques of communicating with parents of exceptional children and implementing parent education programs will also be examined. Prerequisites: SPD 231 and Junior standing. Credit 3.

SPD 438 DIAGNOSTIC ASSESSMENT OF EXCEPTIONAL CHILDREN AND YOUTH. An overview of formal and informal assessment for special education is provided. This course includes basic concepts of measurement, assessment of academic achievement, screening tools, diagnostic testing, individual and group intelligence tests, perceptual skills, sensory acuity and adaptive behavior. Prerequisites: SPD 231, 331, and 377. Credit 3.

SPD 460 PSYCHOLOGY OF MENTAL RETARDATION. This course includes a study of the nature and causes of mental retardation; the characteristics, needs, and life span issues of individuals with mental retardation. Twenty (20) hours of field placement required. Prerequisite: SPD 231. Credit 3.

SPD 474 INDIVIDUAL PROBLEMS IN SPECIAL EDUCATION. Designed to permit individual students to study specific areas of interest and need. Prerequisite: Approval of Department Chair. Credit 3.

SPD 484 STUDENT TEACHING IN SPECIAL EDUCATION. The student is assigned to student teach in a classroom setting which serves students with special education needs. Must be taken with EED 491 and 492 or SED 496. Credit 3.

SPD 490 PRACTICUM IN TEACHING EXCEPTIONAL CHILDREN: EARLY CHILDHOOD. This course provides conditions under which the student can demonstrate competencies by working with young children with disabilities under the supervision of a qualified teacher. This course provides experience in designing individual instructional plans, data collection, and instructional adaptations. Prerequisite: SPD 231. Credit 3.

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