This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners

The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

Candidates seeking ESL licensure must provide documentation of World Language coursework. A minimum of 2 years of high school level or 1 year of college level in a single language is required. Students also take the content courses listed below.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners

The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

Candidates seeking ESL licensure must provide documentation of World Language coursework. A minimum of 2 years of high school level or 1 year of college level in a single language is required. Students also take the content courses listed below.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course examines an array of tools that inform language teaching. The course will include an overview of phonetics, IPA, phonology, morphology, syntax, semantics, historical- comparative linguistics and language universals. This course explores how teachers can use the above tools to structure instruction in ways that diverse learners will develop academic language proficiency in the areas of listening, speaking, reading and writing.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course looks at issues involved in the testing and evaluating of diverse learners in a variety of educational settings. Instruments and procedures for assessing the language proficiency, as well as content knowledge and skills will be examined and discussed. Uses of test results, assessing the four language domains and issues of advocacy will be included.

This course systematically examines the grammar of English specifically as it relates to the teaching of English to non-native speakers. The class will examine English structures in depth, recognize basic linguistic features of English including morphology, syntax and semantics. The relationship of English grammar to those of other languages will be explored, as will the history and development of English.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners

The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.

This course examines the roles culture and society play in the acquisition of English as a second language. Aspects of anthropology, the underlying discipline of culture, will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with ESL classrooms that have students from cultures of East Africa, Mexico, Central and Latin America, and East Asia.

This course examines an array of tools that inform language teaching. The course will include an overview of phonetics, IPA, phonology, morphology, syntax, semantics, historical- comparative linguistics and language universals. This course explores how teachers can use the above tools to structure instruction in ways that diverse learners will develop academic language proficiency in the areas of listening, speaking, reading and writing.

This course looks at issues involved in the testing and evaluating of diverse learners in a variety of educational settings. Instruments and procedures for assessing the language proficiency, as well as content knowledge and skills will be examined and discussed. Uses of test results, assessing the four language domains and issues of advocacy will be included.

This course will examine current theories, instructional methods and materials, and issues in the areas of reading and writing for second language learners. Relevant research will be investigated and relationships between research and best practice will be discussed and applied. It is expected that registrants will attend all classes, complete all readings and assignments, and participate in class discussions and activities.

This course systematically examines the grammar of English specifically as it relates to the teaching of English to non-native speakers. The class will examine English structures in depth, recognize basic linguistic features of English including morphology, syntax and semantics. The relationship of English grammar to those of other languages will be explored, as will the history and development of English.

This course covers currently recognized best practice in language teaching methodology such as content-based instruction, co-teaching, communicative approaches, collaborative learning, and task-based learning. Theory and practical dimensions will be included. Students will demonstrate their knowledge, skills and dispositions related to best practice in English as a Second Language content and methodology in a field-based integrative project and will also lead an advocacy discussion highlighting the instructional implications of a current issue impacting diverse language learners

The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: TEGR 512, 530. Concurrent registration with either TEGR 571, 580 or 581. Grading: Satisfactory/ Unsatisfactory.

This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.