Core courses:
EDU 550C Curriculum: Design and Practice (3)
An exploration of the content that revolves around the development of the curriculum, this course includes curriculum analyses, models, alignment, and evaluation.
EDU 551C Psychological Foundations of Learning (3)
This course addresses developmental stages within the context of major learning theories. The psychology of learning includes motivation, humor, strategic learning, anchored instruction, mediated, learning, metacognition, brain research, classroom organization, management, climate, and communication for effective teaching.
(A field experience is required in order to pass this course, see syllabus for specific details)
EDU 563C Legal, Ethical, and Political Issues (3)
Legal and ethical responsibilities of teachers toward their students are central to this course. The legal rights and liabilities of teachers and the responsibilities in maintaining and orderly classroom climate will be discussed. Political influences are juxtaposed against moral and ethical responsibilities in decision making. Strategies for interacting with media are included.
Major: In addition to 9 hours of core courses, the following 21 hours in ELL Instruction (PreK-12) are required:
Language Acquisition and Learning 3
Trends and Models in ELL Instruction 3
Authentic Language Curriculum Design 3
Culture 3
Methods of Assessment and Evaluation for ELL 3
Technology and Language Learning 3
Linguistics for Teachers of ELL 3
Exit Assessment Seminar 0
E-Portfolio 0
Total Hours 30
Additional Option:
Master of Arts in Teaching English Language Learners PreK-12 (initial licensure) --
If a student is seeking initial endorsement in ELL, s/he must complete an enhanced student teaching semester (ELL 6075 Student Teaching and Seminar of 6 hours credit at the graduate level) at both the PreK-6 and 7-12 grade levels AND must have had the experience of learning a second language equivalent to at least six semester hours of college level study. (This experience may include, but is not limited to, completion of intensive language training by the Peace Corps, passing the Praxis II subject assessment in a second language, or a foreign language teaching credential from Tennessee or another state.)
Individuals who have completed previously an education-related master's degree may take 21 hours to add an endorsement in teaching English Language Learners. The courses to be taken are the courses indentified for the major in the English Language Learners degree.
Core courses: 9 hours from the MAT K-6 master's degree core:
Psychological Foundations of Learning 3
Legal, Ethical, and Political Issues 3
Methods of Assessment and Evaluation for ELL 3
Major K-6: In addition to the 9 hours of the core courses, the following 15 hours in K-6 are required:
K-6 Reading and Literacy Education 3
K-6 Science Education 3
K-6 Math Education 3
K-6 Social Studies Education 3
Authentic Language Curriculum Design 3
Major ELL: In addition to 9 hours of core courses, the following 15 hours in ELL Instruction (PreK-12) are required in addition to student teaching and seminar:
Language Acquisition and Learning 3
Trends and Models in ELL Instruction 3
Culture 3
Technology and Language Learning 3
Linguistics for Teachers of ELL 3
Student Teaching and Seminar 6
E-Portfolio 0
ELL 6000 Language Acquisition and Learning (3)
This course explores the accepted theories of language learning and acquisition. The distinction is made between learning and acquisition as it relates to efficient language application and use. Distinctions are also made between communicative language learning and academic language learning and the instructional supports required for each. This is an applied theory course with significant reading and which provides a theoretical framework for the remainder of the course work in this major. Understanding how language is learned and acquired is fundamental to language instruction. The importance of socialization in the target language with transitional supports in the mother tongue is also explored. Course addresses state standards IA, IIC, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6010 Trends, Models, and Methods in ELL Instruction (3)
This course examines the currently used models of ELL instruction from a variety of school boards and regions. These models are examined in light of language learning theory. Models of integration, mainstreaming, "push out" and "pull in" are examined and students are expected to not only understand the differences but to also understand the implications for effective language learning. Course addresses state standards IC, IE, II, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6020 Authentic Language Curriculum Design (3)
This course looks at the principles of curriculum design as they relate to language learning within an authentic learning environment. Rather than creating inaccurate learning environments with controlled language input, this course explores the efficiency of maximizing comprehensible input in order to produce comprehensible output. Contextualization of language application and use are central to this course and students will be expected to design actual curriculum units within an authentic language context. Integrated approaches to grammar, vocabulary, pronunciation, and writing are examined and used by students to design their own authentic language course. The course addresses state standards IA, IB, IC, IG, IIA, IIIA.
ELL 6030 Culture (3)
This course focuses on the relationship between culture and language, both oral and written, and examines the importance of identifying key cultural traits of ELL students’ home culture for instructional scaffolding. Affirmation of home culture as well as multicultural issues such as integration, acculturation and assimilation are examined as they pertain to ELL teaching and learning. This is a research course. Course addresses state standards ID, IH, II, IIB, IIIA, IIIB, IIIC.
(A field experience is required in order to pass this course, see syllabus for specific details)
ELL 6040 Methods of Assessment and Evaluation for ELL (3)
Language proficiency assessment for placing is not the same as evaluation of language demonstration and use. This course examines the differences between the two and combines methods with outcomes evaluation. Assessment for "placement" is compared with evaluation of outcomes. Placement is also examined in light of authentic language learning within a school setting. Students are expected to understand the various methods as well as produce samples of assessment and evaluation strategies. Course addresses state standards IE, IF, IG, II, IIIC.
ELL 6050 Technology and Language Learning (3)
This course examines the importance of instructional scaffolding for ELL learners and looks at how new technology can facilitate this approach. Students will experience various methods using new technology such as the Internet for instruction and various forms of distance education for language learners. This course will provide access to new software, online resources, and synchronous and asynchronous methods in technology mediation. Language practice through mixed media input is demonstrated as well as the role of rote practice for pronunciation. Course addresses state standards IA, IB.
ELL 6055 Linguistics for Teachers of ELL (3)
A descriptive linguistics course which focuses on understanding phonologic, syntactic, semantic, and pragmatic aspects of language as they apply to an understanding of any ELL student’s native language. Language transfer issues for ELL students are examined in both the oral and written domains to provide appropriate instructional scaffolding. The course also considers the significance of sociolinguistic and psycholinguistic aspects of language learning. This is a research course. Course addresses state standards IG, IIA, IIB, IIC, IIIA, IIIC.
ELL 6070 Exit Assessment (NC)
The culminating experience of the M.Ed. ELL PreK-12 is an exit assessment during which the student will demonstrate learning and present the E-portfolio. For those seeking initial licensure, Student Teaching and Seminar will be required in lieu of the exit assessment
ELL 6600 E-portfolio (NC)
The student will maintain an E-portfolio throughout the program that will be evaluated as a part of the exit assessment or as part of the student teaching seminar.
Field Experiences (NC)
At least 40 hours of practicum will be completed in English as a second language settings; the practicum will include experiences in both the PreK-6 and 7-12 grade levels. The practicum hours will be divided among the requirements of various courses and will include using applied technology to enhance academic proficiency as well as communicative proficiency in English.
ELL 6075 Student Teaching and Seminar (6)
Student teaching that includes experience at both the PreK-6 and 7-12 grade levels and seminar will be required for individuals seeking initial licensure as ELL teachers.
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