This course provides the new student with an initial introduction to the academic, linguistic, and cultural world of English learners. Building on the student's prior knowledge, this course will enable the student to read, observe and interact with English learners in academic settings, analyze what they see, and discuss issues that provide a foundation for understanding the academic and pedagogy content of future courses.

This course is an introduction to the foundations, methods, applications and instructional practices (e.g. WIDA, SIOP) on the teaching of the English language to culturally diverse learners (ELLs). Participants will examine a variety of topics which will include and not be limited to: identifying culturally diverse students, methodology, formal and informal assessment, bridging home and school, technology, advocacy, and research-based school practices within the complexity of language learning/teaching. This course will include an overview of the WIDA English Language Development Standards to learn how to develop language objectives for the ELL student. Additionally, students will conduct an in-depth examination of how learning is organized in culturally responsive classrooms and schools throughout the United States. 12 Hours of fieldwork experience required.

This course will explore federal and state laws related to bilingualism and the fields surrounding English as a second language education. Participants will explore the theoretical, practical, historical, judicial, philosophical, social-cultural, socio-emotional, ethnic identity, regional, socioeconomic factors, political, and sociological context of programs for bilingual learners. Researched based models for developing listening, speaking, reading and writing for ELLs and bilingual proficiency will be examined. Additionally, the following areas will be explored: the nature and role of culture, community, families, schools, intercultural communication within the classroom and its intersection with teaching and learning.

This course will address both the assessment and instruction of ESL learners preK-12 with disabilities, and/or limited or interrupted formal schooling. Participants will examine the second language acquisitions process, literacy development in the second language, culture, alternative assessment measures, and appropriate instructional methodology for ESL learners with disabilities and/or ESL learners with limited or interrupted formal schooling. Participants will identify key issues in the assessment and instruction of ESL learners with disabilities and/or limited or interrupted formal schooling. Additionally, an examination of the use of alternative assessments for distinguishing between disability, literacy development, and developmental process of second language learning will be explored. 12 hours of fieldwork experience required.

This course is designed to explore the formal and informal language assessment practices and approaches necessary for evaluating content knowledge, literacy skills, and language proficiency in both English and the partner language for English learners at varying levels of proficiency, including possible differentiation from learning disabilities. Participants will understand and explore a variety of issues related to state and federal assessment of multilingual learners and will learn how to use assessments as a tool to design instruction appropriately as well as develop the knowledge and skills to design and implement assessments that reflect the complexities of biliteracy development in bilingual educational settings. The course emphasizes the use of holistic, valid, and reliable assessment measures that are inclusive of students’ oral language, reading, and writing development in both languages. Additionally, the course will focus on culturally relevant teaching practices and materials, helping candidates identify and counteract culturally biased or racist content within the curriculum. Students will explore asset-based pedagogies that draw upon students’ linguistic and cultural knowledge to enhance instruction. By the end of the course, candidates will have the skills to develop equitable curricula and assessments that reflect both academic rigor and sociocultural competence. 12 hours of fieldwork experience required.

This course will explore the theory of research related to first and second language acquisition. Participants will conduct an in-depth examination of learning theories and practices for developing reading skills and comprehension in English as a first language ad different education levels. This course will include: the relevance of linguistic difference between the first and second language for reading instruction in English, differences of reading instruction in English (e.g. phonemic awareness, and phonics) for students who may or may not be literate in their first language. 12 hours of fieldwork experience required.

This course will explore the development of listening, speaking, reading, and writing vocabulary, approaches and practices for developing writing skills, the writing process and formal elements of writing, oral/aural fluency in English at various proficiency levels, social and academic English and academic language for content areas, and the development of metalinguistic skills appropriate to cognitive, academic, and language proficiency levels. 12 hours of fieldwork experience required.

This course focuses on the practices and approaches essential for teaching reading and writing in bilingual education settings, with an emphasis on the importance of oral language development as a foundation for literacy. Candidates pursuing the Bilingual Education Endorsement will explore methods that foster biliteracy by effectively teaching in both the partner language and English. Through evidence-based instruction, candidates will learn to apply a variety of grouping strategies to actively engage students and provide ample opportunities to practice reading, writing, speaking, and listening in both languages. The course also covers the pedagogical skills necessary for promoting grammatical, pragmatic, discourse, and metalinguistic competencies. Candidates will develop strategies for separating languages in instruction while identifying key opportunities for transliteracy and scaffolding across languages. Emphasis will be placed on the selection and use of culturally relevant and linguistically appropriate materials to enhance biliteracy development and ensure the transfer of language concepts between the partner language and English.

Participants develop knowledge of language and linguistics functions and registers of language, discourse varieties, aspects of social/ academic language, rhetorical registers, and writing conventions. They reinforce knowledge of practices for development of listening, speaking, reading, and writing vocabulary, approaches for developing writing skills and use of writing tools. They reinforce knowledge of social/academic English and academic language for content areas. They apply knowledge of planning/implementing standards-based ESL and content instruction. They develop knowledge of instruction, assessments, resources, research, and advances in the field of ESL.

The seminar is a competency-based course that is part of the Programs in English as a Second Language PreK-6 and English as a Second Language 5-12 leading to licensure in Massachusetts. The seminar is designed to ensure that Teacher Candidates understand the requirements of the practicum and is placed in an appropriate setting. During this course, teacher candidates complete: 80 hours of a pre-practicum field-based experience; complete their first observation; and conduct their first three-way meeting as aligned with the requirements of the Massachusetts Candidate Assessment of Performance (CAP). Attendance at bi-weekly seminars is required during the pre-practicum experience.

Students will complete a 75 hour field based experience in a bilingual educational setting in order to further develop understanding and implementation of culturally relevant teaching materials and practices. In addition, during the seminar portion of this course, students will discuss and reflect upon their 75 hour field-based experience working with multilingual learners. Students will discuss appropriate curriculum, pedagogy, subject matter knowledge, and critical issues in supporting multilingual learners.

For students seeking initial licensure in English as a Second Language levels PreK-6. This course involves full time supervised teaching responsibilities in a public classroom (PreK-6) or a Chapter 766 approved school with English Language Learners from September to June. It requires papers and attendance at bimonthly seminars and the completion of the Candidate Assessment of Performance (CAP) document. Practicum hours begin the last week of September/first week of October. Students must complete a CORI (Criminal Offense Records of Investigation) check and any other requirements as mandated by a school district.

For students seeking initial licensure in English as a Second Language levels PreK-6. This course involves full time supervised teaching responsibilities in a public classroom (PreK-6) or a Chapter 766 approved school with English Language Learners from September to June. It requires papers and attendance at bimonthly seminars and the completion of the Candidate Assessment of Performance (CAP) document. Practicum hours begin the last week of September/first week of October. Students must complete a CORI (Criminal Offense Records of Investigation) check and any other requirements as mandated by a school district.

This course will focus on developing ESL teachers' knowledge of quality literature available for adolescents. Teachers will read various literary genres (essays, short stories, poetry, novels) to analyze and evaluate their content to be able to select those which will best adapt to their ESL students. The course promotes literature to motivate reading and writing about topics related to students' lives, culture, and social issues. Strategies to improve students' reading comprehension and analytical skills will be studied.

Participants are introduced to language and linguistics (system, functions, registers, variation, change). They consider language structure (phonology, morphology, syntax, semantics, pragmatics, discourse, social/academic language, registers, writing conventions). They discuss language acquisition and literacy: significant theories/ practices for English first-language reading skills and comprehension at different grade levels, and the relevance of linguistic differences between first and second language for reading instruction in English. They understand socio-cultural and socio-emotional considerations in teaching ESL: regional, socioeconomic, and developmental factors influencing language variation and bilingualism/multilingualism.

In this introductory course, participants reinforce and apply knowledge of structure and nature of language (phonology, morphology, syntax, semantics, pragmatics, discourse, social/ academic language, registers, writing conventions). They discuss and model instructional approaches and best practices for teaching ESL (instructional foundations, theories and sheltered strategies for developing English language skills in listening, speaking, reading and writing for English language learners in bilingual/multilingual classes from primary grads on and research-based practices for English language development.

Participants apply understanding of language and linguistics, reinforce knowledge of language acquisition and literacy: theories/ practices to develop reading skills/comprehension in English as a first language at different educational levels; linguistic differences between first/second language for English reading instruction; differences in initial instruction for students not literate in their first language; first language literacy effects on second language literacy; formal/ informal measures for assessing skill development with ESL learners; developing listening/speaking/reading/writing vocabulary; approaches for developing writing skills and use of writing tools; writing process and formal writing elements; English oral/aural fluency; social/ academic English and content language; metalinguistic skills and vocabulary appropriate to cognitive, academic, and language proficiency levels.

Participants acquire technological knowledge of resources and strategies that can be utilized for various language and linguistic functions. Students will strengthen their technological knowledge of listening, speaking, reading, and writing vocabulary development, as well as the use of writing tools in both physical and virtual classrooms. Participants will apply this knowledge to plan and implement standards-based ESL and content instruction; they will also gain knowledge of instruction, assessments, resources, research, and recent advances in technology for ESL teachers.

Assessment of English Learners (ELs) is affected by federal/state regulations, including state-wide adoption of the WIDA ACCESS Test for ELs. Course participants will understand laws and issues pertinent to the education of ELs, and user of tests, performance tasks and self-assessments for identification, placement, and reclassification of ELs. They will learn to interpret ACCESS results, consider the effects of socio-cultural, psychological, political, and individual learning variables, and apply these to design differentiated assessment measures that enable ELs to use academic language in demonstrating content knowledge and English proficiency. Participants will have the opportunity to observe and interact with ESL students in field-based classroom situations.

Participants in this introductory course develop knowledge of language and linguistics: system, functions, registers, variations, changes. They discuss language acquisition theory/research; cultural/ linguistic differences affecting reading instruction; ESL socio-cultural, socio-economic, socio-emotional, and developmental factors influencing bilingualism/multilingualism; cultural intersection with teaching and learning; cultural/racial/ethnic/linguistic identity; intercultural communication, role of community, families, and schools in EL education. They apply theoretical, political, historical foundations of education for ELs, and strategies for school collaboration, family outreach, and community involvement for English language learners. They consider curriculum and planning as well as family and community engagement.

This course is designed for teachers and administrators experiencing the challenge of meeting the academic needs of multilevel, diverse classrooms PreK-12 that require sheltered instruction techniques and state mandated assessment instruments for English Learners (ELs). This course will provide participants with multiple opportunities to learn and apply sheltering content instruction strategies to enable ELs to meet grade level academic standards by utilizing the Sheltered Instruction Observation Protocol (SIOP) as demonstrated in national research on best practices for effective instruction. Pre-practicum hours of directed field-based training required.

This course will provide a framework for developing a comprehensive system for the assessment and instruction of ESL learners preK- 12 with disabilities and/or limited or interrupted formal schooling. Participants will gain an understanding of the second language acquisition process, literacy development in the second language, culture, alternative assessment measures, and appropriate instructional methodology for ESL learners with disabilities and/or ESL learners with limited or interrupted formal schooling. They will identify key issues in the assessment and instruction of ESL learners with disabilities and/or limited or interrupted formal schooling, including under-representation and over-representation in special education, appropriate assessment measures, and legal responsibilities. Participants will have the opportunity to discuss the use of alternative assessment measures for distinguishing between disability, literacy development, and developmental process of second language learning. They will also develop appropriate second language instruction for ELs with disabilities and/or limited formal schooling.

This course provides educators working with second language learners a theoretical and practical framework for integrating academic language development into content area instruction in grades preK-12. Students will be presented with an overview of instructional concepts and approaches that recognize the role that language plays as the major medium of instruction and learning including language across the curriculum, CALLA (cognitive academic language learning approach), process writing, cooperative learning and cognitive instruction. Participants will have guided practice in using and applying effective teaching strategies that support the linguistic and academic development of ESL learners within the context of the content area classroom. They will learn how to plan and deliver instruction to help ESL learners understand academic content, develop academic language, increase higher order thinking skills, and strategically apply learning strategies.